LESSON 1

NSTP: ITS GOALS, IMPORTANCE &

OBJECTIVES
Learning Objectives:
At the end of the lesson, learners will be able to:

1. Understand the goals, objectives, and importance of the National Service Training
Program (NSTP)

2.  Relate the goals and objectives of the NSTP program with the teachings of the
Gospel

Image retrieved from Inner Strength And Courage Quotes. QuotesGram

 INTRODUCTION

The above Preamble serves as an introduction to 1987's Philippine Constitution. It is

declared that we, Filipinos, must live morally upright and value our existence as one
family under God to develop and uphold a just and humane society. Furthermore, each
of us must envision and mutually exert efforts to preserve a peaceful, independent, and
democratic nation towards continuing growth economically, politically, and spiritually.

          To fully render our service to our country, let us understand and learn more
about what NSTP is.

1.1 NATIONAL SERVICE TRAINING PROGRAM or NSTP

National Service Training Program (NSTP) or in Spanish, Programa de

Entrenamiento para la Servicio Nacional (PESEN). It is a defense preparedness program
and civic education for students instituted by the Government of the

 Philippines on July 23, 2001, under Republic Act 9163, otherwise known as

the "National Service Training Program (NSTP) Act of 2001."

1.2 LEGAL BASIS OF
 THE NATIONAL SERVICE TRAINING PROGRAM (NSTP)
 The RA 9163 or NSTP Law, stated that this Act is established for tertiary level
students, amending the purpose of Republic Act No. 7077 and Presidential Decree No.
1706, and for other purposes was enacted last January 23, 2002, and was signed and
implemented into law by President Gloria Macapagal-Aroyo to amend the Expanded
ROTC.

1.3 GOALS & OBJECTIVES OF NSTP

 NSTP aims to promote civic consciousness and defense

preparedness among the youth by developing the ethics of service and patriotism
while undergoing training. (Sec 3a of NSTP Law)
 NSTP is designed to recover the youth's sense of patriotism and national pride,
values, and habits of hard work, discipline, integrity, and accountability for nation-
building.
Thus, to achieve this, NSTP, through its capability enhancement activities, seeks
to promote values education, transformational leadership, volunteerism, and
virtuous social entrepreneurship to the students and the community members
they will serve.

1.4 THREEFOLD PROGRAM OF NSTP

 The three NSTP Program components are the following wherein students can
freely choose which particular program component to take:
 Reserve Officers' Training Corps (ROTC) 

It is a type of program institutionalized under Sections 38 and 39 of RA No. 7077. This

program is designed to provide or give military training to

 tertiarylevel students- to encourage, organized, discipline, and mobilize them for

national defense preparedness.
 Civic Welfare Training Service (CWTS) 
 - This program is designed to train students to become teachers of literacy and
numeracy skills to school children and out-of-school youth, and other segments
of society in need of their service.
 Literacy Training Service (LTS)
 This type of program is designed to train students in teaching literacy and
numeracy skills to schoolchildren and out-of-school youths. The hope is to
continue learning on peer-to-peer interaction.
 Graduates of the ROTC program are organized into the Citizen Armed Force. In
contrast, graduates of the LTS and CWTS program components are organized into the
National Service Reserve Corps (NSRC) regulated by the Commission on Higher
 Education, Department of National Defense, and Technical Education and Skills
Development Authority.

1.5 COVERAGE OF NSTP

 Under the NSTP Program, tertiary level students of any baccalaureate degree
course or technical vocational course in public or private educational institutions are
obliged to undergo one of three program components for an academic period of two
semesters.
1.6 DURATION AND EQUIVALENT UNITS
1.
 As stated in the law, each of the NSTP components shall be undertaken for an
academic period of two (2) semesters and shall be credited for three (3) units per
semester with fifty-four (54) to ninety (90) training hours per semester.
 A one (1) summer program instead of the two (2) semester program may be
designed, developed, and utilized by the DND, CHED, and TESDA, subject to the
capability of the school and AFP to handle the same.

1.7 NSTP OFFERING IN HIGHER AND TECHNICAL-VOCATIONAL

EDUCATIONAL INSTITUTIONS

 All higher institutions, public and private, and technical-vocational must offer or
propose at least one of the program components: Provided, those state universities
and colleges shall offer the ROTC component and at least one other component as
provided herein: Furthermore, that, private higher and technical-vocational education
institutions may also provide the ROTC if they have at least three hundred and fifty
(350) cadet students.
 In offering NSTP, whether during summer or semestral periods- clustering of
affected students from different educational institutions may be done, considering
logistics, a branch of service, and geographical considerations. In addition, schools
and institutions that do not conform to ROTC's required number and any of the NSTP
components shall permit their students to cross-enroll to other schools. This is
irrespective of whether or not the NSTP components in said schools are being
regulated by the same or another branch of service of the Armed Forces of the
Philippines (AFP), CHED, and TESDA to which schools are identified.

1.8 FEES AND INCENTIVES

 Higher and technical-vocational institutions shall not collect or accumulate any

fee for any of the NSTP components except basic institution fees. The amount shall
 not be more than fifty percent of what is currently charged or imposed by schools per
unit.
 For ROTC, the DND shall develop and adopt a program of assistance and
incentive to those students who will take the said component.
 The school authorizes concerned that the CHED and TESDA shall guarantee
group insurance for health and accident. It shall be provided for students enrolled in
any NSTP components.

1.9 SCHOLARSHIPS

 As a result, this created a Special Scholarship Program for qualified students

taking the NSTP, which the CHED and TESDA shall administer. Funds for this purpose
shall be carried on in the regular annual appropriations of the CHED and TESDA.

1.10 MANAGEMENT OF THE NSTP COMPONENTS

 The school authorities shall apply academic and administrative supervision over
the design, formulation, implementation, and execution of the various NSTP
components in their particular schools. Provided that in case a CHED- or TESDA-
accredited non-government organization (NGO) has been contracted to develop,
administer and create a training module for any of the NSTP components, such
academic and administrative supervision shall be exercised and executed jointly with
that accredited NGO: Provided, further, That the CHED and TESDA shall accredit such
training module.
 The CHED and TESDA regional offices shall administer and monitor the
implementation of the NSTP under their jurisdiction to determine if the training is
being conducted under the purpose of this Act. Periodic reports shall be submitted and
yielded to the CHED, TESDA, and DND in this regard.

1.11 CREATION OF THE NATIONAL SERVICE RESERVE CORPS

 There is now a National Service Reserve Corps composed of the graduates of the
non-ROTC components. The State may tap members of this Corps for knowledge,
literacy, and civic welfare activities through the combined effort of the DND, CHED,
and TESDA.
 Graduates of the ROTC shall participate in the Citizens' Armed Forces under
Republic Act No. 7077.

1.12 IMPLEMENTING RULES

 The DND, CHED, and TESDA shall have the combined responsibility for adopting
the implementing rules of this Act within sixty (60) days of approval.
 These three agencies shall consult with other involved government agencies, the
PASUC and COCOPEA, NGOs. In addition, they shall recognize student organizations in
formulating the implementing rules.
 The implementing rules shall consist of the guidelines for adopting the
appropriate curriculum for each of the NSTP components and the same accreditation.

1.12 TRANSITORY PROVISIONS

 Students who have yet to complete the basic ROTC, except those falling under
Section 14 of this Act, have options. The student may either push through in the
program component they are currently enrolled in or shift/transfer to any of the other
program components of their choice: Provided that in case he goes to another
program component, the Basic ROTC courses he has completed shall be counted to
meet the NSTP requirement: Provided, further, that once the student has shifted or
transferred to different program component, he shall, still, needs to complete the
NSTP in that component.

1.13 SUSPENSION OF ROTC REQUIREMENT

 The completion and implementation of ROTC training as requisite for graduation.

With this regard, set aside for those students who, despite completing all their
academic units as of the effectivity of this Act, have not been allowed to graduate.

LESSON 2
NATURE, PURPOSE, AND FUNCTION
OF THE CONSTITUTION
 
  

Learning Objectives: 
At the end of the lesson, learners are expected to:

1. Understand the nature, purpose, and function of the Constitution

INTRODUCTION
                                         Image retrieved from:  https://www.pinterest.ph/pin/2885187249626648/

Examine the image above that depicts the rich cultural traits of many Filipinos and
consider: What captures your attention the most? What message does the painter want
to implore to the viewer like you?

          The happiness and success of every community and its people depend on the
Constitution and its implementation by the government. The Constitution is an essential
part of an individual's life since we all are citizens of one country or another. The
Constitution is formed and developed to make people get what they deserve and save
them from mistreatment. It holds together the whole nation into one big family. It helps
make the country a better place where the masses and the governmental bodies
exercise harmony and freedom. Its purpose is simple yet complex. This basically
signifies that the Constitution is not just an article of thought. The Constitution is the
embodiment of the will of fire that holds up or controls a nation on its grounds. Any
improvements made in the Constitution will be a great help and enables the country to
develop.

PURPOSE OF THE CONSTITUTION

To narrow it down, the Constitution serves as the country's backbone. It is essential to

a nation's peace and harmony. There is much more to discuss the purpose of the
Constitution in this simple sentence so let us discuss it in a specifically detailed way.
1. Nature of a Country. The first purpose of the Constitution that you can point
out is that it describes the country's nature. By the term nature of the country, we
meant to say that there are several types of governmental nature upon which a
county is building. There are several parts of it that you might recognize, such as
democratic and the others. The Constitution is the document of the country that
states the country's nature.
2. Goals of the Nations. Nations have plans, and these goals are the point that
makes a nation what it aspires. The country's Constitution is a source that captures
the country's purposes. May it be growing in the sector of industries or making the
land where every person and group gets some benefit or privilege. These goals have
pioneer and vital importance in the build-up of a nation.
3. Control over Government. One of the main purposes or reasons the
Constitution was made was to point out and indicate the borderline of the
government's quantity of power in its grasps. You would have known various events in
other countries where the citizens of the nation were not treated properly by the
government because of various factors. The Constitution ensures that the government
does not get more or less power they deserve and require to make the nation work
and function in the right and lawful direction.

4. Guarantee Rights to Groups and Individuals . Rights and Regulations are

two provisions or assistance that are provided to the citizens of the specific nation.
These rights are the only reason why peace and harmony in the State of a country
exists. These provisions cover several aspects of saving people from the curse of
racism and nationalism. Furthermore, stopping the bullying done to people of different
castes and creeds. The Constitution provides the right to speak so that every person in
a country can voice out their concerns and speak up on any topic they think they
deserve justice openly.

5. Build a Common Purpose. Making the State with millions and countless

individuals working on a specific goal or objective is not as straightforward and
effortless as it may sound. The Constitution makes things easier for people by making
a common purpose for all humanity. This purpose helps us hold together as one and
saves the country from any trouble on warfare breakouts that may happen.

6. Wider Settings. The Constitution also serves several purposes other than as

specific as the other five from the start. It is very rooted documentation covering too
many topics and aspects of a nation, like its legal system and political culture. For the
legal system, the Constitution states and indicates to what extent their power is and
empowers them with every instrument required to keep the State of stability in a
country. The other aspect is the political culture. The Constitution helps to provide
 efforts to the public and political parties. This has been made to reach out to each
other so that they can come up and develop a better understanding among
themselves and will result in far more excellent and harmonious communication.

In conclusion, these were the different purposes of the Constitution, regardless of what
country you belong to. The Constitution, the people, and the government should always
stay together for a better, harmonious, and safe nation.

FUNCTION OF THE CONSTITUTION

          One must bear in mind and recall that the Constitution is a set of laws and rules
that sets up the government's machinery. In addition, it defines and determines the
relations between the different institutions and components of the government, the
executive, the legislature, the judiciary central, and the local government. The
Constitution is best described as the Supreme Law of the State or country that lays out
the procedure for establishing legislation or laws and administration. It is the bedrock of
the government in any country.

The following are the functions of a constitution:

1. It projects and administers the form of government in the country.

2. It ensures and verifies the fundamental rights of its citizens.
3. It directs and administers the states in making legislation.
4. It lays out and formulates the procedures for several functions, administrations,
legislation, execution of the government machinery.
5. It provides and administers the separation of Powers.
6. It provides and administers for the independence of each organ, i.e., legislative,
executive and judiciary.
7. It upholds the sovereignty of the nation.
8. It acts as check-in maladministration and misuse/abuse of powers.
9. It provides and administers accountability of government to the citizens of the
country or State.
10. It provides and administers for judicial review in case of laws violating the
Supreme procedure established by law (i.e., Constitution)

LESSON 3
UNDERSTANDING HUMAN NATURE
 Image retrieved from Delphic Oracle Quotes. QuotesGram

Learning Objectives:
At the end of the lesson, students are expected to:

1. Understand Human nature from the point of Religion

2. Understand Human nature from a scientific point/Philosophical point of view

3. Distinguish human as a social being

INTRODUCTION
          An ancient temple in Greece dedicated to the Greek God Apollo in some foothills
near the ocean. Above the temple entrance, now referred to as the Oracle at Delphi, is
the following well-known inscription: "Know thyself." This profound yet straightforward
invitation reflects an essential step in our progression as people.

          Like several societies, the Greeks were concerned and involved with existential
questions, like what it means to be human. Greeks believed that each individual is born
with innate potential and that the purpose and goal of life are to figure out what that
potential is and then act on it.
           Each individual has been blessed with skills, abilities, and unique gifts to you and
you alone. Furthermore, it would help determine what those are and then figure out
how you can express them.

          Knowing oneself better can help you fully reach your potentials which eventually
helps others and society.  Let us consider a different perspective on human nature and
how humans are regarded as social beings.

1. HUMAN NATURE IN NON-WESTERN WORLD RELIGIONS

There are various ways to understand human nature, and it can also be expressed in
different world religions.

In Hinduism and Buddhism, human nature and attributes are partly understood from

the perspective of the self as part of all that is and given the task of becoming the non-
self. Like any other pantheistic religion, Hinduism and Buddhism affirm that humans are
related to all that is and, simultaneously, how the self is essentially divine. Beyond the
empirical human is the human essence, atman, identical to Brahman's ultimate reality.
To overcome individuality and to become part of the encompassing world is the goal of
human life; you have to transcend

 the world of the senses. This goal is realized when the self dissolves into the
whole after death and can be anticipated in different meditational applications and
practices.
 
 Moreover, Hinduism and Buddhism stress how human nature is associated with
divine nature. The self is generally thought and perceived as distinct from the divine
in Semitic religions such as Islam and Judaism. Islam is the type of religion that
powerfully highlights the variance between God and the world; humanity is viewed as
dependent upon God and God's will. As in Judaism, God is the creator of human
beings. Society aims to comprehend this dependence and live accordingly—i.e., in
gratitude toward God. In Islam, sin is perceived as disobedience (ma'siya) and not
rooted and fixed in human nature. Islam is different and opposed from the most
dominant and superior traditions in Christianity. An original aspect and idea of Islam
are that human beings are understood as to be born Muslim. What changes their
essentially Muslim nature into something else is the cultural environment.
 
 Genesis 1: 26–28 describes human beings as created in the image of God (imago
Dei); this description has given rise to various interpretations through the history of
doctrine. Whoever is made in the image of God is given the task of representing God
as the steward of creation, thereby reminding others of God, and taking care of God's
 creation on God's behalf. Hence, human beings are understood in terms of their
relationship with God; this relation is thought to make humans unique compared to
other species. In Psalm 8, humans are placed between the angels and God, indicating
their high rank in the order of creation.
 Humans are accordingly responsible to God. Simultaneously, they are themselves
a part of nature; they are made of earth. Without the help of the life-giving breath of
God, they return to dust.
 
 The Bible illustrates human life as dependent on the continuous creative activity
of God. Humans are not understood and perceived in terms of the Greek dichotomy
between soul and body. Still, human life is perceived from various perspectives, such
as flesh, body, heart—all perceptions that can also take on distinct spiritual meanings.
 
 Furthermore, there is a positive affirmation of human embodiment in the Hebrew
Bible, echoed in the New Testament teachings on the resurrection of the body and the
human need for bodily health, as well as spiritual salvation.
 
 One could imply that human nature from a Judeo-Christian perspective is to be
an embodied image of God. This position is affirmed in Christianity, where Jesus Christ
is seen as the actual human being and thus reveals what humans are supposed and
meant to be.
 

When entering into dialogue with Greek modes of thought, Christian theologians had to
articulate the relationship of humans with God from points of view offered by existing
philosophical knowledge. This challenged theology to develop an understanding of what
it meant to be created in the image of God. Through the Middle Ages, the dominating
point of view became that human nature is unique in rational faculties, understanding,
consciousness, and spirit. As expressed by Augustine of Hippo, this view draws on
Platonism, which emphasized rationality and the eternity of the human soul. It also
included the argument developed by Aristotle in ancient Greece and by Thomas Aquinas
during the Middle Ages that

 put humans on the same level as the rest of nature, but with rationality as the
species-unique skill. The eighth-century theologian Johannes Damascenus expresses
the overall understanding of human nature in the middle ages: The human being is
the image of God because it has a reason and free will and can be its own master.
 2. PHILOSOPHICAL PATTERNS FOR A THEORY OF HUMAN NATURE

Two main philosophical trends have had a significant influence on the understanding of
human nature. It has been said from the ancient Greek philosopher Plato onwards, the
human being alone can understand and grasp the world rationally as it is in itself,
beyond every change. This ability derives from the rational faculties, expressed in the
ability to think. Thus, human nature is closely associated with thinking and acting with
feeling as a guide.

 Plato articulated and emphasized the paradigm for a rationalist understanding of

human nature. He assumed a dichotomy between body and soul. Plato believes the
soul is the site of reason. As such, it is understood as eternal and (partly and
potentially) independent of the body. The body, on the other hand, is mortal and will
die. The central struggle in a person's life is to gain control over the physical through
the rational. Consequently, Plato sees the flourishing of human nature in its ability to
control life with reasonable means.

 The notable significance of this paradigm is most clearly viewed in the

seventeenth-century rationalism of the French philosopher and mathematician René
Descartes, who maintains a sharp dichotomy of body and soul. Descartes claims that
while the external world (res extensa) operates by mechanical principles, this is not
the case with humans, who are guided by reason. Animals are without excuse and
hence to be understood according to mechanistic causation only. This view separates
the human being sharply from the rest of nature. It

o suggests that what is specifically human cannot be investigated by the

same principles utilized by the emerging modern natural sciences.

Philosophically, theories of human nature before the Enlightenment are either

rationalist or empiricist in outlook. The empiricist outlook emphasizes human
experience as a condition that shapes actual fulfillment in human life. Hence, one's
participation in nature plays a more significant role in determining who a person is.
This approach also emphasizes the continuity of humans with the rest of nature.
Combined with the experimental approach to the investigation of nature, it contributed
significantly to the development of modern science. As a result, human nature is here
regarded as part of nature and not something unique. This view is consonant with a
religious position that sees the human soul as a complex physical organism rather
than an independent substance.

3. HUMAN AS A SOCIAL BEING

o Humans are social beings. In comparison with Animalia, humans are
regarded like primates for their social qualities. However, beyond any other creature,
humans are adept at utilizing communication systems for self-expression, the
exchange of ideas, and organization. As such, they have created complex social
structures composed of many cooperating and competing groups. Human groups
range from families to nations. Social interactions between humans have established
various values, social norms, and rituals, which form human society.
 
o A person's social life comprises the various bonds they form with others,
such as family, friends, members of their community, and strangers. It can be
measured by the time and quality of the social interactions they regularly have, both
in-person and online.

 The tenor of someone's social life is one of the most dominant

impacts and influences on their mental and physical health. Without positive
affirmations, long-lasting relationships, both minds and bodies can fall apart.
 
 Humanity's survival as a species similarly hinges on the capacity for
social living. Individuals begin life dependent for survival on the quality of their
relationship with their primary caregiver, usually their mother. Most of human
history was spent in small groups in which each individual was dependent on others
for survival; evidence suggests this is the condition to which humans are best
adapted.
 
 Technology has modified the ways people interact with others in
their daily lives. Still, it has not affected the basic need to form supportive bonds
with other people.
 
 People have the freedom today to build their particular social
cohort both online and offline; their social circles may include family, friends,
professional mentors, and other influential individuals in their lives. Online social
ties can be a powerful source of social support and joy, especially for isolated
people for geographical or other reasons. There is, however, no substitute for face-
to-face interaction, and those who spend time among friends and family report
higher levels of well-being than individuals with fewer ties "in real life."
 

LESSON 4
 TRAITS OF A FILIPINO

Image retrieved from:  https://www.istockphoto.com/illustrations/filipino-culture

Learning Objectives:
At the end of the lesson, learners are expected to:

1. Identify the factors that molded the Filipino character

2. Differentiate excellent and bad traits

FILIPINO TRAITS
          Nowadays, many Filipinos became famous all over the world. Looking back to
where they came from, it is a proud feeling to say that we are from the Philippines.
Nevertheless, what kind of people are we? Here are some Filipino traits that are
beautifully expressed through everyday dealings with other people.
 Being Hospitable
Filipinos are considered as one of the most welcoming and hospitable people you
may encounter. Foreign visitors and tourists in the country are treated with the
utmost respect. This kind of trait is usually seen during fiestas and holidays,
where many Filipinos give their best efforts to entertain and delight their visitors.
It is also surprising to see that even the most straightforward home along the
road opens a home for a stranger. For Filipinos, serving other people gives them
honor and a chance of a lifetime of friendship.
 
 Amor Propio
Filipinos mostly believe that they must live up to the accepted standards of
behavior. If they fail to do so, they disgrace themselves and their family. Amor
propio is concerned with self-image. They certainly believe that the way they
present themselves to others is an essential aspect of being accepted in society.
 
 Utang na Loob
A debt of gratitude (utang na loob) is a Filipino cultural attribute that entails
returning or compensating particular favors received, regardless of moral
consequences. It is considered a significant "accommodative surface value,"
along with hiya (shame) and pakikisama (togetherness). It does not even finish
with the one-time repayment of debt; most of the time, Filipinos consider this
debt as one thing they must repay over and over, even if it takes a lifetime.

 Hiya
Alongside being hospitable, Hiya is one of the many traits that Filipinos possess.
Hiya has a significant influence on one's behavior, for one will do everything,
even if it is beyond his means, to save his reputation and the families. It is like
the way Filipinos say sorry even if they are not at fault.
 
 Delicadeza
Delicadeza refers to a person's sensitivity to the boundaries of proper behavior or
ethics in a particular situation. In layman's words, it is referred to as a feeling of
decency or knowing how to act decently in all situations. It is, in essence, a
heritage of Spanish culture that has been passed down to us.
 
 Palabra de Honor
Palabra de Honor ( word of honor)  is critical to Filipinos. They firmly believe that
one must keep their word whenever they promise, and it should not be broken,
no matter what.
  
 Socializing or Pakikisama
Being friendly is a common trait of Filipinos, and that is known to all.  Initial
greetings to a stranger accompanied by a handshake and smile are usual to all
Filipinos. Standard Filipino greeting includes "Kumusta ka na?" ("How are you?"),
"Anong balita?" ("What's new?"), and "Ayos ba tayo 'dyan?" ("Is everything all
right?"). These only show that Filipinos are taught to show concern to others.
Filipinos can quickly get along with others to maintain good and harmonious
relationships. The spirit of Pakikisama reflects that Filipinos value personal
relations.

 Being Cooperative
One of the fundamental identities of Filipinos is their willingness to serve one
another and others. Filipinos value the ancient attribute of Bayanihan, working
together for the common good or mutual profit, and enjoying working in groups.
Filipinos are not individualistic and prefer to work in groups.
 
 Politeness
Filipinos are taught to become respectful individuals. Due to the influence of
Christianity, it primarily tells us to honor both our parents and our elders
significantly. The use of "po" and "opo" when conversing with an elder is a
manifestation of Filipinos' respect for the elderly.
 
 Flexibility, Adaptability, and Creativity
Filipinos' sense of humor and delight can be seen in their upbeat attitude about
life and its trials. The ability to laugh at oneself and their situation is an essential
coping technique that contributes to emotional stability and survival. These are
reflected in the ability to adapt to a variety of situations and physical and social
surroundings. The majority of Filipinos have a high ambiguity tolerance, allowing
them to respond calmly to uncertainty or a lack of information. Filipinos are
known for improvising and making good use of whatever resources they have.
These characteristics have been proved repeatedly in their ability to adjust to live
in any part of the world and accept change.
 
 Strong Family Ties
Filipinos value their families so much that this closed-knit solidarity of extended
family system has always been a part of their lives, including their relatives to
the nth degree, godparents, and even town mates. 

 Ability to Survive
 Many Filipinos survive despite grinding poverty. So it is not surprising if they can
even make a livelihood from garbage dumps. Also, Filipinos survived many
invaders, oppressors, and natural calamities and have come out with hope and
determination to carve out their existence anew.
This trait is one of the reasons why the typical Filipino greeting is "Mabuhay!"
 
 Humor and Positivity
Humor, optimism, and positivity are valued traits in the Philippines. In addition,
the Philippines has a long list of national holidays, of which many cities and
provinces have their own sets of local holidays. At the same time, in challenging
situations, community members are encouraged to always look at the brighter
side of things.
The inclination for finding the good in the bad can be traced to the country's
location, which lies in the path of typhoons and sits along the Pacific Ring of Fire.
In a country where natural calamities are commonplace, humor and positivity
joint and work together as a coping mechanism, much like how some children
laugh to hide their embarrassment after slipping or falling.

Filipinos are not perfect. Although these favorable traits were pleasant to our ears, it is
a fact that there were also negative traits of Filipino people of which we should
overcome.

 Crab Mentality

Some of us Filipinos got a bitter view at a competition—that if we cannot win,

then no one else will. Instead of helping each other succeed, we tend to make
ways to pull them down-discourage them from taking great opportunities or,
worse, destroying their image. This trait is due to the fact that we want to be the
only one at the top. We should view the achievements of our neighbors or
colleagues as an inspiration to reach our own goals instead of considering them
as threats. We should realize that the success of each Filipino will significantly
contribute to the improvement of the country and ourselves as well.

 Procrastination or “Mañana Habit”

This trait is another habit that has slowed the Philippines' development.
Take a look at the government projects that have gone unfinished for
years; Filipinos would have already benefited from them if they had been
completed sooner. However, many of us fall into this category. We wait
for the deadline instead of starting a task when there is plenty of time
because we are too lazy to start or use other resources. Then, of course,
 the quality of our completed work would suffer due to the rushed nature
of the process.
 
 ”Bahala Na” or “Come What May” Habit
This is just another lousy practice that tarnishes the Filipino image. We
tend to leave the outcome to whatever happens—come what may—rather
than doing something to make things happen. For example, rather than
studying for exams, some students may spend more time playing
computer games and gimmicks, relying on luck to pass their midterms.
This habit could be attributed to faith, reasoning out that God will help us
become successful.
"Faith without work is dead," as the Christian phrase goes. If we have any
goals in life, we must work hard to achieve them.
 
 Ningas Cogon

"Ningas cogon" means "burning cogon grass" in Spanish. This burning grass
burns out rapidly, and this aptly reflects one of the worst Filipino characteristics.
This is something that most of us excel at. We excel at getting projects off the
ground or putting ideas into action. However, after a few hours or days, we lose
our enthusiasm and become too lazy to finish what we have started.

 Hypocrisy (being a double-faced person)

As a country that claims to value morality, most of us try to live up to the
standards set by the traditional society. However, as no one is perfect,
many of us are not able to sustain these standards. The fear of being an
outcast has forced many people to live a double-standard life. To hide our
failure in following a norm, we tend to condemn those who are caught
red-handed. A perfect example could be the criticisms faced by those who
become pregnant outside marriage. The sad fact behind this scenario is
that some of these critics could have engaged in premarital sex, too—only
that no proof is visible.
 

FACTORS THAT MOLDED THE FILIPINO

CHARACTER
The Filipino's strengths and weaknesses stem from a variety of causes, including:

A. FAMILY & HOME ENVIRONMENT

Child Rearing

- Child-rearing can be both challenging and rewarding at the same time. The goal of
every parent is to have their child grow up to be a respectable and resourceful adult in
society.

Child-rearing in the Filipino family is characterized by:

1. High Nurturance - The Filipino child grows up in an atmosphere of love and affection.
Providing the children with the opportunity means and support to pursue their goals.

2. Low Independence Training - Overprotection - Some parents act on their own needs
for power and use control and coercion to ensure that they remain the dominant forces
in their children's lives.

3. Low discipline - Attempts to maintain discipline comes in the form of many "no's" and
"don'ts" and a system of criticism to keep children in line. Subtle comparisons among
siblings also are used by mothers to control their children.

Family Relations

- In a large family where we are encouraged to get along with our siblings and other
relatives, we learn pakikipagkapwa-tao. In an authoritarian setting, we know respect for
age and authority; simultaneously, we become passive and dependent on authority.
Children are taught to value family and to give it primary importance.

Family Orientation

The Filipino's family orientation may be attributed to the colonial times when the
family's hierarchical structure has been in a principal place, where age and status
demand high levels of respect, and the family's good takes precedence over personal
desires. This characteristic is still present despite modern times.

B. SOCIAL ENVIRONMENT

The social environment of the Filipino is characterized by a feudal structure with

significant gaps between the wealthy minority and the poor majority.

The main components of the social environment are:

1. Social Structures

2. Social Systems - such as interpersonal religious, and community interaction.

C. CULTURE AND LANGUAGE
 
- The language and culture of a country cannot be separated. Language is vital to
understanding our unique cultural perspectives. A language is a tool used to explore
and experience our rich cultures and the perspectives embedded within our cultures.
The country's official languages are English and Filipino, but there are over 175
languages used in the Philippines. Most of these languages are under the Malayo-
Polynesian subgroup of Austronesian languages. Therefore, it is typical for Filipinos to
grow up bilingual. Many even speak three languages— the two national languages plus
the indigenous language in their area.
- Philippine languages have been influenced by many other languages, including each
other. During the Spanish occupation, friars and priests, with great reluctance and
much delay, conducted religious instruction and almost all forms of formal education
using Spanish under the orders of the Spanish government. It was at this time that
many Spanish words were borrowed into Tagalog.
- The American occupation saw the wide adoption of English as instruction in schools
throughout the country. However, before and after World War II, the Philippine
government actively took concrete steps toward establishing a national language based
on Tagalog, which was used as a second language by almost half of the country's
population at the time. Then, in 1987, Filipino was named as the National Language of
the Philippines.
- In the present day, both Filipino and English are taught as academic subjects and
used as languages of instruction in primary and secondary schools and universities
throughout the country. In addition, news and entertainment programs that are aired
throughout the country are often delivered in these languages.
 

D. HISTORY

We are the result of our colonial history, which many blames for our lack of nationalism
and colonial mindset. The Filipino worldview was shaped by colonialism, which pushed
us to regard the colonial power as superior and more powerful.

E. EDUCATIONAL SYSTEM

- Aside from the problems inherent in using a foreign language in our educational
system, it also causes other issues for us as a people.

- "They develop a mindset that things learned in schools are not related to real life."

- The lack of suitable local textbooks and dependence on foreign textbooks, particularly
in the higher school levels.

- Aside from the influences of the formal curriculum, there are the influences of the
"hidden curriculum," i.e., the values taught informally by the Philippine school system:

       *Schools are highly authoritarian, with the teacher as the central focus.

       *The Filipino student learns passivity and conformity.

       *The Filipino student is taught to depend on the teacher and force Filipino
students and their teachers to use school materials irrelevant to the Philippine setting.

F. RELIGION
- Religion is the source of Filipino optimism and resilience in the face of adversity.
Religion, on the other hand, instills resignation and a preoccupation with the afterlife in
Filipinos. We become subject to opportunism, oppression, exploitation, and superstition,
among other things.

G. ECONOMIC ENVIRONMENT

- Many Filipino characteristics are rooted in the poverty and hardship that most Filipinos
face. Our hardships motivate us to take risks, work hard, and improve our ability to
survive.

-On the other hand, poverty has become a root cause for fraud and corruption,
particularly among the bureaucracy's lower ranks.

H. POLITICAL ENVIRONMENT

- A centralization of power characterizes the Philippines ' political environment. Political

power and authority are concentrated in the hands of the elite, and most Filipinos'
participation is often limited to voting in elections.

- Basic services from the government are concentrated in Manila and its outlying towns
and provinces.

- Political power is still very much concentrated in the hands of a few may lead to
passivity.

I. MASS MEDIA

- It means technology that is intended to reach a mass audience. It is the primary

means of communication used to reach the vast majority of the general public. The
most common platforms for media are newspapers, magazines, radio, television, and
the latest on the internet.

- The tendency of media to produce escapist movies, soap operas, comics, etc., feed
the Filipino's passivity. Rather than confront our poverty and oppression, we fantasize
instead. In addition, the propensity to use flashy sets, designer clothes, superstars, and
other "bongga" features reinforce "porma."

J. LEADERSHIP AND ROLE MODELS

- Filipinos hold their leaders in high regard as role models. Political leaders are the most
prominent models, but all other leaders serve as role models as well. Thus, when our
leaders violate the law or show themselves self-serving and driven by personal interest,
there is a lack of public accountability. As a result, there is a negative impact on the
Filipinos.

LESSON 5
NATURE OF ATTITUDE AND ATTITUDE
CHANGE

Image retrieved from: https://www.thebluediamondgallery.com/tablet/a/attitude.html

Learning Objectives:
At the end of the lesson, learners will be able to:

1. Understand the nature of Attitude

2. Identify the factors that affect one's attitude

INTRODUCTION
  

          “So much in life depends on our attitude. The way we choose to see
things and respond to others makes the difference." As quoted by President
Thomas S. Monson, this principle has a substantial impact on every person who read,
pondered, and fully understood the depths of its meaning. Most of our life merely
depends on our attitude. However, what is attitude?

          A positive, negative, or mixed appraisal of an object expressed at some level of

intensity is referred to as an attitude. With negative affect, ambivalence, apathy, and
indifference, our attitude can fluctuate in strength and beneficial effects. It usually
connotes either pleasant or negative emotions.

          Feelings, beliefs, and behavioral predispositions toward persons, groups,

concepts, or objects are referred to as attitudes. Attitudes will always have a positive
and negative component, and they will tend to act in a particular way toward that
person or thing. Attitudes are generally created as a result of underlying values and
beliefs.

COMPONENTS OF ATTITUDE

1. COGNITIVE – beliefs about the object of thought

2. AFFECTIVE – feelings stimulated by an object of thought

3. BEHAVIORAL – predispositions to act in specific ways toward an attitude object

NATURE OF ATTITUDE

 Every person's mind contains an attitude. It aids in forming our identities, the
direction of our behaviors, and how we assess others.

 Although a person's feelings and belief components are internal, we can observe
their attitude by their conduct.
 Attitude guides us in determining how we perceive situations and how we
 respond to them.
 Internal cognitions, beliefs, and thoughts about people and objects are provided
by attitude.
 We behave in a certain way toward an object or person because of our attitude.

CHARACTERISTICS OF ATTITUDES

Attitude can be characterized by:

 Affective Cognitive consistency: The attitude-behavior relationship is
influenced by the degree of consistency between the affective and cognitive
components. The strength of the attitude-behavior relationship is proportional to the
consistency of cognition and evaluation.
 
 Strength: Attitudes based on firsthand experience with the object may be held
with greater certainty. Certainty is also influenced by whether effect or cognition was
involved in the creation of the attitude.  Attitudes developed based on effect are more
reliable than attitudes created based on cognition.
 
 Valence: It refers to the degree or grade of likeliness or unlikeliness toward the
entity/incident. If a person is reasonably unconcerned toward an object, then his
attitude has low valence.
 

Direct Experience: An attitude is a synthesis of a person's experiences; hence, an

attitude based on firsthand experience is more accurate in predicting future behavior.
Furthermore, direct experience provides more information about the object.

 Multiplicity: It refers to the number of characteristics that make up the

attitude. One may express an interest in becoming a doctor, whereas another not only
expresses an interest but works hard, is sincere, and profound.
 
 Relation to Needs: Attitudes vary relative to the requirements they serve. An
individual's attitudes toward the pictures serve only entertainment needs, but an
employee's attitudes toward tasks may suit vital needs for security, achievement,
recognition, and satisfaction.

SUMMARY OF ATTITUDES THEORIES

 FACTORS AFFECTING ONE’S ATTITUDE
 

1. HEREDITARY

- Heredity refers to the biological or psychological features passed down from parents
to their children. In other words, heredity is a biological process that involves the
transmission of particular behavioral traits from parents to their children via the
fertilized egg. Characteristics inherited from one's parents are present at birth.

- Our working capital comes from heredity, and the environment allows us to invest it.
Man, the animal, is explained by heredity, but man, the human being, is explained by
environment. Biesanz and Biesanz stated that "Personality is the organization of a
person's attitudes, habits, and traits and arises from the interplay of biological, social
and cultural factors."

2. ENVIRONMENT

- The environment is an external factor that affects us present in our surroundings.

Apart from genetic factors, environmental factors also play a significant role in the
natural formation of an individual.
- There are two types of environment: Internal Environment & External Environment.
The external environment is further divided into the physical environment (air, trees,
animals, etc.) and the social environment (families, peer groups, unknown people, etc.).

- The family is the most potent source for the formation of attitudes. The parents, elder
brother or sister provide information about various things. Therefore, attitudes
developed by an individual, whether positive or negative, result from family influence,
which is very powerful and difficult to change.

- As the individual develops, he comes in contact with the outer world and peers in the
first place. Peers include same-age friends, neighbors, classmates, etc. The child tries to
internalize the attitudes of these people.

3. EDUCATIONAL ATTAINMENT

- Education is one of the most valuable and long-lasting assets a parent can give their
child. It is frequently passed down either formally or informally from one person to
another. It usually provides students with knowledge on dealing with numerous
obstacles in life, whether at a job or in social s

ituations.

- Students who work to support themselves during their studies are more likely to value
education. At first, they might not have the right attitude toward schooling. Still, due to
experiences and challenges at the workplace, they usually appreciate the importance of
education and improve their exemplary attitude towards it.

- Your perspective on specific issues widened as you progressed in your studies. As a

result, in several areas of life, the scope of your understanding expands.

4. SPIRITUAL FACTORS

- To take a step into the unknown requires a certain level of trust, especially if you have
reservations about your abilities. A positive attitude might serve as a springboard for
such a leap, leaving spiritual imprints on your mind. Positive thinking is a choice we
make every day as we walk with the Lord. We can perform miracles when we enlist His
assistance.  President Thomas S. Monson, the 16th prophet of The Church of Jesus
Christ of Latter-day Saints, once said, "We can choose to have a positive attitude. We
cannot direct the wind, but we can adjust the sails. In other words, we can choose to
be happy and positive, regardless of what comes our way."

- A person's attitude will change as he or she studied principles associated with his or
her religion. Daily personal and family prayer, scripture reading, and attending church
meetings and activities will help you increase your positivity in life and lead you to a
peaceful and happy life.

5. HISTORICAL
- Personal experiences have a direct effect on our attitudes.
- To be the basis of attitudes, personal experiences have left a strong impression. 
          Therefore, the attitude will be more easily formed when personal experience
involves emotional factors. In situations involving emotions, appreciation will be a more
in-depth experience and longer trace.
          Also, by learning from other people's history, a person can have a decisive
influence that can change other people's attitudes.

LESSON 6
RESILIENCY: A FILIPINO CHARACTER

Image retrieved from: https://joinatlantis.com/blog/practicing-resiliency/

Learning Objectives:
At the end of the lesson, learners will be able to:
 1.  Recognize the meaning and importance of Resiliency

2.  Describe Filipinos as Resilient

INTRODUCTION
          When it comes to positive psychology, resilience is one of the most widely
discussed and adopted ideas worldwide. The most superficial meaning of resilience is a
personality trait to adapt, which heals all wounds, rights, and wrongs.

          In Cambridge English Dictionary, the word resilience means being happy,
successful, etc., again after something difficult or wrong has happened.

Below is another definition of resilience.

          In other words, resilience is the ability or tendency to "bounce back” after a
setback.

          Resilience refers to the steps we take to fight back when confronted with failure,
defeat, or disappointment. Resilience is defined as the ability to bounce back even more
vital.

IMPORTANCE OF RESILIENCE

Developing or building resilience is so important because:

 Academic and learning outcomes are improved when people are resilient.
 Resilience aids in the reduction of risky behaviors such as smoking, drinking, and
drug usage.
 Resilience has been linked to fewer absences from school or work owing to
illness and impaired immunity.
 Resilience entails more participation in family and community activities.
 More resilience translates to a lower mortality rate and better physical and
mental health.

Effects of Resilience on Mental and Physical Health:

BUILDING SELF-RESILIENCE

          One must be able to recognize opportunities, strengths, and shortcomings in

order to develop self-resilience. The following are essential points to consider when
building self-resilience:

 Recognize and communicate with your support system.

 Allow yourself to experience a wide range of

 feelings.
 With the help of a support group or a therapist, you can work through your
feelings.
 Mindfulness and self-care should be practiced.
 Get enough sleep and rest regularly.
 Follow a scheduled routine and manage your stress accordingly.
 Always make an effort to keep a healthy habit.
 Discover your life's purpose.
 Develop a good attitude and work on improving your self-esteem and
confidence.
 Develop a deep bond with others so that you can seek help when you need it.
 Accept and ready for all changes.
 Practice positivity and stick to it.
 Encourage everyone, including yourself, to practice good and healthy self-care.
 Improve your problem-solving skills.

EVIDENCE OF THE SPIRIT OF BEING RESILIENT IN FILIPINOS

          Many people would claim that being resilient is simply part of being Filipino after
observing Filipinos suffering typhoons, floods, and fires up close. These become much
more apparent when the country is hit by a natural disaster once or twice a year. Not
long ago, the country was ravaged by the enormous superstorm in recorded history,
which left massive havoc in its wake.

          It was not long before another storm, Ondoy, wreaked havoc on Metro Manila,
causing floods that engulfed homes. And just this week, typhoon Ulysses surpassed
typhoon Ondoy's catastrophic floods, burying portions of Metro Manila in 10 feet of
water once more.

It is at these times of calamity that a Filipino's resiliency shines through. They resume
their work where they left off. They salvage what they can and repair what has been
harmed, but they continue on their way. Some may ask where the Filipino spirit's
resilience comes from. However, some argue that it is a product of a culture developed
over centuries of living under the thumb of larger, more powerful nations. Others could
say that, while Filipinos understand hardship, they also grasp that joy can be found in
the simple things in life and that the small things that make us happy, when combined,
can make a huge difference.
1. Understanding Being Resilient in Filipino People

          It is simple to find examples of the Filipino people's resilience. It can be seen in
several photographs that are frequently published in magazines solely because it
appears unusual to outsiders. These images show children playing basketball while
waist-deep in floodwater, as well as people offering whatever food they have left after a
disaster to anyone passing by.

                 For the love of the game, no one can stop the Pinoy from playing
basketball.
          These are not newsworthy images; thus, they only appear in foreign newspapers
or websites. This is a common occurrence in the lives of Filipinos. There is a blend of
the innate spirit of resilience and the simple Filipino act of finding moments of serenity
even amid a calamity in Filipino culture.

It is best understood by recalling an ancient narrative in which someone fills a glass jar
with sand and claims that the sand represents many aspects of life, such as school,
work, and devotion. Then, when the jar is full, they take a bottle of beer and pour it in,
explaining that the lesson is that there is always time for a beer and a good talk with
friends. It is the same with a Filipino's resilience: no matter what happens, there will
always be relatives and friends to share a meal and a bit of discussion with.

2. The Resiliency of a Filipino is Built into the Culture

          A little-known fact about Filipinos is that inviting someone to share your food is a
polite way of greeting them. When approaching a Filipino while eating, they will greet
you with a cheerful "Kain tayo or Kaon ta," which means "Let's eat." Small gestures like
this are embedded in Filipino culture, one of which is the unbreakable habit of assisting
or giving to one's neighbors.

          However, beyond their natural warmth and kindness, Filipinos are also among
the world's most sensible people. When faced with adversity, Filipinos are less prone to
question why such difficulties occur, preferring to accept that bad things do occur. For a
Filipino, the actual question is, “What should we do next?”

During the Corona pandemic, when so many people lost their jobs, this was evident.
Instead of giving up, the Filipino spirit shone through how most people adjusted to their
new circumstances. Whether it was to sell baked products online, learn how to buy and
sell commodities on famous eCommerce websites, or hunt for work online, most
Filipinos looked at what was available.

3. The Resiliency of the Filipino is Finding Strength in Family

          There are instances when the Filipino culture of having a close-knit family might
be inconvenient, such as when your Auntie inquires about your wedding plans, which
frequently happens over the holidays. However, the benefit of having a close-knit
family, as most Filipinos do, is that there is always someone who can give you a
sympathetic ear and even a helpful hand when circumstances are bad.

The most significant aspect of having a Filipino family is that you will always have
somewhere to go, even if you see your third or fourth cousin on your mother's side
whom you have not seen in fifteen years. When family members arrive at your home,
Filipinos welcome them in. "Home is the place where, when you have to go there, they
have to take you in," says Robert Frost in his famous poem.

4. Seeing the Resilience of the Filipino Spirit in a Different Light

          Some argue that the Filipino spirit's resiliency is holding the country behind.
Filipinos, rather than responding as most cultures do, take things in stride, leading to
abuse and neglect. While there is some validity in the assertion that Filipinos'
perseverance can be exploited, it has demonstrated its worth, particularly during times
of adversity.

          While other cultures see astonishing rises in unemployment, most Filipinos have
found other ways to make a living and have gone on with their lives. Even in a 'black
 horse' calamity like the present pandemic, Filipinos find tiny pleasures throughout the
day, as one might anticipate given the Filipino spirit's perseverance.

LESSON 7
COMMUNITY DYNAMICS AND
DEVELOPMENT

Learning Objectives:
At the end of the lesson, learners will be able to:

1. Understanding the dynamics in a community.

2. Identify the key factors affecting community development

DYNAMICS IN A COMMUNITY
 The change and development in a community that comprises all types of living
beings are referred to as community dynamics.
 
 Community Action is putting communities at the center of the services
development and service delivery. This initiative aims to cater to the primary needs of
 the communities before implementing it. In such a way, community action will help
the community dynamics or improve the community.

Understanding these two is critical since they will drive the communities' development
and stability. They are proportionally related and go hand in hand.

1. SOCIAL STRUCTURE

          In sociology, social structure refers to the distinct, permanent arrangement of

institutions through which human people interact and live together in a society. The
term "social structure" is frequently used interchangeably with "social change," which
refers to the processes that alter society's social structure and organization.

          Patterned social relations—those common and repetitive elements of interactions

between members of a specific social entity—are sometimes used to characterize the
social structure. The concept is relatively abstract even at this descriptive level: it simply
selects a few aspects from ongoing social activity. The more complex the social entity
under consideration, the more abstract the term becomes. As a result, the social
structure of a small group is more intimately linked to the everyday activities of its
members than the social structure of a larger community.  In the study of larger social
groups, the selection is acute: much depends on what is included as components of the
social structure. Various theories propose various answers to the problem of
determining a social group's primary traits.

However, before discussing these many theoretical viewpoints, some general

observations on the social organization of any society must be addressed. The
dimensions of time and space are used to structure social existence. Specific social
activities occur at specific times, and time is divided into periods that correspond to the
rhythms of social life—the daily, monthly, and annual routines. Specific social activities
are also organized at specific locations; for example, specific locations are assigned for
working, worshiping, eating, and sleeping. These places are delineated by territorial
boundaries established by property regulations that govern the use and possession of
scarce goods.

          In addition, there is a more or less regular division of labor in any society.
However, another universal structural characteristic of human societies is the regulation
of violence. All forms of violence can be disruptive; they also serve as a means of
coercion and coordination. Humans have created political units, such as nations, in
which the use of violence is carefully restricted while yet being structured to use
violence against outside groups.
           Furthermore, there are arrangements within the structure for sexual
reproduction and the care and education of the young in any society. These
agreements are based on kinship and marital ties in part. Finally, the interactions
between members of any society are structured by symbolic communication systems,
particularly language.

2. SOCIAL STATUS

Social Status – is a position that a person occupies in a social structure.

A. TYPES OF SOCIAL STATUS

1. Achieved Status – a position that an individual achieves for himself or herself (but
not always on purpose)

- This status can change.

2. Ascribed Status – a status given to an individual generally at birth and from which
he or she cannot escape.

- This status is fixed.

B. FACTORS IN DETERMINING SOCIAL STATUS

1. Authority over Others

2. Ownership of Property
3. Consumption Patterns and Lifestyles
4. Public Service
5. Association
6. Power
7. Income
8. Occupation
9. Education
10. Ancestry

C.  SOCIAL CLASSES
 COMMUNITY DEVELOPMENT

          Community development is a method of bringing people together to act on

issues that are important to them.

          The concept that everyone should have access to health, happiness, wealth,
justice, and opportunity is at the heart of community development.

          It recognizes that some people, some groups, and some communities are
excluded and oppressed by the way society and structures are organized. Community
development aims to challenge this and ensure that all citizens are treated equally.

          Community development encourages communities of place and identity to make

the most of their assets to improve the quality of life in their neighborhoods.

          It also helps communities and public agencies to work together to improve
services and how decisions are made.

          Community development is fundamentally based on human rights, social justice,

equality, and respect for diversity.

The principles which underpin its practice are:

1. Self-determination - people and communities have the right to make their own
choices and decisions.
2. Empowerment - people should be able to control and use their assets and means
to influence.
3. Collective action - coming together in groups or organizations strengthens
peoples’ voices.
4. Working and learning together - collaboration and sharing experiences are vital
to good community activity.

FACTORS AFFECTING COMMUNITY DEVELOPMENT

          There have been several factors that can influence community development.
These elements can have just as much of an impact on the development of a
community as they can on the community itself. They may even contribute to or be a
central element of the problem being addressed. In many circumstances, the impact
these elements have on a community's ability to succeed or fail in the community
development process can be significant.

a. HUMAN ELEMENTS

          The human elements of a community are unquestionably one of the most
important factors of community development. Communities exist because of the people
who make up their membership; they would not exist if it were not for them. It is no
surprise, then, that human elements may have such a tremendous impact on
community development. This element is mainly due to human population diversity, and
many of these aspects are inherent in community members' human nature. Human
factors include the following:

1. Participation - Participation is repeatedly brought up regarding community

development because it plays a significant role in the process. The human element of a
community means that participation is practically mandatory on some level in
community development. However, this does not imply that the community and its
members should be forced to participate; such paternalistic acts might backfire and
harm the process's outcomes. Forcing others to participate might lead to resentment
and sabotage of the efforts being made.

2. Interest - To put it plainly, the success of a community development plan will hinge
on how much people care about their community. When there is considerable interest,
community members will be willing to put the work in for improvements. Little to no
interest means it is unlikely that anything will get accomplished any time soon.

 
 3. Leadership - It is the leadership that guides the community through things. The
actions of a community's leaders and their abilities will determine the outcome of the
community development process. Inadequate or ineffective leadership, especially when
there is a lack of communication, can be especially devastating and destroy trust and
credibility with community members. On the other hand, strong, positive leadership can
bring the community together and set them on the path towards success in their efforts
to improve themselves.

 
4. Attitude -Just because people of the community are prepared to contribute and
have a genuine interest in community development does not guarantee that their
attitudes will match. People do activities they do not particularly enjoy all of the time,
usually out of necessity, obligation, morality, or some other influence. Attitudes can
significantly impact the effectiveness of the efforts made in community development
and can be incredibly influential when there are conflicting attitudes involved.

 
5. Errors -People are, after all, human beings. They are not perfect humans, and they
will make mistakes from time to time. Even the most cautious person will make a
mistake at some point. It should not be taken as a surprise in any situation, including
community development. To some degree, a human error should be expected and
treated with the same regard as any other factor that may influence a situation. If it
happens, it happens, and there is no reason it should be treated as a guarantee of
failure.

b. SOCIAL FACTORS

          Social factors present in the community will often act as a negative influence
rather than a positive one. This is because the sociocultural elements tend to be deeply
ingrained in society, and it can be challenging to take action that may deviate from
those values. It is not just a problem for community development; economic and social
considerations can influence what kinds of corporate decisions and activities are
acceptable in public. Because social factors can influence other elements on several
levels, they can significantly impact community development.

1.  Discrimination and Prejudice –

 Beliefs, misconceptions, and stereotypes are ingrained into society, and they can
dictate people's actions without much effort. This leads to prejudice towards
others and instances of discrimination, which can both generate problems and
block solutions. In a community setting, discrimination can be widespread if its
rationale is shared amongst most members. Because discriminatory practices
tend to be habitual in these communities, it can be quite a powerful obstacle to
community development efforts.
 
2. Expectations –
Every society has a set of expectations placed upon those who are active in it.
They can dictate what is acceptable regarding actions, appearance, beliefs, and
behavior in the public sphere. This extends into communities, which are
essentially samples of society and may have different expectations of their own.
Actions are taken in the community development process often need to meet
the social and community expectations to support or succeed.

1. Culture –
Many social elements are a part of the culture(s) present in the community.
They bring their belief systems, moral codes, expectations, and attitudes into
the mix with varying degrees of effect. Elements of culture in a community can
dictate how efforts of the community development process progress, simply
through how those efforts translate via the cultural norms.
 
2. Religious Beliefs –
Religion is one of society's and communities' foundations, with shared religious
views being one of the interests that communities have formed around for ages.
It can be a powerful catalyst for change and an equally powerful opponent,
depending on the interaction between religious beliefs and the proposed
changes. For community development, religion in the community should not be
taken lightly.
 
3. Political Views - Even things that have nothing to do with politics look political
these days. This is because politics determine policy, and individuals in charge of a
situation—such as community development—can dictate everything from
management to decision-making. Many of the challenges addressed by community
development are typically the result of political difficulties, such as corruption. Political
power in the community can also impede any actions that go against the political
views of the leadership, which can stagnate the entire process.
 
 c. ENVIRONMENTAL AND GEOGRAPHICAL FACTORS

          The geographic location and environment in which a community is

physically located will always impact the actions that the community as a whole
does. There will be advantages and disadvantages to the community's physical
location, and not all of them

will be controllable. On a global scale, location is a pretty significant factor for pretty
much anything. Throughout history, environmental and geographic factors related to a
particular location have often been the key contributors to the development level.
Whether they are controllable or not, those factors present in a community will impact
the progression of community development efforts.

1. Legal Restrictions –
Laws are in place for a reason, but that does not mean that they are not
problematic for development. In most cases, legal restrictions on community
development prevent an overstepping of boundaries and ensure that social rules
are followed. Any legal restrictions in place in a community will often help
development leaders determine what changes and efforts will be feasible and
beneficial to the community.
 
2. Government Involvement –
Some government engagement is required for community development. This
varies depending on existing rules and what you are aiming to achieve with the
process. Large-scale actions may require a greater level of government
involvement than smaller-scale actions. Event or building permits, for example,
usually need approval from local government agencies to obtain them.
Government involvement may pose some restrictions on the community
development process, but it can also act as a guiding force.
 
3. Economics –

When it comes to community development, local economic considerations will

have a significant impact. The economy can influence anything from community
members' socioeconomic status to available resources to their willingness to
participate in the process. Poverty is one of the most common issues that

community development is used to improve. Economies heavily impacted by

poverty are often the ones that need community development the most, but
their instability makes it that much harder for the process to work.
 
1. Natural Disasters –
Specific community development initiatives will be focused on what is
happening in the community's environment. Climate and weather are examples
of this. Natural disasters such as tornadoes and earthquakes significantly
influence communities, but not all community development attempts take this
into account. Depending on a community's location, many of the issues the
process is setting out to address may be a byproduct of the damage caused by
natural disasters common to those areas.
 
2. Impediments –
Location-based obstacles, like geographic structures, can influence what
community development efforts are needed and what will work. An island-based
community is going to have different geographic impediments than a
community that is inland. Such features can impact the availability of resources,
and what elements of culture, social expectations, and belief systems are
present in the community. These can be more challenging obstacles to face
since you cannot permanently remove or replace them through conventional
means, if at all.
 

d. RESOURCES

          The impact of resources on community development will be significant,

perhaps more so than any other factor mentioned in this article. They are
essential components of the process, and a community's lack of enough
resources will almost always result in problems. Obstacles regarding resources
can be especially troublesome as a result and

may cause significant delays in a community's efforts to improve itself. Even the most
imaginative and creative person can only do so much with nothing, so resources are a
valuable factor in community development.

1. Costs and Budgeting –

Money is already an issue for some communities, but it will be a factor in what
can be done during the community development process. For many
communities, having access to the appropriate financial resources is critical to
achieving their goals. Even when there is money to use for community
development, it will not be around for very long if it is not used wisely and
budgeted. Factors surrounding costs and budgets will mainly impact the
planning stages of the community development process, so some care is
needed.
  
2. Availability –
When your available resources are restricted, it is difficult to achieve anything in
community development. This is true for financial, material, human, and social
resources, as shortfalls in one area tend to put an additional burden on others.
Many community leaders will shape their community development efforts
around the resources they already have access to, which can cut down on any
availability issues that can arise later on in the process. However, a lack of
resources is not the only way the process can be impacted; an abundance of
resources can be an issue because it can lead to waste.
 
3. Sustainability –

The sustainability of the community's resources used during the community

development process can significantly impact other issues. Unsustainable
resources can harm the community's ecosystem and deplete other essential
resources in their management and acquisition. They also tend to have limited

usage-mostly once, and then that is it. On the other hand, sustainable
resources can often be used repeatedly before being discarded, and they have a
lower environmental impact. In some cases, such resources can be introduced
to the community and flourish independently for later usage. Depending on
what the community wants to accomplish, addressing the sustainability of their
resources may be necessary.
 

LESSON 8
TEAM BUILDING
Learning Objectives:
At the end of the lesson, learners will be able to:

1. Identify the traits that constitute a good leader

2. Define the role of a good team member

3. Assess one’s own and others’ personality attributes based on theories and principles

INTRODUCTION
          Teams are everywhere in today's world, from road construction crews and
professional soccer squads to political parties and special operations forces. However,
bringing a group of highly skilled individuals together is not sufficient for teams to be
effective. Instead, team members need to work well together for the team to achieve
its purposes successfully.

          In serving our country, we are all a team. That is why we need to develop skills
and upgrade our capabilities, whether we are the leader or the team member.

1. WHAT IS A TEAM?
           A team is a group of two or more people who work together to accomplish a
common goal. It is based on the characteristics of the individuals who make up the
group and their primary goal.

2. THE ROLE OF A TEAM

          Combining resources, competencies, skills, and bandwidth to achieve

organizational objectives is the team's primary role. Without a team architecture
in place, the underlying assumption of a well-functioning team is synergy, which means
that the output of a team will be greater than the sum of each individual's contribution.
As a result, teams are typically highly focused groups of employees tasked with
completing specific tasks to support organizational success.

3. ROLES OF A TEAM LEADER

          A team leader is someone who supervises the operation of a workgroup by

providing direction and instruction. These people can play a variety of roles, including:

 Managers or supervisors are in charge of supervising all activities within a

team.

 Strategists are in charge of deciding how to approach tasks and developing a

plan to complete them.
 Communicator: The person in charge of disseminating information to team
members and stakeholders.
 Organizer: This person is in charge of keeping track of and organizing various
tasks, employees, and documents.
 Goal setter: Determines the objectives for which members will work.

          Each role has responsibilities that may overlap with those of others. A manager
and communicator, for example, discuss strategies with a team and give verbal
directions to complete tasks.

          Performing these roles of a leader with dedication and passion eventually leads
to developing traits of a good leader.

4. TRAITS OF A GOOD LEADER

          Leadership traits are essential qualities that make influential leaders. These traits
allow you to guide people and projects to success.

          The most critical leadership qualities involve soft skills rather than technical
knowledge or industry-specific experience, making leadership traits necessary in nearly
every occupation.
           To become an efficient leader, you should strive to become an expert in your
field while also cultivating the following essential leadership qualities:

 Accountability

The best leaders accept full accountability for their team's performance, whether the
outcome is positive or negative. As a leader, you should strive to praise your team
when they do well while also providing constructive criticism to help them improve. It is
also critical that you accept responsibility when you make a poor decision or do
something unfavorable. We are all human and prone to making mistakes, but influential
leaders recognize and discuss their areas for improvement with their teams. Make it a
point to serve as a role model, and your team will be more likely to follow suit.

 
 Adaptability
Experienced leaders recognize that plans, schedules, and even goals can and will
change at any time. To become a strong leader, you should strive for an
adaptable approach that allows you to pivot as needed. You may discover that
you also develop related leadership characteristics such as resourcefulness and
problem-solving abilities as you develop adaptability. Accept and overcome
unexpected challenges rather than resisting them to improve your sense of
adaptability.
 
 Confidence
As a key figure in a department or company, every leader should exude
confidence to inspire others. Even when obstacles obstruct progress, you should
maintain poise and conviction. Leaders with this quality are also more likely to
build trust with their team and colleagues quickly. Build confidence by practicing
your presentations, anticipating the questions you might receive, and preparing
practical, helpful answers.
 
 Creativity
The best leaders rarely follow established paths or replicate the paths of others.
They instead embrace new ways of thinking and strategies that others have yet
to try. As a leader, you should prioritize creativity to experiment with novel
solutions and approaches to achieve your objectives. To improve your creativity,
try thinking of different resolutions for issues you encounter before moving
forward with a plan.
 Empathy
Executives, managers, and supervisors work at a higher level than the rest of the
team. In these roles, you should always strive to empathize with your team's
realities to collaborate more effectively. To understand your team members
better, try scheduling informal meetings to help you acknowledge the challenges
they face and the goals they want to achieve.
 
 Focus
Focus can help you deal with potential distractions while achieving essential
goals. When you focus on the essentials, you can complete your most important
goals while managing your time and resources. For example, try alternating
periods of uninterrupted work with less intensive work where you can pause to
address other issues. This strategy can assist you in focusing your attention as
needed.
 
 Positivity
Positive leadership motivates their team to achieve goals, do their best work, and
exceed expectations. To be an effective leader, you must remain positive in the
face of adversity, such as overcoming obstacles or providing constructive
criticism. For example, you can focus on the benefits of completing a significant
project instead of highlighting the hard work your team will have to meet in the
process.
 
 Risk-taking
Leaders face risks regularly, but they must know when to accept a challenge and
play it safe. To become an expert at navigating trouble, first learn how to assess
situations and weigh pros and cons. Then, strive to make decisive judgments so
that your team can readily accept and act upon your decisions. Finally, try
creating a flowchart with steps so you can evaluate situations and make
decisions confidently.

 Stability
Leaders must drive significant change while also maintaining a solid sense of
stability. Taking a consistent, dependable approach can help you keep your
project, team, or company on track. Establishing regular routines and telling your
team what to expect allows you and your staff members to maintain energy and
focus, even as you strive for constant progress. Set up a weekly meeting, for
example, to keep your team up to date on upcoming changes.
 
 Team building
Even the most potent leaders require dedicated teams to complete projects. To
be an effective leader, you must understand how to promote teamwork and
collaboration, inspire team members to do their best work, and motivate
colleagues to complete seemingly impossible tasks. In addition, you can promote
bonding and improve communication by incorporating team-building activities
such as icebreakers and group outings.

5. ROLE OF A TEAM MEMBER

          Each team member has a specific role to play on the team, which is defined by
their skillset and experience. For example, some may be optimists, encouraging new
ideas and positivity, whereas others may be more pragmatic, encouraging measurable
goals and structure. The point is that all roles have their value in the collaboration of a
team.

          A team member's general roles and responsibilities are as follows:

 Actively participate.
Active participation means that a member exerts his or her efforts in all activities
at all the time. He or she should always seek to help the team, share his or her
talent and skills and even make sacrifices if needed.

 Be an active listener.
A member should listen with understanding and comprehension for whatever the
leader and the other members share with the team. Active listening also means
that you have to act on whatever you have heard. That means you shared the
responsibility, not just your leader, upon hearing the information in the teams.
 
 Take notes.
Every member's responsibility is to take notes in all the meetings to ensure that
tasks, assignments, and other essential things were given value. This is also a
part of being organized all the time.
 
 Complete tasks and assignments.
As the leader designates the tasks, it is the role of the members to execute the
operations needed to accomplish the work to be done. This is the most crucial
part of the role of the members, as this role depends on the team's success.

6. THE IMPORTANCE OF A TEAM BUILDING

           “Teamwork makes the dream work.” This means that if you have a team
that shares a common goal and works together to achieve it, you can overcome your
biggest obstacles. A collaborative team performs and excels. This is because they
understand what their goals are and how they can work together to achieve them.

          Here are the reasons why we do team-building activities that should be given
considerations on every team.

 BUILDS TRUST

In order to build effective teams, trust must be established. Teams must be able
to trust one another in order to function effectively. That they can rely on one
another if the need arises. Moreover, when you build trust among teams, they
give each additional space and autonomy to accomplish their tasks and make
their own decisions.

 
People feel safe when they have faith. They open up when they feel safe. They
inform their team members of their strengths and weaknesses. As a result, they
are more proactive with their ideas, taking risks, listening to one another, and
reaching a consensus. As a result, there is more collaboration, communication
and team members are not afraid to expose their vulnerabilities to each other.
 
 REGULATES COMMUNICATION
When employees work as a team, they communicate. They talk to each other
about the task at hand and the best way to achieve the desired result. They
strategize, divide themselves into smaller groups, hold discussions and try to
finish the job in the most efficient manner. Employees can also learn about their
roles and what their coworkers are up to through communication. When
employees know what their team members are up to, they can check in on their
progress and assist one another if someone cannot meet their goal.
 
 INCREASES PRODUCTIVITY
The workload is shared amongst teams. This means that if one team member
has less work, she can assist another team member in completing their work.
This enables the project to be completed more quickly, increasing productivity,
and improving the overall bottom line.
 

The importance of team building is that it improves the individual's and the
organization's productivity. Because individuals work in teams, they can pick up
 on new skills and sharpen their existing skills. This improves team performance,
makes them efficient, and over time, more work gets completed in less time. As
a

result, organizations can generate more revenue when they achieve their targets
and deliver their best.
 BRINGS PEOPLE TOGETHER
"The nicest thing about teamwork is that you always have others on your side,"
Margaret Carty correctly stated.
 
One of the essential advantages of team building is that it improves employee
interpersonal relationships. When people collaborate, they share their
experiences, as well as their successes and failures. It brings them closer and
makes them trust each other. When team member A helps team member B,
team member B is sure to return the favor at some point. The Employees team
up together to face adversaries and share the spotlight.
 
 FOSTERS CREATIVITY AND LEARNING
Successful team building encourages employees to learn from one another and
build on one another's strengths. When compared to working alone on a project,
teamwork allows for new ideas and perspectives. It combines individual
experiences with new, innovative ideas, making work more enjoyable and
efficient.
 
As a result, everyone can bring something new to the table and learn from each
other.
 
 HEALTHY COMPETITION

It has been proven that making a task a competition motivates people to

perform better. Therefore, team-building activities in the workplace can be a
great way to bring out the competitive side of your employees. Team building
exercises are enjoyable games in which employees compete with one another to
complete their challenges. The main objective of conducting these games to
inculcate team spirit

among employees, letting them work with other teams and acquire skills like
problem-solving, communication, and collaboration along the way.
 
 MAKES PEOPLE MORE ACCEPTING
 The race to success should be level. Everyone should be given the same amount
of importance, resources, and opportunities to achieve their goals.
 
With workplaces becoming more accepting of cultural and gender diversity, your
employees must do their part as well. Forming teams with people of different
ethnicities and backgrounds is always a good idea. Such groups are often more
creative as they are more accepting and understanding of each other's
differences. It makes them realize their preconceived judgment of an individual is
entirely wrong and that that team member is much fun to work with.
 
 RESOLVES CONFLICTS
There will always be disagreements when people work together. It is up to team
members to resolve conflicts amicably and prevent them from escalating into
full-fledged disputes.
 
However, disagreements are not always a bad thing. On the contrary, conflicts
can sometimes be transformed into productive and valuable work.
Disagreements, especially, might arise if people with diverse experiences are
grouped rather than those with similar experiences. The key to resolving such
conflicts is that people should be opened to hear and accept diverse opinions and
perspectives. If team members can group their varied opinions, skills, and
experiences, they can achieve more than a group formed on similar experiences.

 EMPLOYEES CAN ACQUIRE SKILLS

Team building is essential. It allows employees to learn from one another and
gain new skills. Working in a team allows employees to assume leadership roles
and see their team members carry out their responsibilities. Before making any
decisions, they must reach a consensus in order to perform and achieve their
goal. This requires employees to hold discussions, communicate and actively
listen to each other. Teamwork enables problem-solving capabilities, strategizing,
and decision-making skills. It also teaches team members to carry responsibility
and accountability for their decisions and actions.
 
 IMPROVES COMPANY CULTURE
Working in groups fosters creativity and innovation in the workplace. Employees
are more communicative and collaborative. This boosts their productivity and
efficiency, resolves conflicts and misunderstandings, and makes people more
accepting of one another. More people start getting recognized, motivating
themselves and others to achieve more and better the next time. This improves
 the company's overall bottom line and simultaneously fosters a positive and
motivating workplace culture.

LESSON 9
COMMUNITY SERVICE

Image retrieved from: http://www.portneuf.org/about/community-service/

Learning Objectives:
At the end of the lesson, learners will be able to:

1. Identify different ways to serve while in the pandemic situation

2. Prepare and plan for a community service

3. Conduct a community service

INTRODUCTION
          Here is an actual report from Inquirer.net on how some poor communities
survive the pandemic. Let us learn and look for ways on how we can serve as NSTP
students.
 MANILA, Philippines — As the government floundered in its efforts to respond to
the coronavirus pandemic, marginalized communities across the Philippines have come
to rely on their creativity to survive the health crisis.
 
 Some have established farm markets and pooled their relief funds. Alternatively,
organized a group of weavers of cloth masks and bags. Alternatively, created a small
health "task force" of sorts to keep tabs on their community members.
 
 According to the University of the Philippines' Center for Integrative and
Development Studies (UP CIDS), these grassroots approaches have strengthened
community bonds and filled in crucial gaps left behind by the government's inadequate
aid.
 
 The UP CIDS study, conducted in collaboration with the UN Economic, Social and
Cultural Organization, looked into the "effect of the pandemic on society's
marginalized and vulnerable sectors and how they responded to it," said its program
convener Eduardo Tadem.
 
 “While COVID-19’s adverse impact cuts across all sectors of society, poor and
marginalized communities are more vulnerable and bear the brunt of the crisis,”
Tadem said. “But despite difficulties and limitations, some grassroots organizations
have taken up important roles in providing relief for their communities.”
 

 Community measures
The study looked at five communities across the Philippines: an urban poor
homeowners' association, a health watch program for a relocated urban poor
neighborhood, a women's social enterprise, the Ayta Mag-indi in Pampanga, and
the “lumad bakwit” (indigenous evacuees) schools in Mindanao.
 
 All have shown remarkable resilience and collective leadership during the crisis,
the researchers found.
 
 Members of the Alyansa ng mga Samahan sa Sitio Mendez, Baesa Homeowners’
Association (Asamba) in Quezon City, for example, quickly established their monitoring
and checkpoints during the lockdown to protect themselves from local transmissions.
 
 "When the pandemic hit, we were caught unprepared," said Erlinda Sapiandante,
former president of Asamba. “But we knew we had to coordinate and act in solidarity.
 It was difficult to rein in 300 families, [but] it had to be done because we had to take
care of our own.”
 
 Self-protection
Despite finding lockdowns alienating, the Ayta Mag-indi in Porac also enforced
their quarantine for self-protection.
 
 They relied on their ancestral domain for food and safety and used traditional
knowledge about medicinal plants and fruits to boost their health and immune system.
They even produced their face masks and pooled all outside assistance to be equally
distributed to their members.
 

 Other communities initiated similar social services.

 A health watch group in Bulacan tapped volunteers to lead local health
monitoring and education efforts. It also solicited relief aid for its members, said
Marivic Atacador, its head.
 
 A women’s social enterprise group, Maigting na Samahan ng mga Panlipunang
Negosyante ng Towerville Inc., also in Bulacan, pivoted their business of handwoven
bags and clothes to produce face masks and personal protective equipment (PPE).
 
 The group started in 2014 as a livelihood project sponsored by the international
organization CAMP Asia.
 
 When the pandemic hit, the enterprise began accepting bulk orders for PPE and
masks, with each member earning P300 to P900 a day.
 
However, while the communities successfully kept themselves afloat, they called
on the government to give them ample support and aid and be tested and given
priority in distributing anti-COVID-19 vaccines.
 
 "As vividly narrated by the five case studies, communities can (understand) and
carry out the necessary measures to contain the spread of the virus in their localities,"
said Tadem. "But since a lack of resources hampers them, they need the support of
the government to carry out their pandemic control systems effectively."

 All of them reported that the promised subsidy under the government's social
amelioration program either came late, was not enough, or did not reach them at all.
 Sapiandante called on the Department of Education to ensure that the students
in poor and marginalized communities whose studies have been disrupted by the
pandemic recover and be fully reintegrated into the education system.
 
 Atacador stressed that the unemployed in poor and marginalized communities
should be given jobs to help them recover from the pandemic.
 

VOLUNTEERS TO SERVE

          Learning from these actual situations, we need more volunteers to serve our
fellowmen.

          Volunteering builds community capacity, aids in fundraising, and generates

project momentum and buy-in. It can also lift spirits and morale while instilling hope in
the face of adversity. However, for much of the past year, the COVID-19 pandemic has
created a complicated barrier to volunteering while also increasing the need for
community support.

          Volunteering allows planners to demonstrate commitment, build community

rapport, be exposed to new ideas, and assist in tackling the small-but-mighty actions
that support their long-term goals. More importantly, by collaborating with volunteers,
planners can quickly devise and implement novel solutions to complex and unfamiliar
problems.

          Two organizations in Baltimore were able to continue their volunteer efforts
safely throughout the pandemic. As part of their "Design for Distancing" competition,
the design nonprofit Neighborhood Design Center invited volunteers to assist in
installing tactical urbanism interventions throughout the city. Simultaneously, the civic
service corps Civic

Works dispatched 150 volunteers across the city to blaze a walking path, sort books for
children, and paint picnic tables, among other things.

          Meanwhile, in Philadelphia, the Fairmount Park Conservancy and Philadelphia

Parks & Recreation took a different approach, encouraging individuals interested in
volunteering to do so independently.

          These organizations and efforts, when combined, offer some best practices for
hosting safe, comfortable volunteer opportunities, even when physically separated.

1. RESPECT THE CURRENT SITUATION

          People actively and cautiously decide how to spend their time right now, so any
volunteer event must acknowledge and address very valid pandemic concerns.

2. COMMUNICATE EXPECTATIONS

          Set the tone by demonstrating that you are taking necessary precautions —and
do so early, clearly, and frequently.

3. MAKE IT MEANINGFUL

          Encourage participation by emphasizing the importance of volunteer efforts and

connecting current initiatives to long-term goals. Right now, outcomes matter more
than actions, so prioritize mission-driven, impactful tasks. Finally, honor volunteers and
their contributions by highlighting their collective accomplishments. Civic Works follows
each event by sharing the impressive statistics that quantify volunteer impact.

4. CONTROL THE EXPERIENCE

          As volunteers arrive, check their temperatures, and collect their information for
contact tracing. Require masks and limit group size by creating time slots, dispersing
volunteer sites, capping the number of volunteers, and requiring advance registration.
Encourage remote check-in the previous day. When Civic Works was unable to gather

volunteers in person, they sent mandatory waivers via email a week in advance, along
with an inspiring volunteer orientation video, to generate excitement.

5. DIVIDE AND CONQUER

          Consider the possibilities for individuals. Fairmount Park Conservancy launched a
solo volunteer program this summer to support their larger organizational goals of park
cleaning. Participants were given free clean-up kits that included instructions, supplies,
and safety tips.

6. ENFORCE SAFETY PROCEDURES

          Ensure that your policies and safety standards are following applicable
regulations. It will be easier to ensure compliance if you have a specific enforcement
plan. Remember that it is acceptable to dismiss volunteers who do not follow the rules.

7. CRAFT A VIRTUAL EXPERIENCE

          Meeting in person may not be possible for some or all of your participants. If this
is the case, consider offering virtual opportunities or taking a hybrid approach. Connect
virtual experiences to measurable planning goals. Maintain volunteer engagement and
connection to their impact, which can be more challenging to observe remotely.

8. BE ADAPTABLE

          There is no such thing as a one-size-fits-all solution. Any strategy should be

adaptable enough to change, as necessary. In addition, your strategy should be tailored
to the community in which you work.

          Consider this an opportunity to grow. Unexpected constraints that necessitate

creative solutions can sometimes result in incredible innovations and operational
enhancements. So, maintain an open mind, experiment with new strategies, and try to
recreate what works well.

8 WAYS TO SERVE DURING A PANDEMIC

Ryan Dunn, the Minister of Online Engagement, Rethink Church, for United Methodist
Communications, shared the following ways to serve during the pandemic.

1. Give money.

          Relief, aid, and justice organizations continue to require funding. If you are one
of the fortunate people whose bank accounts were largely unaffected by the pandemic,
you can help right away by donating money to worthy causes and organizations.

          The pandemic has not halted natural disasters, and organizations such as
UMCOR continue to require resources to meet the needs of those affected. Moreover, of
course, medical organizations are probably equally challenged to meet the health needs
of the communities they serve.

2. Run a fundraising or awareness campaign.

          You might not have enough money in your bank account to make a difference.
However, it might be time to create some awareness and community around your
cause and raise some much-needed funds by inviting others to join you in service.

          The General Commission on Religion and Race has made it simple to share
infographics and even personal challenges. Then, when you are ready to launch your
fundraiser, Facebook makes it incredibly simple to set up your campaign and distribute
invitations.

3. Send a meal.
          Perhaps you know someone in your community who could use a helping hand.
Did you know that you can send meals using services like DoorDash or Uber Eats?
Sending a meal during this time serves a dual purpose: you provide a lift to the
recipient while also supporting a local business that is most likely struggling. (Actually, it
is a triple-dip

because the driver is compensated as well.) Maybe the person who needs the lift of a
cooked meal is you.

4. Write letters.

          This could be the ideal time to start a pen-pal relationship. So many people are
vulnerable, but they still yearn for connection and community. Your letter may serve as
a potent reminder that we are still connected, and that people care. Write a letter to
the older people in your life. Send a letter to military personnel. Write to those who are
incarcerated.

          Check out the Snail Mail Social Club, an organization that connects hopeful
correspondents if you are looking for a match made just for you.

5. Be a mentor.

          Young people and eager learners are looking for meaningful ways to connect
with teachers and role models now more than ever. Many mentoring programs now
provide online means for people to connect. Your knowledge and presence (even if it is
virtual) can make a significant difference in someone else's life. Crystal Caviness
provided this insight into how mentoring affects both the mentored and the mentor.

6. Share the good things.

          Remember how much we enjoyed John Krasinski's Some Good News? Assume
the same role. You may not need to create your news show, but you can use the
available platforms to share the good things. Use this as an opportunity to refrain from
participating in the criticisms and put-downs that, sadly, dominate so much of our social
media feeds.

7. Volunteer your services from a distance.

          Many United Methodist churches began protective mask-making programs.

There is likely to be one near you. Volunteer Match is full of opportunities for socially
distanced service, as well.

8. Donate what you have.

          You have probably spent some extra time at home this season, and you are well
aware of which items you use, and which are lying around your house that you do not.
Charities such as Habitat for Humanity and Goodwill Industries could benefit from your
unwanted items. Use this time to have a cleaning day and donate what you get rid of to
a charity you want to support.

          There are other ways to serve aside from those listed above. Therefore, it is
your chance to think carefully about how you can contribute to community service while
following the protocols strictly for the COVID-19.

Higher and technical-vocationalis a type of program

institutionalized under Sections 38 and 39 of RA No. 7077is a
type of program institutionalized under Sections 38 and 39 of
RA No. 7077