0Chapter 1

GOOD GOVERNANCE
Introduction
Every citizen dream for a good government which is run by honest and good leaders. With the
advent of advanced information technology, globalization and decentralized governance, there
is an increased need for effective, accountable and transparent administrative management and
structures based on collaboration and partnership among the essential players (government,
business, and civil society) of the State.
Definition of Governance
Governance is the management of the resource endowment of a State. It is practiced through
processes, mechanisms and institutions through which the citizens and other groups of society
articulate their interests, exercise legal rights, meet their obligations and mediate their
differences.

It is further defined as the manner in which the power of government authorities is exercised
through the economic and social resources of the country's development.
However, Manasan and Gaffud (1999) state that governance is not simply about how
government conducts business in its own sphere. It also about how government interacts with
the civil society. lt tells how the government encourages and facilitate peoples participation not
only in the delivery of services, but also in the evaluation and monitoring of government
performance.
The manner in which the responsibility 1s discharged by government officials is through
governance which can be acquired by means of election, appointment or delegation in the
public domain or in the area of commerce- corporate governance.

Definition of Good Governance

Good governance pertains to the existence of an efficient and accountable institution, be it
judicial, executive, administrative, economic, corporate, and entrenched rules that protect
human rights, respect the rule of law, and ensure that people are free to participate in and will
be heard on, decisions that affect their lives, and most especially for the promotion of society s
development.
Characteristics of Good Governance
Good governance should demand the following characteristics from effective and efficient
government officials.
1. Accountable. This means that the government authority answerable to the public for the
decision he has rendered.
2. Participatory. This means that the government official practices participatory management
wherein the public is involved in decision making, in all the activities they are undertaking
through their representatives.
3. Transparent. The public is entitled to information and can access documents, provided it will
not bring danger to the state.
4. Based on the rule of law. There is fairness in decision-making and the enforcement of the
law is not impartial.
5. Efficient and effective. The services rendered by the government officials to the public meet
the needs of their constituents.

Principles of Good Governance

Good governance is guided by the following principles for officials to be able to render effective
and efficient service to the public.
1. It focuses on the organization's purpose and on the outcomes for citizens and service users.
This means that the purpose of the organization is clear for the users to receive a high-quality
service and the taxpayers receive value for what they have paid.
2. It performs effectively in clearly defined functions and roles.
The government officials carry out their responsibilities effectively in consonance with their
defined functions and roles.
3. It promotes values for the whole organ1zation and demonstrates these values of good
governance through behavior.
All the good values expected of the government officials are put into practice. They serve as
good models to their constituents.
4. It means that the information relative to their decisions and risk management are transparent.
The leader sees to it that there is an effective risk management in operation for the organization
and the information is accessible to the public.
5. It develops the capacity and capability of the governing body to be effective.
The elected government officials undergo seminars and training to enhance their skills,
knowledge, and experience they need to perform their task well.
 Chapter 1
Worksheet No. 1

Name-
Class Code and Schedule
Course/Year_

Score
Date Performed
Instructor-

Directions: Define the following:

1. Governance (5 pts.)

2 Good Governance (5 pts.)

Essay

1. Do you think our elected government officials practice good governance? Why? Explain
briefly. (20 pts.)

Maybe yes, and Maybe no. Yes, because there are still government officials who are
practicing good governance by focusing on the goal of their organization and achieving it and
benefits the citizens, and also there are government officials that truly cares about their citizens
by giving support and listening to their voice, and the tax that is paid by the people is used for
right and also benefits the citizen. No, because there are government officials and organizations
that are abusing the power that is given by the people. Like, PhilHealth scammed the people by
getting the paid "benefits" they say it is now nowhere to be found because it is robbed. Some
organizations and officials in the government are different, there are still those who care for the
people and there is the government that is greedy and doesn't care about its constituents.
Therefore, I'm not sure if I can say that they are not practicing good governance because still,
there are good officials inside the government.
 Chapter 2
SAFEGUARDING THE ELECTORAL AND POLITICAL PROCESSES
A Good Citizenship Guide to Responsible Voting
Why should I Vote?
Voting or Suffrage is a privilege and right given to every Filipino citizen. More than anything else
however, it is a responsibility that every Filipino is expected to fulfill in earnest.
By voting a Filipino is given the opportunity to be directly involved in the affairs of the nation and
have a stake in national interest. Thus, voting is a privilege.
Upon having met the prescriptions of the law, every citizen is entitled to vote and cannot be
deterred from fulfilling this function. Hence, voting is one of the Filipino's most inalienable rights.
By casting his vote, a Filipino makes himself a part of the nation's conscience whereby his
decisions affect the history or the whole nation, the well-being of his community and the fate of
his family. Therefore, by deciding the fate and interest of the whole nation, the Filipino is
charged with the responsibility to promote and uphold what is beneficial to the Common Good.
Thus, voting is a critical responsibility or every qualified Filipino citizen.

Cheating During Elections

Registration
1. Registration of non-qualified voters
This can also be called "packing of voters lists. To ensure that a candidate will have captive
votes, he will haul in voters even if these voters do not meet the citizenship, age, or residence
requirements. When the registration period has already lapsed, the same objective can be
achieved through the manipulation of inclusion proceedings court.
2. Disenfranchisement of qualified voters
This is resorted to when a candidate believes that a voter or group of voters will vote for his
opponent/s. It can come in the form of discouraging them from registering at all or, if they
managed to register, to exclude them from the voters' lists through an ostensibly legal exclusion
proceeding in court.
Election
1. Vote buying
a. With or without chained balloting
Some candidates will take the word of the bought voter. However, if he wants to be sure that he
gets his money' s worth, the candidate will employ chained balloting or “lansadera”. At the start
of the day, all the potential “buyees” are gathered in one place and, as soon as the polls are
opened, one of them is sent to the polling place.
After he has signed and has been given a ballot by the clerk, he now takes it with him to the
polling both.
What he does with the ballot becomes the heart of the illegal scheme. Instead of filling out the
ballot, he puts it in his pocket and casts something that looks like a ballot into the ballot box.
Thereafter, he presents the blank official ballot to the buyer who pays him an amount for his
effort. The buyer then fills out the ballot himself and hands the same to the second voter. The
second voter goes to the polling place and obtains a blank official ballot, which he turns over
later to the buyer and the cycle is repeated.
b. With or without identifying marks
Another way of ensuring that the brought voter will live up to his end of the bargain is to specify
how that voter will fill out his ballot. The voter can be required to write the candidate's name in a
peculiar way, e.g. first name last, with nickname, misspelled names, etc.
2. Negative vote buying
This is the simplest way of buying votes, where a candidate is certain that a voter will not vote
for him, he can pay him not and to getting vote, on a bus that will take them away for the rest of
the day. Efficiency can be achieved by herding the voters the day.
A lot of times, the voters will be compelled to is have their index fingers smeared with indelible
ink.
3. Waylaying of Voters
a. Through fraud or stealth
This has the same objective as negative vote buying except that no financial benefit accrues to
the voter. With the connivance of the Board of Election Inspectors (BO), the voters name is
deleted from the list. This results in confusion resulting to voter's disenfranchisement.
b. Through intimidation or downright terrorism
4. Stuffing of ballot boxes with fake ballots
5. Ballots writing by only one person or group of persons
6. Voting by persons other than the registered voters
Toward the end of the voting period, the list is scanned for those who have not voted yet. Ballots
are issued to persons other than the registered voters and are filled out by the co-conspirators
of the cheating candidate. As expected, it gives name that will appear in the appropriate place.
7. Misreading of ballots.
8.Ballots/Ballot Boxes Snatching or Destruction
9. Ballots/Ballot Boxes Substitution

10. Falsification (Tampering) of Election Returns

After counting is completed in the precinct, the votes are recorded in a document called the
Election Return. The intercalation of a single digit can result in a hundred votes in favor of a
candidate. This is so easy to do because by this time the level of awareness has been relaxed,
the recording being anti-climactic to the counting.
11. Falsification of Statement of Votes or Certificate of Canvass
Falsification even becomes more vicious when the manipulation is done at the level of the city
or municipal board of canvassers.
The results of all the precincts in a city or municipality are recorded in a document called the
Statement of Voters prepared by the Board of Canvassers. The insertion or intercalation of one
or two digits can result in tens of thousands of votes undeservedly added.

Overseas Absentee Voting Act of 2003

Who may apply?
All citizens of the Philippines abroad, at least eighteen (18) years of age on the day of the
election, not otherwise disqualified by law land who are not registered as voter under R.A. No.
8189, known as the Voters Registration Act No. 8189 (System of Continuing Registration).
(Article 7)

Who are disqualified?

1.Those who have lost their citizenship accordance with Philippine laws,
2. Those who have expressly denounced their Philippine citizenship and who have pledged
allegiance to a foreign country:
3.Those who have been convicted by final judgment of a court or tribunal of an offense
punishable by imprisonment for not less than one year, unless such disability has been removed
by plenary pardon or amnesty.
4. An immigrant or permanent resident who is recognized as such to the host country, unless
he/she executes upon tiling of an application for registration as overseas absentee voter, an
affidavit declaring that:
a. He/she shall resume actual physical permanent residence in the Philippines not later than
three (3) years from approval of his/her Registration, and
b. He/She has not applied for citizenship in another country.
5. Any citizen of the Philippines abroad previously declared insane or incompetent by competent
authority in the Philippines.

Do's and Don'ts

Do's
1. Choose a credible candidate;
2. Support the campaign for a peaceful and orderly conduct of election;
3 If possible, attend and participate in the "Miting de Avanse of the candidates tor you to be able
to know their platforms and goals.
4. Encourage voters to exercise their rights;
5. Adhere to the results/procedures set by the COMELEC;
6. Prepare a list of your chosen candidates before going to your respective polling place
7. Go to the polling center early to avoid the rush;
8. Beware of trouble-makers who intend to disrupt the conduct of the election; and
9. Report any untoward incident to the nearest police station or COMELEC.
Don’ts
1. Raise funds thru dances, lotteries, and cockfighting in support or particular candidates;
2. Carry firearms and deadly weapons;
3. Post, display, distribute and use of illegal campaign materials;
4. Sell, furnish, offer, serve or take intoxicating liquors
5. VOTE-SELLING
6. Vote more than once or in substitution of another;
7. Hold fairs, cockfights, boxing, horse races or similar sports;
8. Open booths of stalls of the sale, etc. of wares, merchandise or refreshments, within thirty
(30) meters radius from polling places; and
9. Accept free transportation, food, drinks and things of value from any candidate of their
parties.

Chapter 2
Worksheet No. 2

Name
Class Code and Schedule
Course/Year
Score
Date Performed
Instructor

Directions: Enumerate the following:

1. Cheating during registration

2. Cheating during election

Essay

Who has the right to vote? Explain briefly.

Every person has the right to vote and has the right to refuse because every person posses
freedom rights. Even if you are a student that is 18 yrs. old and above, a teacher, a nurse, a
carpenter, and a driver you have the right to vote because of the law that is written in the "THE
1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES – ARTICLE V Section 1.
Suffrage may be exercised by all citizens of the Philippines not otherwise disqualified by law,
who are at least eighteen years of age, and who shall have resided in the Philippines for at least
one year, and in the place wherein they propose to vote, for at least six months immediately
preceding the election. No literacy, property, or other substantive requirements shall be imposed
on the exercise of suffrage." Therefore, Every person is part of the nation's morals in the sense
that his decisions affect the history or well-being of his community, as well as the fate of his
family As a result of deciding the fate and interests of the entire nation, the Filipino bears the
responsibility of promoting and upholding what is beneficial to the Betterment Of the country. As
a result, voting is a critical responsibility for every qualified citizen. Thus, voting is a privilege.

Chapter2
Worksheet No. 3

Name
Class Code and Schedule
Course/Year
Score-
Date Performed
Instructor

Directions: Enumerate the following

Those who are disqualified to vote

1-4
Do's during election
6-14
Don’ts during election
15-23

Chapter 3
SOCIAL MOBILIZATION
Introduction
Social Mobilization is an approach wherein the community participation is very essential. It uses
deliberate participating processes to involve local institutions, local leaders, community groups,
and members of the community to organize through concerted efforts toward a common
purpose. Community mobilization is characterized by respect for the community and its needs.
It is also defined by Abhiyan (2004) as a process of capability building of deprived community
people to enable them to plan, manage and control over their own development program. It
emphasizes self-decision of the concerned community, self-initiated development efforts as well
as self-capacity building of the community, empowerment of the powerless, organization of the
unorganized, and awareness of the unaware which are the major elements of the social
mobilization and are the concerns of the National Service Training Programs.
Components of Social Mobilization
The Social Mobilization's concept is mainly based on the development approach to empower
the deprived and poor people of rural as well as urban areas for improving their position in life
and condition in a sustainable way. It is basically guided by the following components which has
an impact on the lives of the community people directly or indirectly:
1. To achieve GROWTH in the physical, intellectual, volitional and moral capabilities of the
deprived people as persons; This means that the people should acquire useful knowledge,
social awareness, and ability to make choices, physical security and self-assurance.
2. The complementary component is EMPOWERMENT of deprived people through
strengthening of their collective capabilities. This implies bonafide leadership, solidarity, and
participatory decision -making of the self- help groups/organization.
3. The TRANSFORMATION OF SOCIAL INSTITUTIONS in keeping with the principles of equity
and social justice;
4. ENHANCEMENT OF THE ECOLOGICAL RESOURCE is where the deprived people depend
for their physical security and sustenance.
5. DYNAMIC CULTURAL INNOVATION in the values, beliefs and norms that constitute the
blueprint for a developed society and for the behavior of its members.
The self-help organizations which can be initiated by the students in the National Service
Training Program (NSTP) can help the deprived community to be able to lead their self-
development process in the following self-propelled manner:
1. help in providing local mechanism for mobilizing savings of the community and provide credit
to meet their financial needs,
2. assist in creating people's institutions to initiate/support local communities and groups to
identify and mobilize local resources and properly utilize external resources

3. help in building confidence and enhancing the capacity or community people in promoting
self-reliance; and
4. assist in establishing a network of community financial institutions owned and democratically
operated by the community people.
Therefore, Social Mobilization as expounded by Abhiyan (2004) in his advocacy Program states
that it is also known as a process of formation, and management of self-help organization/group
(SHG) by the concerned community people which could be led by the NSTP students. In this
context, the role of the students is as catalysts and they should do the following:
1. Identification of the needs of the people in the community where they are assigned;
2. Assist the people in analyzing their problems;
3. Guide the group to form and manage self-help groups (SHG);
4. Help them on how they could develop their institutions;
5. Guide them on how they could increase access and control over the resources, and
6. Help them plan and implement self-reliance through small entrepreneurial activities at the
community level.
The NSTP students should bear in mind that the sustainable and self-propelled development of
the community is impossible unless they take in charge or their development process with their
own decision-making and implementation mechanism. It is capacitated in terms of conceptual
understanding and management and advocacy related to knowledge, skills and attitudes. The
intervention of NSTP students in any deprived community should provide an appropriate
environment for the formation and growth of self-help groups to achieve their common goals.
The following guidelines could be very helpful to the NSTP students for Social Mobilization at
the grass- root level.
1. We do not develop the community people. They develop themselves through our guidance.
2. We have to use participatory approach by involving the community people in key decisions
and acquiring the appropriate skills.
3. We work with groups and not with individuals. Hence, we should be aware of the presence of
individual differences among the groups.
4. The groups are small and functionally specific. They have commonalities.
5. Self-reliance in resource mobilization 1s very basic.
6. The initial objective of social mobilization should be looked
7. We think big, but help the community people to start small into. The objective is to have quick
success so that cohesion and self image can be developed.
8. Use a process not a "blue print approach, be flexible. Emphasize a process not events" to
help the community achieve a self propelled sustainable development.
9. Work with 2 or more groups in the community in case conflict arises in their line of
interest/problems.
10. Education and training should be an on-going process which are reflected on the needs of
the organization, its purpose, etc. and required knowledge, skills and attitude for its effective
functioning
11. Regular meetings should be conducted in order to keep group cohesion and prevent the
emergence of we" (members) and "they" (leaders) syndrome.
12.The NSTP students must not impose on the group; and
13. just provide moral support and legitimacy to grassroots action for social change.
Prepare to Mobilize
1. Select/identify issues and problems and define the communitiy
2. Put together a community mobilization;
3. Gather information about the issues/problems;
4. Identify resources and constraints;
5. Develop a community mobilization plan; and
6. Organize your team.

Organize the Community for Action

1. Orient the community;
2. Build harmonious relationship;
3. Invite community participation; and
4. Develop a "core group" from the community.

Explore the Problems/issues and set priorities

1. Decide the objectives;
2. Explore the problems/issues;
3. Analyze the problem; and
4. Set priorities for action.

Plan Together
1. Decide the objectives of the planning preparation;
2. Determine who will be involved in planning and their roles;
3. Conduct and facilitate the planning session; and
4. Create community action plan.

Act together
1. Define your team's role in accompanying community action;
2. Strengthen the community's capacity to carry out the action plan;
3. Monitor community programs; and
4. Problems - solve, trouble shoot, advise and mediate.
Evaluate Together
1. Conduct participatory evaluation,
2. Provide feedback to the community
3. Document and share lessons learned and recommendation for future use; and
4. Prepare to reorganize.

Prepare to Scale UP
Establish and maintain a monitoring and evaluation system.

Benefits of Social Mobilization

Social Mobilization is very essential in the development of the community through people's own
concerted efforts. The benefits are the folowing:
1. Poverty Alleviation. It alleviates poverty. The people are trained for self-sufficiency through
the guidance of the NSTP students.
2. Promoting Democratic Governance. Social Mobilization encourages participation in
decision-making, builds capacity for participatory planning in the community.
3. Environment. It helps people to manage better their natural resources and fight against
practices and organizations that degrade the environment.

4. Conflict Prevention. It organizes people to address common problems and to collectively

improve their socio-economic condition in an equitable, democratic and transparent manner.

Conclusion
Social Mobilization is an approach that empowers the community people to participate actively
in the development process through the leadership of the NSTP students. It helps the
community people to be well-informed, empowered/proactive and build a strong civil society that
could become a valuable partner of the government in shaping a national development that is
equitable and sustainable.

Chapter 3
Worksheet No. 4
Name
Class Code and Schedule-
Course/ear_
Score
Date Performed-
Instructor-
Directions:

I. Enumeration:
Components of mobilization
1-5
.
Benefits of Social Mobilization
6-9
.
Discuss your role in community social mobilization (16 pts.)
Through the good leadership of leaders helps to empower us and to engage effectively in the
development process. It will help us in being well-informed, empowered/proactive, and building
a strong civil society that could become a valuable partner of the government in shaping
inclusive and sustainable national growth. Social mobilization is an important part of economic
growth and a viable strategy for the development of developed countries' economies as a
whole. Without sound social mobilization by infrastructure provision, sustainable national
economic growth is difficult to achieve. Community engagement is undeniably crucial in gaining
infrastructure development and poverty reduction goals. It is an important tool for decentralizing
policies and services aimed at improving human and institutional capital growth at the local
level.
 Chapter 3
Worksheet No. 5

Name
Class Code and Schedule
Course/Year
Score-
Date Performed-
Instructor.
Directions:

Essay
Explain briefly the following 7 steps in the Community Action Cycle for Community Mobilization.

1.Prepare to mobilize-
2. Organize the community for action
3. Explore the problems/issues and set priorities
4. Plan together
5. Act together
6. Evaluate together
7. Prepare to scale up

Community mobilization does more than boost public consciousness about a problem or
encourage people to engage in events that have been prioritized and organized by others.
Rather, it is a complex solution that includes the following; conducting careful formative
research to understand the community context and design the process of entering the
community (if externally facilitated) and establishing credibility and trust; raising community
awareness about the maternal and newborn health situation; and working with community
leaders and others to invite an expert to speak about the maternal health situation. community
leaders and others to invite and organize participation of those who are most influenced by and
concerned about maternal health; exploring the problem to decide what is really being done now
and why beneficial, negative, benign activities, values, and attitudes so that goals can be set;
planning; putting the neighborhood plan into action, and keeping track of and reviewing
progress.

Chapter 4
DYNAMICS IN THE COMMUNITY

Introduction
The school-community relations constitute a vital function area in the educational system. The
school administrators concern should not only be within the four corners of the school campus,
but should extend to the community. Close school-community relations must be established and
maintained in order to make the school more serviceable and responsive to the needs of the
community and to draw the community to the school. The school is the extension of the
community and vice-versa.
Dynamics in the community should be taken into consideration considering the fact that today's
society is beset with so many problems. They may be spiritual, economic and political problems,
all of which are but symptoms of a much deeper problem a problem anchored in the mind and in
the hearts of the Filipino people.
The community can achieve its goals if it could:
1.develop the skills of the constituents;
2. understand the rights and duties of a citizen in a democratic society, to be diligent and
competent in the performance of their obligation as members of the community and citizens of
the nation; and develop and maintain good health and physical fitness.

Community Needs Assessment

A needs assessment is an inventory survey instrument that is developed to collect information,
which will identify the needs of a particular community. It serves as a means of establishing a
baseline and does so through a systematic data gathering process. Needs assessment must be
developed, administered and analyzed to establish a positive and supportive atmosphere
among the people. It can be employed to accomplish a variety of purposes such as finding out
the needs, wants, concerns or goals of the community.
How are we going to assess the country's needs? The most important thing that we can is to
find out the most pressing problems that greatly affect the lives of the people.
With the political issues that our country is suffering nowadays, everybody can feel the
dwindling economy. The country's economy greatly contributes to the poverty problem.

Social Problems in the Community

There are some conditions that exist in the community which are threatening the lives of the
people such poverty, unemployment, drugs, addiction, prostitution, cybersex, child abuse, street
children, squatting pollution etc.

Poverty
There are many myths and stereotypes, and many theories exist about the poor and the causes
of poverty. It focuses on societal needs and social forces as explained by sociologists. It is also
defined as lack of sufficient wealth (usually understood as capital, money, material goods or
resources, especially natural resources) to live what is understood in society as a "normal life'.
An example of a normal life is when we are capable of raising a healthy family, by providing all
the basic needs, and especially educating children and participating in a society.
Another definition of poverty starts that it is an outcome of longstanding conflicts between haves
and have-nots. It has an effect of limiting opportunities and justifying social inequality. Thus,
poverty is perpetuated through class discrimination and unequal opportunities for upward
mobility. Hence, it is often strongly correlated with social problems such as crime, disease,
squatting, unemployment, homelessness, terrorism, malnutrition and illiteracy. As a result, many
societies employ social workers from the Department of Social Welfare and Development
(DSWD) and the National Anti-Poverty Commission (NAPC) to fight poverty by variety of
methods, which range from moral persuasion to financial subsidy to physical coercion.
The following are the social, scientific and cultural disciplines about poverty:
1.In economics There are two kinds of poverty being considered: the relative and absolute
Absolute poverty is defined by Ronquio, et. a (no date) in terms of cash income or expenditures
in food, clothing and shelter.
The following are the situations of a family under absolute poverty:
1. The family cannot afford to buy adequate and balanced diet food;
2. They cannot afford to buy at least 3 sets of clothing;
3, They cannot send their children even up to Grade VI;
4. They cannot attend to their medical needs, such as buying vitamins, medicine for their illness;
5. They don't pay attention to the sanitation of their families, home and surroundings; and
6. They cannot pay their house rentals.
According to Ronquillo, et al (no date), Relative poverty is defined in terms of median family
income. According to the National Economic Development Authority(NEDA), the median family
income can be determined by arranging the different income ranges by increasing or decreasing
order, then determine the middle-income level. People earning lower than the median family
income are considered poor.
2. In politics- the fight against poverty is usually regarded as a social goal, and most
governments have done so, through active intervention in the form of housing plans, social
pensions, special job opportunities, or requirements.
3. In law -it is recognized as a mitigating factor for the determination of punishment. Poverty is
considered as one or the causes of increased crime rates amongst the poor by increasing their
stress.

4. In education- poverty affects the learning ability of the pupils to effectively profit from the
conducive learning environment. No matter how much the teacher motivates, the children are
hungry, no learning will take place. Pupils coming from poor families, whose primary needs are
not met as described in Maslow's Hierarchy of Needs, the need for a stable home to live in,
clothes to keep them warm and protect them from the heat of the sun and regular meals, are
hampered in their ability to learn.
There is a term used in education circles which states that "the rich getting richer and the poor
getting poorer and this is called the Mathew Effect.

Causes of Poverty
Poverty is a political issue. People with right-wing views often consider it as related to laziness
and population explosion. Those who are leftists view poverty as related to social justice, lack of
opportunity in education, graft and corruption and un-equal distribution of wealth.

Types of Causes of Poverty

A. Individual
Poverty is explained by individual circumstances and/or characteristics of poor people. Some
examples are:
*Status of education, skills, experience and intelligence
*Health, handicap, and age
*Work orientation, time horizon, and culture of poverty and
*Discrimination, together with race and sex, etc.
B. Aggregate
There are two types of the aggregate poverty theory and these are: case and generic.
1. Case - According to this theory, aggregate poverty is just the sum of individual poverty.
2. Generic-This is explained by general economy-wide problems, such as:
*Inadequate non-poverty employment opportunities;
*Inadequate overall demand (macro problems macro policy)
*Low national income (Less Developed Country).

Eliminating Poverty
The following are the different measures that should be considered in addressing the underlying
causes of poverty:/or
1. Broaden access to education and technology among the marginalized groups, and
especially among girls and women.
If all the citizens are educated and have developed their inherent potentials or God-given talent,
especially the women who have a strong bearing on the well-being of their families, no one will
become poor.
2. Share the benefit of economic growth through an emphasis on more widespread
employment.
The government policies should consider not only aggregate economic impact, but also the
equal distribution or employment. Socially responsive venture capital and microcredit initiatives
can foster employment-generating businesses that complement the local culture and
environment.
3. Rout out corruption, which harms society as a whole.
What places a heavy cost on society is the effect of graft and corruption, not only in the
government but in businesses as well.
4. Improve government capacity to provide universal access to essential goods and
services, including potable water, affordable food, primary health care, education,
housing and other social services.
Government should make a commitment to these social welfare programs. It is often politically
difficult to raise adequate resources through effective taxation and other mechanisms.
 Chapter
Worksheet No. 6

Name-
Class Code and Schedule-
Course/Year_
Score-
Date Performed
Instructor
Directions:

I. Enumeration:
Disciplines that studied about poverty
1-4
.
Different Measures to eliminate poverty
5-8

II. Discussion:
What do you think are the reasons why there are people suffering from poverty? Explain briefly
(42 points)

Anyone who cares for the vulnerable and wishes to end this dreadful situation must first
comprehend what triggers poverty. But, unfortunately, There is no text or research that offers a
comprehensive understanding of the causes of poverty.  There is no analysis of the poor and
their own responses to the causes, no survey of experts canvassing their perspectives on the
issue, and no experimental work that might provide valuable insights. It turns out that poverty is
characterized differently depending on who you ask. Traditionally, the poor were considered to
be those who were in a state of unhealthy deprivation. In dictionary definitions and accounts of
the state of people living in poverty, terms like "insufficiency" and "a lack of basic necessities"
appear frequently. "Total" poverty is a term used to describe this form of poverty. However, in
recent decades, a new concept has gained traction, especially among those concerned with
“social justice.” The structural approach focuses on systemic causes of poverty, such as racial
and gender inequality in our economies and institutions; the profit incentive and low wages that
make it impossible for some families to escape poverty; and a failure to invest adequately in
education, health care, and social security. Other researchers emphasize culture, actions, and
personal differences as the source of much of the poverty we see in modern societies, without
dismissing the possibility that our structures, institutions, and systems which help explain
poverty, particularly the enabling of poverty. Their point is that there is a poverty culture, or a
collection of attitudes and behaviors, that is passed down from parents to children, perpetuating
poor, self-defeating decisions, and therefore poverty. Because of their behaviors, many
disadvantaged people are less appealing to employers and marriage partners, as well as less
competent parents.

Chapter
CHILD ABUSE
Introduction
There is no accepted definition of child abuse or cruelty to children. This results in confusion
about which behaviors and intentions are abusive. Only the legal or health professional can
label a person or family as abusive by using different criteria. Differences between physical
abuse, sexual abuse, emotional abuse and neglect oftentimes confuse the situation.
One useful definition of an abused child is "any child who receives non-accidental physical injury
as a result of acts or omissions on the part of his parents.

Physical, emotional and sexual abuse and neglect have profound immediate and long-term
effects on a child's development. Higher rates of psychiatric disorders increase rates of
substance abuse, and a variety of severe relationship difficulties. Child abuse and neglect are
inter-generational problems. The perpetrators of abuse and neglect were most frequent victims
of abuse and are profoundly damaged people.
Links between neglect and abuse are clear and later psychological, abuses or this linkage s the
impact on the brain development of the abused and neglected children.
The integrated as the brains of non-abused children. This is the reason why they have
significant difficulties with emotional regulations, Integrated functioning and social development.
Their early interpersonal experiences have also a profound impact on the brain.
The brains of abused and neglected children are not as well the effects of early maltreatment on
a child s development are profound and long lasting. It is the impact of maltreatment on a child's
developing brain that causes effects seen in a wide variety of domains including social,
psychological and cognitive development
These discussions strongly suggest that parents should have an effective treatment that
requires an effectively attuned relationship with children. Their children feel secure; hence their
development is balanced.
1. Child Abuse. This refers to the maltreatment of a child, whether habitual or not, which
includes any of the following:
1. Psychological and physical abuse, sexual abuse, cruelty, neglect and emotional
maltreatment;
2. An act which could either be by words or deeds which debases, degrades or demeans the
intrinsic worth and dignity of a child as a person;
3. Deprivation of the child's basic needs unreasonably for survival such as food, clothes and
shelter; and
4. No medical treatment is given to an injured child which results in a serious impairment of his
growth and development or in his permanent incapacity or death.
2. Sexual Abuse. It is any sexual act between an adult and a minor or between two minors
when one exerts power on the other.
It is any employment, use, persuasion, inducement, enticement, coercion of a child to engage
in, or assist another person engage in sexual intercourse or lascivious conduct, or the
molestation, prostitution, or incest with children.
3. Battered Child Syndrome refers to child abuse and neglect.
Forms of Child Abuse
The kinds of child abuse are:
1. Physical Abuse. It is any act which results in non-accidental and/or unreasonable inflicting of
physical injury to a child which (includes but is not limited to lacerations, fractures, burns,
strangulation, human bites, and similar acts. It is also known as child battering.
2. Psychological abuse. It is any harm to a child's emotional or intellectual functioning through
verbal assault, which includes but is not limited to cursing, belittling, rejecting and other similar
acts.
3. Deception. It is the deprivation of children's proper learning opportunity by giving them
incorrect ideas and concepts. As a result, they may develop an inclination to solve problems
through violence, promiscuity or drug abuse.
4. Child Trafficking. It is the act of engaging in trading, and dealing with children including but
not limited to, the act of buying and selling a child for money or for any consideration, or barter.
5. Neglect. It is the deprivation of the child's basic needs unreasonably, such as food, shelter,
clothing, education, medical, general care, love and concern, and supervision by parents,
guardians or custodian.
6. Child Labor. Children below 15 years of age are employed, allowed, permitted to suffer from
work in any public or private establishment not directly under the responsibility of their parents
or guardians or employing minors as artist, actors, actresses, entertainers, and the like without a
work permit. The number of child workers under the age of ten is far from negligible, although
the internationally recommended age for work is fifteen years old (ILO Convention No. 138).
Almost all the data available on child labor concerns the ten to fourteen age groups.
7. Abusers and Neglecters
The Special Parent. The parent who has the potential to be abusive, most often has also been
abused during his childhood days. He has been described as emotionally immature, lacking
self-esteem, inexperienced and having unrealistic expectations of the child like having in mind
that the child should be "someone to love me and never leave me."

The Special Child. The child is viewed differently from other children in the family. The child
may be physically handicapped or may be regarded with special meaning (a child of a former
marriage or resembles a negatively regarded person).

Characteristics of Abusive Parents

1. Inadequate parenting skills and lack of knowledge concerning normal child development
are exhibited;
2. Emotional immaturity with poor impulse control is often demonstrated;
3. They are socially isolated, especially from community resources and lack of social
support system; and
4. They often come from families with violent parents.
Helping the Young Child Cope with Child Abuse

The child who is a victim of sexual abuse will seldom share her/his ordeals with the parents.
That she/he believes her/him, and failure to believe can be far from devastating than the abuse
itself.
1. The most significant factor that can reduce the negative impact of sexual abuse is the
support and belief by parents and significant other adults.
2. Stay calm. You should not show to your child that you are shocked with what she
discloses to you and don't get hysterical.
3. Let the child know that she/he is not to be blamed for what happened. Do not blame the
child. Let her understand that it is not her fault.
4. A child's own internal coping resources will have an impact effect if the child has not had
any serious life stressors other than those she has already encountered, life stressors
such as physical abuse and domestic violence. The self-esteem and resiliency of the
child are already lowered; hence she faces even greater difficulties from an additional
stress of sexual victimization.
5. The child's developmental level, age and gender influence the effect of sexual behavior.

If the victim is still young in the chronological age and in the developmental stage, there are
strong and serious negative effects on the child.
There is a strong impact on girl victims than on boys. The latter are more apt to act out their
anger about the abuse while the former are prone to keep their anger inside and direct it to
themselves.
6. The child who is sexually abused by the person whom she trusts and has a type of
parental type of relationship with the perpetrator has a more serious effect on the victim
than a child who is a victim of a non-friendly member.

7. The child appears to be more seriously affected when physical

abuse, threats or intimidation accompany the sexual abuse.
(Information abuse, jina@hotmail.com)

Sexualized Behaviors
The children who are sexually abused at an early age are prematurely introduced to sexual
acts. They experience sexual stimulation and pleasure, hence they are unable to understand
and cope because of their young age. They also tend to increase their interest in sexual
matters. Their sexual behaviors are a learned response to their experience from the perpetrator
and sexual abuse acts.
The victims of sexual abuse appear to have more problem behaviors in the area of sexuality.
These include:
1.acting out with peers sexually
2. false or pseudo- mature sexual behavior,
3. excessive masturbation confusion on sexual identity and what is appropriate sexually
between children and adult.

Chapter 5
Worksheet No. 7

Name-
Class Code and Schedule.
Course/Year

Score
Date Performed
Tnstructor

I. Enumeration:
Forms of Child Abuse
1-3
Characteristics of Abusive Parents
4-7
Ways on how to help the young child cope with the child abuse
8-13

Discuss briefly the following:

1. child abuse (8 points)

When children have been abused or neglected and are no longer able to live with their
families, child welfare authorities must provide them with secure and appropriate homes,
as well as sufficient care to ensure their well-being and support to help them heal from
trauma. Unfortunately, many too many children would be subjected to more abuse at the
hands of those entrusted with their care. Child abuse, on the other hand, does not
always take the physical form. Caretakers can also cause harm that is not visible to the
naked eye. These types of abuse can take many forms, including mental and
psychological harm, which may be gender-related, or negligence, such as poor
parenting practices.
2. sexual abuse (12 points)
When an adult, teenager, or child uses their power or authority to engage a child in
sexual activity, it is known as child sexual exploitation. Even if a child is not touched,
sexual assault will occur. Sexual abuse often involves acts that induce sexual arousal in
another person as a result of a child's behavior or actions.
3. child trafficking (15 points)
When young people are tricked, forced, or persuaded to leave their homes and be
moved, they are exploited, forced to work, or sold. Force involves physically restraining
or harming a victim; fraud involves intentionally deceiving victims about certain aspects
of their employment, such as job duties, work conditions, and payment. Child labor
trafficking differs from child sex trafficking in that child labor trafficking involves force,
fraud, and/or coercion, while any minor involved in a commercial sex act, with or without
the use of force, is considered a sex trafficking victim.
 Chapter 6
THE DANGERS OF PORNOGRAPHY
Introduction
The word pornography" comes from the Greck words "porne, which means a harlot, prostitute or
whore and "graphos means a writing or depiction.
It is defined by Mackinnon (1983) as the very embodiment of dominance which means that:
Pornography is the celebration, the promotion, the authorization and the legitimization of rape,
harassment, battery and the abuse of children, for the sexual pleasure of men. Pornography
eroticizes dominance and submission, of which rape, battery, sexual harassment, and the
sexual and physical abuse of children. It employs the enforcement of others powerlessness.
It is also defined by Russell (1993) as "material that combines sex and/or the exposure of
genitals with abuse or degradation in a manner that appears to endorse, condone, or encourage
such behavior.
Steinem (1978) concludes that pornography's message is violence, dominance, and conquest.
It is sex being used to reinforce some inequality or create one, or to tell us that pain and
humiliation are really the same as pleasure"

The Harmful Effects of Pornography

There are eight harmful effects of pornography on a person such as:

1.sexual arousal;
2. aggression;
3. desensitization;
4. attitude towards women;
5. decline in family values;
6. causal model of rape;
7. feminist ideological effects; and
8. catharsis
Sexual Arousal. This is brought by visual and literary pornography. This effect has been shown
both mentally and physically. The males and females are sexually aroused from material
portraying nudity or sexual acts according to the research of Kinsey (1948).

Aggression. This is related to the idea of arousal that exposure to pornography leads men to
greater levels of aggression towards women. Bandura (1973) hypothesized that emotional
arousal would intensify aggressive behavior. A number of experimental studies have tested this
hypothesis.
Desensitization. Studies conducted by Donnerstein and Linz (1988) have lound that prolonged
exposure to so called "slasher films' desensitizes viewers to yiolence against women.
Sexually violent slasher films that were originally anxiety provoking and depressing became less
so with repeated exposure. Men exposed to the slasher films also reported seeing less violence
with continued exposure, and films found to be degrading to women were judged to be less so
after prolonged exposure. (Kraftka, et al., 1997)
Desensitization effects were strongest among R-rated slasher films which, while containing
sexual scene, were not pornographic.
Attitude Towards Women. Exposure to pornography leads to antisocial attitudes about
women.
Decline in Family Values. Those massively exposed to pornography will become distrusting of
their partners in extended relationship. There is also growing dissatisfaction with sexual reality.
According to Linz and Malamuth (1993) exposure to pornography "fosters a lack of respect for
social institutions such as the family and traditional sex roles for women.
Causal Model of Rape. Russel (1993) argues that pornography predisposes some males to
want to rape women by:
1. pairing sexually arousing stimuli with rape;
2. increasing males self-generated rape fantasies;
3. sexualizing dominance and submission; and
4. creating an appetite for increasingly stronger material.
Ideological Effects. This view grows out of the traditional feminist critique of patriarchy which
finds that the oppression of women is an institutionalized and socially constructed tool which
men use to maintain the status-quo.
In short, the system of sexism male power- or male supremacy is institutionalized so that men,
as a group have access to economic, social, sexual, and political power that women do not
have.
Catharsis. Pornography prevents harmful effects like rape and other sex crimes. The cathartic
effect of pornography is believed aue to a
Substitution effect, by which potential sex offenders receive sexual gratification from
pornographic content, rather than from criminal acts against individuals.
Cybersex
An Introduction to Virtual Worlds: The Cybersex
Everyday we are facing a new area of danger especially tor the youths-the Internet. The internet
is an exciting new territory for many young people as well as adults especially if they use it in
cybersex or computer sex. Many of our young women are hooked into cybersex. It is now being
considered as one of the problems in our society, in the urban as well as in rural areas.
Definition
Cybersex or computer sex is a virtual sex encounter wherein two or more persons are
connected remotely via a computer network and send sexually explicit messages describing a
sexual experience to one another. It is a form of role-playing wherein the participants pretend to
have an actual sexual intercourse by describing what they are doing and by responding to their
chat partners mostly in written form with the intention of motivating their own sexual feelings and
fantasies.
Disadvantages
1. Considering the fact that the Philippines is a Christian country, everybody believes that
cybersex could deteriorate the values of our youths if it will be allowed to continue.
2. It is also a form of infidelity.
3. While it does not involve physical contact, critics claim that powerful emotions involved
can cause marital stress, especially when cybersex culminates in an Internet romance.
4. Internet adultery became the ground for divorce in the United States.
5. There is also the separate risk factor of Internet addiction, which is perceived to be the
cause of social isolation and loss of work productivity.
Dangers and Advantages
Cybersex, according to its defenders satisfies the sexual desires without the risk of being
contaminated by sexually transmitted disease. It is a way for young people who have not yet
engaged in sexual activity to experiment. It allows husband and wife to carry out elaborate
sexual fantasies even when they are physically separated. Some people who are suffering from
long-term ailments (including HIV), engage in cybersex leads a way to satisfy their sexual desire
and gratification without putting their partners at risk.
Chapter 6
Worksheet No. 8

Name-
Class Code and Schedule
Course/Year_

Score -
Date Performed.
Instructor

Directions:

I. Enumeration:
1-8
The eight harmful effects of pornography

II. Essay

Explain pornography briefly (12 pts.)

Pornography is the depiction of sexual behavior in books, photographs, and other forms of
media to obtain sexual arousal and it has already been criticized and criminalized because it
depraves and destroys both minors and adults, and it also contributes to sex offenses.
question. Nonetheless, in many countries, the creation, distribution, or possession of
pornographic materials may be punished under obscenity laws. Most countries now encourage
sexual behavior representations that would have been considered inappropriately and criminally
obscene. The denial of child pornography is the only remaining stigma that is almost widely
acknowledged.
 Chapter 6
Worksheet No. 9

Name.
Class Code and Schedule
Course/Year

Score
- Date Performed-
Instructor

Directions:
I. Essay

1.Define cybersex. (5 pts.)

Cybersex, also known as computer sex or Internet sex, is a simulated sex encounter in which
two or more people linked by computer network send sexually explicit messages detailing a
sexual experience to each other. Participants describe their acts and react to their chat partners
in a mostly written form designed to trigger their own sexual feelings and fantasies in one form
of fantasy sex. The ability of participants to invoke a vivid, visceral mental image in the minds of
their partners is usually what determines the quality of a cybersex experience.
2.Is cybersex acceptable in our country? Explain.
The Cybercrime Prevention Act of 2012, Republic Act 10175, not only defines cybersex but also
forbids its commission. When an individual willfully engages in acts of lascivious display of his or
her sexual organs using webcams for the purpose of monetary benefit from the audience, the
act is considered a breach of this special rule. The punishment under this law is either prision
mayor or a fine of at least 200,000 pesos (P200,000.00) but not more than one million pesos
(P1,000,000.00).

Chapter 8
DRUG ABUSE
A drug is defined as a substance that by virtue of its chemical nature alters the structure or
function of a living organism. It is any absorbed substance that changes or enhances any
physical or psychological function in the body.

Four Stages and Patterns in Using Drugs

1. Experimental Use. Just to give it a try.
2. Seeking the Mood Swing/Occasional Use. Using drugs for socialization or out of
"pakikisama."
3. Harmful Use/Intensified. The craving tor drug starts.
4. Dependence. There is already a need for continuous administration of drugs.

Personality Dynamics Contributory to Drug Abuse are:

1. Impulsivity and Egocentricity
2. Emotionally instability
3. Low frustration tolerance
4. Immaturity
1. Poor self-image
2. Weak ego control
3. Strong need for independence
4. Need for acceptance and belongingness

Description of a Drug Dependent

1. He resorts to commit criminal offenses like stealing, killing, rape and other forms of acts
which are contrary to law.
2. He enjoys the company of peers who are also into drugs. shares the same habits,
attitudes and general lifestyle.
3. He acts without guilt feelings.
4. He develops trust with peers and dissociates himself from his
5. He prefers the company of similarly troubled individuals, own family.
6. He becomes a lonely isolated individual.
7. He is insensitive and inconsiderate to his surroundings.
8. He becomes suspicious.

9. His values diminish.

10.He becomes troublesome and fights even his own parents.

Factors Contributory to Drugs are:

Drug use may be due to the following:
1. impact of the influence of mass media like printed materials radio, television and movies
2. ignorance, apathy and permissiveness
3. laxity of government authorities

Harmful Effects of Drugs

1. Physical Effects
1. Malnutrition
1. Secondary Infection
a. PTB Bronchitis
b. Hepatitis, Cirrhosis
C. Gastric Ulcer b
2. Skin Infections
3. Fetal Deformity
4. Impaired Perception and Judgment
5. Secondary Psychosis

2. Psychological Effects
1. Amotivational Syndrome
2.Lowering of IQ

3. Social Etfects
1. Socially non-functional
2. Interpersonal relationship deterioration
3. Socially maladjusted

4. Economic Effects
The treatment and rehabilitation of drug dependents is very expensive.

5. Spiritual/Moral Effect
1. Pathological liars, manipulative
2. No relationship with God as he forgets Gods existence, drugs become his god.
3. Lowering of their moral values
4. Indulge in prostitution

Effects on the Drug Dependent Worker

1. absenteeism
2. resentment
3. reduced morals
4. shunning of friends
5. nervousness
6. long lunch breaks
7. irritability
8. arrives late and departs early from work
9. hand tremors
10. Involved in quarrels with fellow workers resulting from belligerent behavior

Chapter 8
Worksheet No. 12

Name
Class Code and Schedule
Course/Year.

Score
Date Performed.
Instructor

I. Enumeration:
1-4
Stages and Patterns in using drugs
5-12
Personality Dynamics Contributory to Drug Abuse
Description of a Drug Dependent
13-22
Other Factors Contributory to Drug Abuse
23-25
Major Harmful Effects of Drugs
26-30
Effects on the Drug Dependent Worker
31-40
II. Essay
Define Drug abuse (5 points)

Chapter 10
UNEMPLOYMENT
Work, Employment and Unemployment
Introduction
Work is very essential in order for us to live. We will not be able to support ourselves in our daily
sustenance as well as our families if we do not work.

Work has been in existence from the time God created the world. At the very beginning of the
Bible, God reveals Himself as a worker. Hence, there is a need for us to look into the Bible
doctrine of work. In Genesis 1:26, 28 and 31, we read, "Then god said, "Let us make man in our
image, in our likeness, and let him rule over the fish of the sea and the birds of the air, over the
livestock, over all the earth, and over all the creatures that move along the ground." God
blessed them and said unto them, 'Be fruitful and increase in number; fill the earth and subdue
it.
In Genesis 2:8, 15 we are informed how God planted the Garden of Eden and put the man
whom He had made into this garden, commanding him to "till it and keep it. This means that the
man has to cultivate and protect it. Just as what He had put the earth in general into the care of
man, now He put the Garden of Eden in particular into the care of man.

In views of these revelations about God and man in Genesis l and 2, God, the worker as well as
man, a worker made in the image of God we must develop a Biblical doctrine of work. We have
to bear in mind three things:
1. Work is intended for the fulfillment of the worker.
This means that satisfaction in job is a Biblical concept. The two sentences in Genesis 1:26
belong together. God said, Let us make man in our own image, and "Tet them have dominion
This is because we bear the image of God that we share the dominion of God Therefore, being
creative for work, which is our potential, is an essential part of our Godlike humanness, and
work of some kind is indispensable for our humanness. We are not considered human beings if
we do not work. It is further supported by Eccl. 3:22 which states "there is nothing better for a
man than to enjoy his work.
2. Work is intended for the benefit of the community.
Adam was able to feed and clothe himself and his family by cultivating the land. God gave Israel
"a land flowing with milk and honey, and in doing so, He commanded that the poor, the alien,
the orphan, the widow, and other deprived people should share in the productivity of the soil.

3.Work is intended for the glory of God.

We view this as the highest level of work, because in God's creation, He deliberately humbled
Himself in order to require the cooperation of man and woman in running the earth. He did not
create earth for His own benefit.

Definition of Unemployment
Unemployment is defined as the percentage of the labor force unemployed at any time. it is
endemic in very single free market economy.

Types of Unemployment
1. Frictional unemployment. This is a type of unemployment caused by workers voluntarily
changing jobs and by temporary layoffs.
2. Structural unemployment. This is unemployment of workers whose obtain employment, or
they cannot easily move to locations where jobs are available. skills are not demanded by
employers;
3. Cyclical unemployment-busines-cycle. This is a type of unemployment caused by
insufficient total spending (or by insufficient aggregate demand).

Causes of Unemployment
1. Social security benefits for the unemployed reduce incentives to work;
2. Fixed costs associated with hiring workers make it uneconomical to do so;
3. Changing industries require changing skills and geographic locations which the workforce
cannot keep up with;

Chapter 11
GRAFT AND CORRUPTION
Introduction
Graft and corruption is not only true to our country, but all over the world. They only differ in the
degree and different times related to their stage of development.
As mentioned by Ronquíllo et Al (no date) most scholars have found that corruption is more
rampant in newly independent states. It is the deviation of officials from the norm of what
prevails at a given time. It can be in the form of bribery, nepotism and appropriation of public
resources for private use which is not in accord with established rules.
Another definition states that it is the impairment of integrity, virtue or moral principle. It is an act
of acquiring money, position, or other profit by dishonest and illegal means, as by actual theft or
taking advantage of a public office or a position of trust or employment to obtain fees,
prerequisites, profit or contracts, or pay for work not done or service not rendered or performed.

Causes of Corruption according to Ronquillo, et.al

Corruption is present in all kinds of societies but they only differ in severity and volume.
1.Bad examples set by the leaders in government.
The leaders do not set a good example or role model, hence the subordinates will also do the
same. The leader loses moral and spiritual clout on his subordinates.
2. Low and unrealistic salaries of government officials.
With the low and unrealistic salaries of government employees who could hardly cope with the
economic crisis in our country, they tend to accept other sources of income. They only receive a
salary which is not even enough for hand-to-mouth existence.
3. Marked discrepancy between the cultural and legal norms.
The legal norms are based on rational and universalistic concepts while the cultural (folk) norms
emphasize reliance and obligation toward kinship, friendship and other primary groups.
4. The excessive discretionary powers accorded to public officials and the presence of red tape
in the bureaucracy usually result in corruption due to high attractive inducements offered
under the circumstances.
5. The complex system of the judiciary which hinders the prosecution of public servants who
have been accused of corrupt practices.
6. Segments in the bureaucracy are prone to corruption.

The Effects of Graft and Corruption

Ill Effects

1. Loss of respect for allegiance to the government.

2. Dislocates national economic planning.
3. Causes wastage of government funds. Funds are channeled to the pockets of contractors
and government officials.
4. Cost of corruption is eventually passed on to the public and becomes a form of taxation.
5. Accentuates already existing inequalities in the society.

Positive Effects
If there are negative effects of graft and corruption, there are also some positive effects.
1. The depressed sector may benefit in the form of gainful employment as in nepotism.
2. It provides supplement mechanism for investment purposes. The
money can be invested in private enterprise.
3. It may increase the effectiveness level of the bureaucracy.

Preventive Measures
-Provisions of the Constitution, specifically Article – State Policies Sec. 27 which clearly
provides that" The State shall maintained honesty and integrity in the public service and take
positive and effective measures against graft and corruption, should be implemented.
-the role of the Ombudsman in acting promptly on complaints in any manner against public
officials or employees of government.
-the Code of Conduct and Ethical Standards should be observed.

Chapter 11
Worksheet No. 15

Name
Class Code and Schedule
Course/ Tear-

Score
Date Performed
Instructor

Directions:
I. Enumeration:

1-6
Causes of Graft and Corruption
II. Essay

1. Define Graft and Corruption

2. Discuss briefly the positive and negative effects of graft and corruption.

Chapter 14
PERSONALITY DEVELOPMENT
Personality Improvement
A student who wants to be successful in her field of endeavor should improve her personality.
Personality is not just one's OUTSIDE looks. It is the sum total of ones characteristics. It is
everything about one's being, what one says and what she does, as well as how she does with
herself and others. Personality does contribute to one's success.
Our personality as NSTP students is of extreme importance to our functions in the community.

Personal Improvement: The Basis of Life Improvement

Personal improvement provides your key to a great fulfillment in life and your basis for achieving
your ambition and desires. It is the bed- rock of success and the gateway to a rewarding and
fulfilling life (http:/www.lpersonal-Improvement.comn
For us to be able to improve out personality whether spiritually, socially, physically, mentally,
monetarily and psychologically, we must equip ourselves with the necessary or knowledge to
bring about what we wish to attain in order to enhance our lifestyle.
The measure of our success Starts with our personal improvement. If we don't intend to improve
ourselves then there could be no personal improvement and success. The way We talk, think,
act and the choices we make affect us personally.
Everybody desires excellence, hence we have to improve our personality which is an ideal
dream by all of us, irrespective of our status in life. Whether we are young or old, there 1s
always a desire for self-growth. It is just but a natural tendency of every human being to desire a
better life. However, during the course of our lives, we develop good and bad habits and seem
to be quite comfortable with the negative ones.

The following are ways to improve our personality:

1. We have to improve the personal and spiritual aspects in our lives. Let us build our
union with our Divine Providence.
2. Empower our personality. We have to understand our strengths and weaknesses. Build
self-esteem, self-worth, mental discipline and inner-power.
3. Master basic skills such as building a solid foundation for our lives with our own setting,
time management, creativity and life tracking. Bring more control and focus into our
lives.
4. Think right thoughts and you will enhance your life. Change your negative thoughts. "As
a man thinketh in his heart so is he."
5. Education is the primary tool tor advancement. Get higher education and obtain greater
knowledge.
6. Lastly, develop a delightful feeling of tranquility and peace of mind.

The Do's in the Conduct of the Outreach Program

The following guides govern the conduct of the NSTP students before they are sent to the field.
They have to understand and bear these in mind before they go out to the community where
they are assigned:

1. The students are expected to behave properly, maintain proper decorum at all times.
2. They are expected to be punctual in the place of their assignment.
3. They have to be courteous, and maintain harmonious working relationship with
colleagues, with their facilitator, and with everyone in the community.
4. They are not allowed to bring their girlfriend/boyfriend, friends, relatives and others in the
community where they are assigned for the duration of their field practicum.
5. They should work closely with the LGU officials and the community people in all aspects
of student activities from situational analysis, planning, and implementation to
evaluation. Student activities/projects should be within the plans of the local government
 officials with which they are working and should contribute positively to the solution of
the community problems identified.
6. Any problem encountered by the students in the community should be reported
immediately to the facilitator.

Chapter 14
Worksheet No. 19

Name
Class Code and Schedule
Score.
Date Performed.
Course/Year
Instructor
Directions:

Enumeration:
1-6
Ways to improve personality
7-12
The Do's in the Conduct of Outreach Program

II. Essay

1. Define Personality. (5)

Does personality have an effect in your work with the community.

Why? Explain briefly.

Chapter 15
COMMUNITY OUTREACH PROGRAM
The school and the community as alliances in the national development. How can the school
administrators determine the parameters of this symbiotic relationship?
Good practice is based on sound theories. Any training of NSTP students must provide for the
field application of learned concepts, theories and methods in the classroom experience. This is
very important for the development of skills. The development of a positive attitude towards
work and responsibilities may accrue as a result of extensive training in the school.
Outreach programs for knowledge of the different components of the NSTP specifically the
CWTS. It is very practical if the students could be sent to the place where they are residing to
enable them to deal with work conditions that are closest to the realities in the areas of their
assignment.
The community activities are manned by well-trained NSTP Coordinators who should provide
necessary guidance and direction fort the day-to-day activities or the students as field
counselors.
Hereunder are the course objectives so that the NSTP students can be guided on what to do in
the community.

Course Objectives
At the end of the semester, the NSI students are expected to:
General Objective: Apply the knowledge of the different components of NSTP in the community
where they are assigned.

Specific Objectives:
1. Identify and analyze the problems being encountered by the community people;
2. Develop/Plan the activities/projects to be undertaken in the community to lessen the
problems being felt
3. Implement the plans/projects;
4. Evaluate their success in the implementation of the activities projects undertaken;

Activities
Preparatory Activities

1. Orientation
1. Orientation on NSTP 2;
2. Course leveling of expectations
3. Grouping/Team building
4. Briefing on the community outreach programs
5. Brainstorming on the anticipated problems; and
6 Field practicum activities
2. Situational Analysis
This stage is the identification of the felt needs in the community and planning of
activities/projects to be undertaken.

Midterm Examination
3. Implementation of the activities
4. Summative Evaluation
5. Preparation and Submission of the Final Report
Explanation of the Activities
Orientation on NSTP 2
This stage includes discussion of the course objectives, learning experiences, requirements and
evaluation. It will also include schedule of activities by weeks and the days when the NSTP
coordinators will visit, and the days when students must report to their school.
Course Leveling of Expectations
The students are expected to attain the objectives set for the course. They are expected to
submit a weekly report to the NSTP Coordinators.
Grouping/Team Building
Harmonious inter-relationship is very essential in all fields of endeavor. In this stage, it will
include:
1. relationship with the group members;
2. relationship with the NSTP coordinators; and
3. relationship with the Local Government Officials in the community

Briefing on the Community Outreach Programs

This stage will be conducted by the NSTP Coordinator which will cover the do's and don'ts in
the community outreach programs and the major characteristics of the field practice areas.

Brainstorming on the Anticipated Problems

This will be done through brainstorming by looking into the sociological factors of the
community.
Field Practicum Activities
This is now the actual practicum community outreach program.

Situational Analysis
In this stage, the participants to the program together with NSTP Coordinator assigned and the
local community officials will not a brainstorming to be able to decide community officials will
hold will be undertaken to answer to the needs of the community. The analysis should lead to
project identification and formulation. This series should lead to project id the needs of the and
projects that activities should de planned ahead. Hence, the first step that should taken into
consideration after they have settled down is to prepare a plan of work which will indicate the
activities to be undertaken, date of activity, the students who will undertake them and then
collaboration with the local government officials.

Implementation of the Community Project

Identification of the community structure and function such as the community leaders and other
stakeholders:
status of the local government organization;
decision making process
channels of communication (formal and informal)

Social Mobilization

1. Formulation/mobilization of the different persons involved in planning and management of the

community outreach program projects;
2. Situational analysis by the NSTP students in collaboration with the community people.
The different methods may be utilized tor reaching out to the people
*community meetings/group brainstorming
dialogue with key leaders in the community; and
*community assemblies.
3. Brainstorming/Discussion of alternative solutions and the group choices.
4. Organize the community for implementation, monitoring and evaluation.
5.Implementation of planned activities.

Summative Evaluation
The NSTP students are expected to present the results of their field practicum orally in the
presence of peers and NSTP Coordinator. The presentation will be graded by following the
suggested criteria in this book.

Final Report
The format of the final report should be followed for uniformity. The students are advised to start
preparing the report after the midterm examination.

Reports
The students in NSTP 2 are required to submit the reports at the end of the community outreach
program.
1. Written Report
1.Individual weekly report. A written report from the students shall be submitted at the end of the
activity or the team leader.
This shall include:
1.Problems encountered during the week related to the learning experience.
2.Lessons learned from the experiences, and
3.Recommendations by the students' themselves.
The weekly reports should be appended to the final report.
2.Final Group Report. This is due at the end of the course.
Append also individual reports and pictures.
2. Oral Report
1. The facilitators could conduct this once a week. The students should report on the progress
of their activities in the community where they are assigned.
2. This oral report consists of sharing their experiences among the students and the Local
Government Officials and the community people as a whole.
3. Problems encountered by the students and how these were
3. Final Evaluation
A. At the end of the course, the students are expected to have presentation which will contain
the following:
1. Brief summary of all the activities undertaken
2. Plans made prior to their outreach program and sent to the community;
3. How their projects were implemented;
4. Conclusion which will contain their insights and learning experience gained; and
5. Recommendations