NSTP Cwts Complete

NSTP 1-CIVIC WELFARE TRAINING SERVICE
Module Primer on NSTP Act of

1 2001
What is the module all about?
The National Service Training Program (NSTP), is a civic education and defense
preparedness program students instituted by the Government of the Philippines on 5 January 2000 by
virtue of RA 9163, otherwise known as the "National Service Training Program (NSTP) Act of 2001."
REPUBLIC ACT 9163 OR NSTP
Republic Act 9163 is an act establishing the National Service Training Program (NSTP)
for tertiary level students. Its short title is "National Service Training Program (NSTP) Act of 2001."It
was passed by the House of Representatives and the Senate of the Republic of the Philippines on
December 19, 2001. It was subsequently approved by Philippine President Gloria Macapagal-Arroyo
last January 23, 2002.The implementation of RA 9163 commenced in School Year 2002-2003.
Objectives:
After reading the contents of this module, you should be able to:
1. Familiarize with the provisions and policies of Republic Act No. 9163 – the
NSTP Act of 2001;
2. Apply the NSTP Curricular program and other related in- and off-campus
services and activities;
3. Explain the guidelines for the National Service Reserve Corps (NSRC) with
respect to its mission, functions, and organization; and
4. Implement the NSTP Course Program based on the designed instructional
program for one-semester coverage.
How are you going to learn?
1. Examine carefully the module objectives.
2. Read through the module test (self-test) and try to answer them to the best of your
ability.
3. Your answers to this self-test are to be submitted to the faculty concerned after the
test for assessment.
4. Take note of the following icons presented within this module.
This icon introduces new important ideas to remember. Read it carefully

and store them in your memory.
At the end of this module, you will find this icon. It

signifies a module test to determine how well you
achieved in the objectives of the module. Read
carefully the questions and they must have to be
answered to reinforce your learning. If you cannot
answer the question satisfactorily, go back to the text. Answer the tests
that are to be submitted to the faculty concerned.
LESSON 1: THE NATIONAL SERVICE TRAINING PROGRAM
(NSTP)
National Service Training Program” (NSTP) is a program aimed at enhancing civic

consciousness and defense preparedness in the youth by developing the ethic of service and patriotism
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while undergoing training in any of its three (3) program components. Its various components are
specially designed to enhance the youth’s active contribution to the general welfare.
NSTP is also known as An Act Establishing the National Service Training Program for
tertiary level students. Amending for the Purpose Republic Act No. 7077 and presidential Decree No.
1706, and for other purposes or Republic Act No. 9163. It was signed into law in January 23, 2002
amidst the various calls of dissenting sectors fo9r its abolition or reform.
It invoked the constitutional provision regarding the duty state to serve and protects its
citizens specifically Article II (Declaration of Principles and State Policies). Section 2, which states
that the prime duty of the government is to serve and protect the people to defend the state and in
fulfillment thereof, all citizens maybe required under conditions provided by the law, to render
personal military or civil service. This is the same principle that created and sustained the reserve
officers training corps.
The primary objective of the NSTP law is to promote the role of the youth in the nation-
building. As such, it aims to encourage the youth to become civic and or military leaders and
volunteers whom could be called upon by the nation in cases their services are needed.
Compared with the ROTC which specializes in military training and the E-ROTC which
granted three options for students yet was limited in implementation the NSTP law ensured that the
three components Civic Welfare Service, Literacy Training Service, and Reserve Officers Training
Corps will be given the same and equal implementation in educational institutions. Moreover, it
defined the different components, the duration of NSTP was also known as An Act Establishing the
National Service Training Program for Tertiary level Students, Amending for the purpose Republic
Act No 7077 and Presidential Decree no 1706, and for other Purposes or Republic Act No. 9163. It
was signed into law in January 23, 2002 amidst the various calls of dissenting sectors for its abolition
or reform.
Under the NSTP Program, both male and female college 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. The students,
however, are free to choose which particular program component to take. The three NSTP Program
components are:
 Civic Welfare Training Service (CWTS)
This program component is designed to provide students with activities contributory
to the general welfare and betterment of life of the members of the community especially
those developed to improve social welfare services.
Civic Welfare Training Service” – refers to programs of activities contributory to the general
welfare and the betterment of life for members of the community or the enhancement of its
facilities, especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and morals of the citizen.
It is geared towards activities that have social impact through activities that could contribute
to health, education, environment, entrepreneurship, safety recreation and morals of the
citizenry, thus the CWTS component of the NSTP stressed the importance of youth
involvement in broad programs or activities that will benefit the people.
 Literacy Training Service (LTS)
This program component is designed to train students in teaching literacy and
numeracy skills to schoolchildren and out of school youth. The hope is to continue learning
on a peer - to - peer interaction.
Literacy Training Service” – is a program designed to train students to become teachers of
literacy and numeracy skills to school children, out of school youth, and other segments of
society in need of their service.
Has a more limited yet equally useful objective that is to train students to become teachers of
literacy and numeracy skills to school children out of school youth and other segments of
society in need of their service. It specializes in the education of the people, strengthening the
education sector to empower the people through education.
 Reserve Officers' Training Corps (ROTC)
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This program component is designed to provide military education and training for
students to mobilize them for national defense preparedness. This is also a glimpse for young
people to see how military life is and encourage them into service.
“Reserve Officer Training Corps” (ROTC) – is program institutionalized under Section 38
and 39 of RA No. 7077 designed to provide military training to tertiary level students in order
to motivate, train, organized and mobilize them for national defense preparedness.
Graduates of the ROTC program component are organized into the Citizen Armed Force,
while graduates of the LTS and CWTS program components are organized into the National Service
Reserve Corps (NSRC) administered by the Department of National Defense, the Commission on
Higher Education and Technical Education and Skills Development Authority.
LESSON 2: REVISED IMPLEMENTING RULES AND

REGULATIONS OF THE NATIONAL SERVICE TRAINING
PROGRAM (NSTP)
Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National
Service Training Program (NSTP) Act of 2001, the Commission on Higher Education
(CHED), Technical Education and Skills Development Authority (TESDA), and Department
of National Defense (DND), in consultation with concerned government agencies, the
Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of
Private Educational Associations of the Philippines (COCOPEA), Non-Government
Organizations (NGOs) and recognized student organizations, hereby jointly issue, adapt and
promulgate the implementing rules and regulations to implement the provisions of the Act.
Rule I - GUIDING PRINCIPLES
Section 1. Guiding Principle. While it is the prime duty of the government to serve and
protect its citizens, in turn it shall be the responsibility of all citizens to defend the security
and promote the general welfare of the State, and in fulfilment thereof, the government may
require each citizen to render personal military or civil service.
Section 2. Role of the Youth
a. In recognition of the vital role of the youth in nation building, the State shall promote
civic consciousness among them and shall develop their physical, moral, spiritual,
intellectual and social well-being. It shall inculcate the ideals of patriotism, nationalism,
and advance their involvement in public and civic affairs.
b. As the most valuable resource of the nation, they shall be motivated, trained, organized
and involved in military, literacy, civic welfare programs and other similar endeavors in
the service of the nation.
Rule II - DEFINITION OF TERMS
Section 3. As used in this Implementing Rules and Regulations (IRR), the following terms
shall mean:
a. “National Service Training Program” (NSTP) – refers to the program aimed at
enhancing civic consciousness and defense preparedness in the youth, by developing
the ethics of service and patriotism while undergoing training in any of the three (3)
Program components, specifically designed to enhance the youth’s active
contribution to the general welfare;
b. “Reserve Officers’ Training Corps” (ROTC) – refers to the Program component,
institutionalized under Sections 38 and 39 of Republic Act No. 7077, designed to
provide military training to tertiary level students in order to motivate, train, organize
and mobilize them for national defense preparedness;
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c. “Literacy Training Service” (LTS) – refers to the Program component designed to

train the students to teach literacy and numeracy skills to school children, out-of-
school youths and other segments of society in need of their services;
d. “Civic Welfare Training Service” (CWTS) – refers to the Program component or
activities contributory to the general welfare and the betterment of life for the
members of the community or the enhancement of its facilities, especially those
devoted to improving health, education, environment, entrepreneurship, safety,
recreation and moral of the citizenry and other social welfare services;
e. “Program Component” – refers to the service components of NSTP as defined
herein;
f. “Clustering” – refers to the grouping of students enrolled to different schools and
taking up the same NSTP component into one (1) group under the management and
supervision of a designated school;
g. “Cross Enrollment” – refers to a system of enrollment were a student is officially
enrolled in an academic program of an origin school but is allowed to enroll in the
NSTP component of another accepting school; and
h. “Non-Government Organization” (NGO) – refers to any private organization duly
accredited by CHED or recognized by TESDA.
Rule III - PROGRAM IMPLEMENTATION
Section 4. Coverage
a. All incoming first year students, male and female, starting School Year (SY) 2002-
2003, enrolled in any baccalaureate and in at least two (2) year technical-vocational or
associate courses, are required to complete one (1) NSTP component of their choice,
as a graduation requirement.
The above provision, however, does not cover the following:
a.1 Students who finished or graduated from a baccalaureate degree or two year
technical-vocational or associate course and pursuing or enrolled in another or
additional baccalaureate degree or two-year technical-vocational or associate
course in SY 2003-2004, and;
A.2 Students who completed any of the three NSTP components but considered freshmen
to the course where they transferred or shifted.
a. 3 Foreign students or aliens
b. All higher and technical-vocational education institutions must offer at least one (1) of
the NSTP components.
c. State Universities and Colleges (SUCs), shall offer the ROTC component and at least
one (1) other NSTP component.
d. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy
(PMMA), and Philippine National Police Academy (PNPA) are exempted from the
NSTP in view of the special character of these institutions. Other State Universities
and Colleges of similar nature will be exempted subject to approval of the Department
of National Defense.
e. Private higher and technical-vocational education institutions with at least 350 student
cadets, may offer the ROTC component and consequently establish/maintain a
Department of Military Science and Tactics (DMST), subject to the existing rules and
regulations of the Armed Forces of the Philippines (AFP).
Section 5. Program Components
a. The NSTP shall have the following components which the students can choose from
as defined in Rule II, Section 3 hereof: The Reserve Officers Training Corps,
Literacy Training Service (LTS), and Civic Welfare Training Service (CWTS).
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b. All program components, the ROTC in particular, shall give emphasis on citizenship
training and shall instill patriotism, moral virtues, respect for the rights of civilians
and adherence to the Constitution.
c. The CHED, TESDA in consultation with the DND, and PASUC, COCOPEA and
other concerned government agencies, may design and implement such other non-
military training components as may be necessary in consonance with the provisions
of R.A. 9163.
d. Within thirty (30) days from the approval of this revised IRR, the CHED, TESDA,
and the DND shall jointly issue the minimum standards for the three (3) NSTP
components which shall form part of these guidelines.
Section 6. Duration and Equivalent Course Unit
a. Each of the aforementioned NSTP components shall be undertaken for an academic
period of two (2) semesters. It shall be credited for three (3) units per semester, for
fifty-four (54) to ninety (90) training hours per semester.
b. A One (1) Summer Program (OSP) in lieu of the two (2) semester program may be
designed, formulated and adopted by the DND, CHED and TESDA, subject to the
capability of the school and the AFP to handle the same.
c. Earned NSTP units shall not be included in the computation of Grade Point Average
(GPA) grades of college graduating students.
Section 7. Clustering and Cross-Enrolment
a. Clustering of students from different education institutions during semestral or
summer periods may be done for any of the NSTP component, taking into account
logistics, branch of service and geographical locations. The host school shall be
responsible in managing the Program.
b. Schools that do not meet the required number of students to maintain the optional
ROTC and any of the NSTP components, or do not offer the component chosen by
the students, shall allow their students to cross-enroll to other schools, irrespective of
whether such school is under CHED or TESDA; and in the case of students taking
the ROTC component, irrespective of whether the two semesters shall be taken from
different schools whose ROTC are administered/managed by different branches of
service of the AFP.
c. Students intending to cross-enroll shall be subject to the existing rules and
regulations of the school of origin and the accepting school.
Section 8.Monitoring and Evaluation
A. Management
1. The school authorities shall exercise academic and administrative supervision
over the design, formulation, adoption and implementation of the different NSTP
components in their respective schools.
2. In the case of ROTC, the school authorities and DND, subject to the policies,
regulations and programs of DND on the military component of the training, shall
exercise joint supervision over its implementation.
3. Schools which have contracted CHED-accredited or TESDA- recognized
NGOs to formulate and administer training modules for any of the NSTP
components shall jointly exercise such academic and administrative supervision
with those NGOs. Within forty-five(45) days from approval and issuance of this
IRR, the CHED, TESDA and DND shall issue the necessary guidelines for the
accreditation of non-government organizations (NGOs) and training modules to
be utilized by these NGOs.
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B. Monitoring
1. CHED Regional Offices, TESDA Provincial/District Offices and DNDAFP
(through the Major Service Reserve Commands), shall oversee and monitor the
implementation of the NSTP under their respective jurisdiction, to determine if
the trainings conducted are in consonance with the Act. These Sub Offices shall
submit periodic reports to the Central Offices of CHED, TESDA and DND.
2. CHED deputized officials shall coordinate and conduct spot visits to actual
NSTP activities.
3. At the end of every school year the Higher Education Institution shall submit an
Annual Report to the CHED Regional Office copy furnished the Office of
Student Services in electronic template, indicating the following:
3.1 names who finished under each NSTP component,
3.2 the programs, projects and activities undertaken with pictorials and
documentation as much as possible, and
3.3 financial statements on the funds collected, allocated and utilized.
The annual report on NSTP by the university or college shall be made available to faculty,
students and the general public in the NSTP Office.
In regions with universities and colleges having two or more campuses, the university
concerned shall consolidate the report before submission to CHED Regional Offices.
4. In cases of violations of guidelines, warnings and/or sanctions may be imposed to
schools and accredited NGOs that disregarded or grossly violated the provisions
of this implementing rules and regulations.
Rule IV - FEES AND INCENTIVES
Section 9. Fees.
a. No fees shall be collected for any of the NSTP components except basic tuition
which should not be more than fifty (50%) percent of the charges of the school per
academic unit. NSTP tuition collected shall constitute a Trust Fund, which shall
be exclusively used for the operation of the Program.
b. NSTP funds derived from NSTP-related operations shall serve as augmentation to
sustain un-programmed activities of NSTP.
c. The unexpended fund balance shall be carried over to the next semester; provided,
however, NSTP funds shall not be converted into savings at the expense of the
proper implementation of the program
d. Subsidies from the government, any legal agency or institution appropriated for
NSTP shall be included in the preparation of the program of expenditure and
report on the utilization of funds.
e. Expenditures/disbursements shall be subjected to periodic audits by the proper
school authorities and concerned NSTP officers;
f. The NSTP Director or its equivalent shall submit a comprehensive report on the
utilization of the NSTP Funds by program component to the school head, two
weeks after the end of every semester.
g. Rental space of school and other similar expenses shall not be charged to NSTP.
Section 10. Incentive, Insurance and Protection
A. Incentives
1. A program of assistance/incentives for ROTC students shall be provided and
administered by DND, in accordance with existing laws and regulations and
subject to the availability of funds.
2. A Special Scholarship Program and other forms of assistance and incentives for
qualified NSTP students shall be administered by CHED and TESDA, with funds
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for the purpose to be included in the annual regular appropriations of the two
agencies, subject to the availability of funds.
3. The college or university may provide scholarship and other forms of assistance
and incentives to qualified and deserving NSTP students, the funding of which
shall come from available NSTP funds of the school.
4. Personnel involved in the NSTP shall be provided honorarium and other
incentives based on the standard policy set forth by the HEIs.
B. Insurance and Protection
1. School authorities concerned, CHED and TESDA shall ensure that health and
accident group insurances are provided for students enrolled in any of the NSTP
components.
2. Schools that already provide health and accident group insurance and collect the
necessary fees for the purpose from their students as of the effectivity of this
Rules, are deemed to have complied with this requirement.
Rule V - ORGANIZATION OF NSTP GRADUATES
Section 11. Organization of NSTP Graduates
a. Graduates of the non-ROTC components of the NSTP shall belong to the National
Service Reserve Corps (NSRC) and could be tapped by the State for literacy and civic
welfare activities, especially in times of calamities through the joint efforts of DND,
CHED and TESDA, in coordination with DILG, DSWD and other concerned
agencies/associations.
b. The CHED, TESDA and DND, in consultation with other concerned government and
non-government agencies, shall issue the necessary guidelines for the establishment,
organization, maintenance and utilization of the National Service Reserve Corps.
c. Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant
to RA 7077, subject to the requirements of DND.
Rule VI - TRANSITORY PROVISIONS
Section 12. Suspension of ROTC Requirement
1. The completion of ROTC training as a requisite for graduation is set aside for students
who have completed all their academic requirements for their respective courses as
certified by the school on or before the effectivity of the NSTP Act of 2001, which is
March 23, 2002. The concerned students may apply for graduation with their
respective schools.
Section 13. Transitory Provisions
a. Male students who are not covered by section 12 of this rule and are currently
enrolled but have not taken any of the Military Service (MS), Civic Welfare Service
(CWS) or Law Enforcement Service (LES) program shall be covered by the NSTP
law.
b. Male students who have completed two semesters of the Expanded ROTC (E-
ROTC)/National Service Program (NSP) are deemed to have complied with the NSTP
requirement.
c. Male students who are not covered by section 12 of this rule and have taken only one
(1) semester of Basic ROTC or E-ROTC/ NSP shall take one more semester of any of
the NSTP components to qualify for graduation.
d. Students who want to qualify for enlistment in the Reserve Force or attend the
advance ROTC program shall undertake a special program for this purpose.
Rule VII- MISCELLANEOUS PROVISIONS
Section 14. Information Dissemination.
The CHED, TESDA and DND shall provide information on these Act and IRR to
all concerned publics through different modes of disseminating information.
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Section 15. Amendatory Clause

a. Section 35 of Commonwealth act No.1, Executive Order No. 207 of 1939,
Section 2 and 3 of presidential Decree No. 1706,and Sections38 and 39 of
Republic Act No. 7077, as well as all laws, decrees, orders, rules and
regulations and other issuances inconsistent with the provisions of the Act are
hereby deemed amended and modified accordingly.
b. These Rules may be amended, modified, or replaced jointly by CHED,
TESDA and DND, in consultation with PASUC, COCOPEA, NGOs and
recognized student organizations.
Section 16. Separability Clause. If any section or provisions of this IRR shall be declared
unconstitutional or invalid, the other sections or provisions not affected thereby shall remain
in full force and effect.
Section 17. Effectivity. These rules shall take effect 15 days after publication in a newspaper
of general circulation and shall remain in force and effect until revoked or amended.
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Name:_____________________________________Course/Year/Section:__________
EVALUATION ACTIVITIES
I. MULTIPLE CHOICES: Identify what component of NSTP is being referred to in the
following services by checking the circle that corresponds to the correct component.
1. Information drives on human rights and drug education.
O CWTS O LTS O ROTC
2. Backyard gardening and tree planting.
O CWTS O LTS O ROTC
3. Teaching the students health care, hygiene, and sanitation.
O CWTS O LTS O ROTC
4. Training students defense tactics.
O CWTS O LTS O ROTC
5.Explaining the fundamentals of military services.
O CWTS O LTS O ROTC
6. Conducting a dry-run on disaster preparedness.
O CWTS O LTS O ROTC
7. Conducting “Handog Pamasko” for prisoners.
O CWTS O LTS O ROTC
8. Providing leadership trainings and seminars.
O CWTS O LTS O ROTC
9. Discussing the relevance of community organizing and team building.
O CWTS O LTS O ROTC
10. Discussing the legal bases of gender and development.
O CWTS O LTS O ROTC
11. Teaching grade school children how to read and write.
O CWTS O LTS O ROTC
12. Teaching calamity and disaster management/preparedness.
O CWTS O LTS O ROTC
13. Showing/demonstrating certain methods/techniques/strategies of teaching.
O CWTS O LTS O ROTC
14. Training students of their duty to defend the country in times of foreign invasion.
O CWTS O LTS O ROTC
15. Training students to become teachers of numeracy skills to school children.
O CWTS O LTS O ROTC
16. Organizing the farmers and fisher folks.
O CWTS O LTS O ROTC
17. Conducting a seminar on solid waste management.
O CWTS O LTS O ROTC
18. Information dissemination campaign about AIDS.
O CWTS O LTS O ROTC
19. Awareness building on Women’s Rights.
O CWTS O LTS O ROTC
20. Teaching and demonstrating rifle disassembling and assembling.
O CWTS O LTS O ROTC
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II. MODIFIED TRUE OR FALSE: Write TRUE if the statement is correct, if FALSE,
change the underlined word with the correct answer. Write your answer on the space
provided for.
____________1. Republic Act 6391 is called the NSTP Act of 2001.
____________2. National Service Training Program (NSTP) covers all incoming first years
taking 4-year degree courses and 2-year technical courses.
____________3. The NSTP Program took effect during the School Year 2002 – 2003.
____________4. The 1935 Constitution of the Philippines clearly asserts that the prime duty
of the state is to safeguard and serve the common welfare of its officials.
____________5. The main reason for the birth of NSTP is the good discipline and education
that ROTC brought to the students.
____________6. In the 1987 Constitution, ROTC for female students was mandatory.
____________7. Section 14 of the IRR of NSTP states that male students who were not
allowed to graduate because of ROTC deficiency will no longer take the
subject during the effectivity of R.A. 9163 in spite of the deficiency.
____________8. The NSTP Act took effect 30 days after its publication in newspaper of
national circulation.
____________9.DepEd, CHED, and TESDA are the lead agency in the implementation of
NSTP Act.
____________10.The COCOPEA shall exercise academic and administrative supervision
over the design, formulation, adoption, and implementation of NSTP
components.
____________11. NSTP recognizes the vital role of the youth in the nation building.
____________12. The death of two ROTC Cadets is the prime and immediate reason for the
enactment of NSTP as a law.
____________13. The goal and purpose of R.A. 9163 is to inculcate nationalism nd
patriotism among the people.
____________14. Graduates of the CWTS shall form part of the Citizens’ Armed Force
pursuant to Republic Act No. 7077.
____________15. In the case of ROTC, the CHED shall formulate and adopt a program of
assistance and/or incentive to those students who will take the said
component.
III. ESSAY: Answer the following questions briefly but substantially.15 points each.
Rubrics:
Ideas - 5 points
Organization - 5 points
Convention - 5 points
1. If the government has the prime duty to serve and protect its citizens, in return, what
is also our responsibility to the state?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________
2. Why is it that the government recognizes the important role of the youth in nation
building?
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________
3. What is the importance of the NSTP Act to national development?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________
4. What do you think is the reason why female students are now required to take NSTP?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________
5. Why are foreigners not required to take up NSTP?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________
---- End of Module 1 ----
11
Module Self-Awareness and

2 Values Development
In knowing our interests, motives, aspirations, likes and dislikes, we are able to
discover what areas in our life needs reshaping and transforming to become a better person.
Knowing what we are opens us to the horizons of values we need to become better persons.
This module presents the different concepts of self which at times have been taken for
granted.
Objectives:
1. Define Self-awareness and values development;
2. Identify the key areas and dimensions of self-awareness, and individual differences;
and
3. Appreciate the importance of the areas of self-awareness.

ability.


LESSON 3: THE CONCEPT OF SELF

“Know thyself and to thy own self be true”, says Socrates. The noblest and the
most intricate project of man is knowing himself or becoming aware of himself. Self-
awareness is defined as understanding what is important to you, understanding how you
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experience things, knowing what you want, knowing how you feel, and knowing how you
come across to others (Weisinger, 1998).
SELF-CONCEPT is the image of who and what you are in relation to yourself and to
other people. This refers to the attitudes, feelings, moods, and behaviors you project yourself
vis-à-vis the world. It is the totality of what and who you are including your strengths and
limitations, abilities and inabilities, capabilities and in capabilities – the totality of what you
are in place and time.
“How do I see myself?”
“How do other people see me?”
“What am I really without the judgment and labels attach to what I do and failed to do?”
ASPECTS OF THE SELF
The world is composed of different human beings, each with unique qualities and
capabilities, which at times are hard to fathom and understand. Man is mysterious. The more
we know about him, the more we cannot understand him. We know so much about others,
talk about others in relation to ourselves but the rest about the others is hidden or foreign to
us. In other words, we know man only through relationship, encounter, and behavior.
JOHARI WINDOW’S ASPECT OF THE SELF
1. THE HIDDEN SELF OR PRIVATE SELF(I Know, Others Don’t Know)

This represents your own thoughts, motives, interests, plans, ideas, and
activities reserved to you alone and are independent from the influences of others.
Other people can predict one’ future actions but no one can read what truly resides in
your mind and what you can actually do or is planning to do.
2. THE OPEN SELF OR SOCIAL SELF(I Know, Others Know)
This represents all the information you know about yourself and what other
people know about you as you associate, relate, and communicate with them. It
includes your behavior, attitudes, moods, feelings, desires, motivations, and ideas
which you are aware of and others are aware as you communicate and associate with
them. This is the “easy-go-lucky” aspect of oneself where there no strings attached to
your actions or relationship with other people.
3. THE BLIND SELF OR PUBLIC SELF(I Don’t Know, Others Know)
This represents your mannerisms or unguarded moments visible to others
which you are not aware of. These are things you do which, because of some factors
and circumstances you are not aware and in control of. (A dead drunk person might
not be aware or might not know what he is saying but people around him are fully
aware of it).
4. THE UNKNOWN SELF OR MYSTERIOUS SELF(I Don’t Know, Others Don’t
Know)
This represents the things that will happen to you – things of the future. It
refers to the things that will happen to you which you are not in control of in spite of
your plans, preparations and wariness. It is the aspect of life which refers to
uncertainty and hopeful longing for the future. You must have to be open to the grace
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of God, the unknown and the omnipotent Force beyond all things who knows and
wills the future.
8 ASPECTS OF MAN AND THEIR CORRESPONDING VALUES
1. Man as Physical Being

Greek philosophy point to man as “psyche” (mind or soul) and “corpus”
(body/flesh). As a physical being, man is made of flesh, has form and physique. His
body needs nutrition and sustenance for growth and preservation. Aside from self-
preservation, man has to maintain his image and dignity, thereby maintaining
wholeness and self-esteem. The uniqueness and individuality must be kept up thru the
value of integrity inherent in one’s physical aspect. As a physical being, man is
clothed with the value of integrity. Hence, in the pursuit of sustenance, growth, and
self-preservation, one’s integrity should always be kept in mind.
Values Identification: INTEGRITY – wholeness and self-esteem:

Man is clothed with honor and dignity. Psalm 8: “What is man that you should
be mindful of him, mortal man that you care for him, you have made him little less
than a god, with honor and glory you crowned him putting all things under his feet.”
In the attainment and realization of man’s physical well-being and to uphold this
integrity, it is important for man to be aware of his self-esteem and his spirit of
wholeness in relation with the rest of the world to avoid selfishness and greed.
2. Man as Psychological Being
Man is not only flesh; he is endowed with feelings, attitudes and emotions.
One of the basic needs of man for survival is affection. Man needs to be
complimented: a pat on the shoulder, a push, and a feeling of self-worth to inspire him
and keep him going. The feeling of acceptance, that someone is with worth and
importance is a “condition sine qua non” for man to function efficiently and
effectively. We have to deal with a man as a pot (“fragile”) and needs to be treated
with much care. Prudence and the practice of it should always be manifested through
moderation and sense of propriety. As a psychological being, man is expected to
safeguard the value of prudence and self-control. In his desire to be accepted and
attain the feeling of self-worth and self-satisfaction, man has to maintain the value of
prudence and self-control.
Values Identification: PRUDENCE – The value of prudence is the sense of

propriety and moderation which can be achieved by practicing self-control and self-
discipline. As a psychological being, it is man’s duty and responsibility to maintain
balance and equilibrium in his relationship with other people. Actions, motives, and
feelings that go extreme are dangerous. In one’s desire to be accepted and become
worthwhile a human being, proper decorum, decency and respectability must be
imminent in person’s relationships and dealings with others to uphold prudence and
self-control.
3. Man as Moral Being
Man as the only being endowed with intellect and will knows what is right and
what is wrong and is required to do what is right at all times. As a moral being, man
has a sense of judgment in relationship to the goodness and wrongness of his conduct
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through the aid of his conscience. Man’s action must always correspond to and be
guided by the following:
 Sense of right and wrong – good action must be done and bad action must
be avoided.
 Sense of guilt – a bad action done leaves a sense of remorse and feeling of
hardness
 Conscience – an inner voice reminding us to do right action at all times;
avoid bad action while we can.
 A moral being must maintain the value of dignity.
Values Identification: DIGNITY – A moral being bears in mind his dignity,

self-worth, and importance in dealing with other people. Man should image God in
every activity. To achieve this value, he has to project humility, meekness, and
honesty bearing in mind that he is in equal footing with other beings regardless of
color, race, status, and situation in life. Man’s actions and conducts, must uphold
truthfulness, sincerity, and openness as a manifestation of his dignity.
4. Man as Intellectual Being
What makes man different from the rest of creation is his rationality. As a
rational being, man is capable of knowing what is right and what is wrong; what is
normal and abnormal, what is sensible and insensible and what is relevant and
irrelevant. Man is geared towards the attainment of truth and knowledge through
creative and analytic thinking. An intellectual being upholds the value of purity in
motive, interest, and action.
Values Identification: PURITY – An intellectual being maintains the value

of purity through the practice of wholesomeness, uprightness, and righteousness by
being modest and decisive in his actions, thoughts and motives.
5. Man as an Emotional Being
Man’s outward and inward reaction to the changes in the stimulus presented to
him is manifested in his facial expression. Such changes in attitude and behavior are
called emotion. Any stimulus presented to an individual generates a feeling of like or
dislike, agreement or disagreement in the person which determines his mood or
disposition, attitudes, and behavior. Man as a moral being maintains the value of
maturity and temperance. Without such value man’s life becomes a problem.
Values Identification: MATURITY – A mature and temperate man is always

wary and cautious in his judgment, attitude and disposition towards the world. The
practice of tolerance and sensitivity is a must coupled with self-discipline and self-
control. A philosopher reminds us to “suspend our judgment” until we are sure that
truth prevails. To be sensitive, man must have sympathy, compassion, and
understanding with forbearance. Such manifests true maturity and temperance
necessary to hone man’s emotion.
6. Man as a Social Being
No man is an island and no one lives alone. Man is a relational being,
relational meaning – man can only be happy again with other people. The word
relational comes from the Latin word: re – (again) laetare– (to be happy) – to be
happy only with others. Man’s relationship with others is coupled with duty and
responsibility. Men do not just relate and communicate with others but is obliged to
help one another in the attainment of progress and development. A social being needs
the value of responsibility in relating with his fellow human beings.
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Values Identification: RESPONSIBILITY – When God asks Cain, “Where

is your brother?” his answer to the Lord’s query is: “Am I my brother’s keeper!” The
answer is devoid of responsibility, accountability, and answerability. St. Paul clearly
states our duty and responsibility when we said, “We are responsible for each other,
and we are gathered by God to be united to him.” Social justice demands respect and
responsibility; it demands commitment and sense of responsibility. Every activity we
have affects other people the reason for us to become responsible in our every
conduct.
7. Man as an Economic Being
Money is evil but is a necessary evil. It is a fact that any activity and program
cannot be done without the financial aspect of it. On the other hand, we should be
mindful of the words of St. Paul “he who does not work should not eat.” Man has to
toil in order to live; maintain financial stability in order to fulfill other concerns. At
the same time, production and accumulation of wealth should not be paramount as if
it is the only concern we have. As an economic being, we should imbibe the value of
contentment. To love and be contented with what we have.
Values Identification: CONTENTMENT – The value of contentment is

based on the idea of self-satisfaction and self-gratification; that man cannot have
everything he wanted. It means loving and being satisfied with what you have not
desiring more than what you need.
Story: A businessman saw a man lying on a tree said. “Why don’t you go out
fishing instead of just lying and doing nothing?” “I have already caught enough fish,”
the fisherman replied. The businessman said, “if you go out fishing, you catch more
fish and if you catch more fish, you can sell more. If you sell more, you can buy a
bigger banca and catch more fish. Then you will be rich and you will be contented.”
The fisherman replied, “What do you think I am doing.” Contentment is not having
more but being satisfied with what you have. The value of contentment can be
achieved through the practice of hard work, thriftiness, and avoidance of too much
expectation.
8. Man as a Spiritual Being
Man does not live by bread alone. Man’s highest concern is to be one with the
Supreme Being – God who created him. Every aspiration and activity of man, his
attitude and behavior, is based on someone higher than himself. Man must
acknowledge the presence of someone who is the source of everything that is good.
Man’s life is dependent to a Supreme Being – God who is totally other; all holy and
perfect. The value of faith or total dependence and trust in God should be the center
and culmination of man’s activity.
Values Identification: FAITH – The value of faith is founded in one’s belief

and confidence in the presence of God. Such faith is deepened by the practice of one’s
religion and charity. As spiritual beings, our hope and confidence in God’s
immeasurable love should be manifested in our activities and in our relationship with
our fellow human beings. St. James is so bold and honest in saying that “faith without
works is nothing,” and you can have “faith to move mountains but if you have no
charity, your faith is nothing.” Faith must then be nurtured by our practice of religion
and charity.
LESSON 4: VALUES DEVELOPMENT

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VALUES are standards by which people assess desirability,

goodness, and beauty which serve as broad guidelines for social living. A value refers to
things, ideas, or experiences that a person prizes, cherishes, and esteems. Thomas Andres
identifies three basic kinds of values, namely:
a. Idea – beliefs, opinions, and ways of saying things. Examples are religious,
moral, and political.
b. Things – material objects, people and places. Examples are money, friends, love
ones, cars etc.
c. Experiences – activities, events, actions, and happenings. Examples playing
sports, listening to music, feelings, beliefs, or attitudes.
“A value is something that is freely chosen from alternatives and is acted
upon which the individual celebrates as being part of his creative integration in his
development as a person.”
PRINCIPLES OF VALUING PROCESS

A. Choosing – Cognitive aspect
1. Choosing Freely – the choice must be made by the person with his own
free will and volition.
2. Choosing from alternatives – a choice must be selected from several
options.
3. Choosing after due and reflective consideration of consequences.
B. Prizing – Affective aspect
4. Cherishing – appreciating, treasuring, and attaching importance to one’s
choice.
5. Affirming publicly – one’s choice should be manifested in life; that such
choice should be the source of inspiration and joy.
6. Prizing – a choice to be prized must be esteemed and highly desired; given
worth and significance to one’s endeavors. Buying from a bargain sale…
reaching home makes you realize you have no need of what you have
bought thus leaving you frustrated and dismayed. “A thing is of value if we
strongly feel happy, contented, and satisfied about it which is reason for us
to consider things reflectively and with due consideration before making a
choice.”
C. Acting – Behavioral patterns
7. Acting upon it – affirming one’s choice is apparent and visible through
active pursuit in its realization.
8. Affirming it publicly – the thing, idea, and experience valued is mirrored
by the pattern of one’s life.
The significance of choosing is paramount in value identification, formation
and clarification as direction and goal setter. If not, they will remain as value
indicator. A thorough review of the advantages and disadvantages of the many
alternatives before making the final choice is as indispensable aspect of value
formation. When our choices are consistent with our feelings and actions, we are said
to be integrated by the value we hold.
INDIVIDUAL VIRTUES AND GOOD HABITS OF LIVING

The concept of man can also be seen in the light of his duty, responsibility and
relationship towards his Creator, his fellow human beings, his nation, and the environment h
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ought to protect to assure the perpetuation of his race. Man by nature is religious and his
religiosity is the foundation of his hope; and gives meaning to all his activities. By himself,
man cannot survive; he needs to forge himself with other human beings to make life
wholesome and worthwhile. The following are distinct Filipino virtues and good habits of
living:
A. Maka Diyos– development of one’s spiritual prowess and deepening of one’s faith in
the god one believes in. Faith practiced and manifested in day-to-day life activity by
living in accordance with one’s belief putting into action and test the tenets of adhered
religion by accepting one’s hope and confidence the trails and challenges that come
our way.
B. Makatao – man as the center and epitome of creation must be given preference and
attention by every human being at all times and in every activity and human endeavor.
Progress and development must center on man’s total human enhancement, deepening
of relationship and respect of dignity acknowledging that human beings are created
equal. John Powell intelligently points out, “We should learn to love people and use
things not to love things and use people.”
C. Makabayan – patriotism and nationalism is a sign of loyalty and dependence to the
sovereignty and adherence to one’s own government. These values are manifested by
our respect and loyalty to the Filipino flag, the symbol of our liberty and integrity as
Filipinos, and at the same time develop the spirit of nationalism evident in our
preference and pride of the Filipino products.
D. Makakalikasan – the song “Kapaligiran” is a wakeup call and reminder of the
significance and importance of ecological balance and our duty and responsibility to
care for Mother Nature.
SOCIAL VALUES
It is a complex of knowledge, attitudes and abilities which contribute to the
development of sound moral character, a sense of community and responding to the social
and cultural aspects of life.
a. Integrity – sense of wholeness and self-esteem. To live with pride and confidence in
the midst of other people knowing that all men are created equal and are created with
honor and dignity.
b. Social Responsibility – refers to the prime obligation of a person towards others.
Such responsibility is emulated in the value of pakikisama, pakikisalamuha,
pakikipagkapwa, pakikibagay, at pakikiisa.
c. Respect – refers to one’s obligation to regard other people as co-equal and having the
same dignity.
d. Cooperativism –the act where people of different walks of life unite their forces,
resources, talents, and ideas in the achievement of a common goal and for the
betterment of their community – thus making life easier.
e. Hospitality –a Filipino custom characterized by wholehearted manifestation of
generosity, kindness, and goodness in treating visitors.
f. Social Acceptance (human solidarity) – refers to the dedication and ability to accept
and regard a person as member of a group regardless of his situation in life.
g. Credibility and Transparency –is a manifestation of an honest life and trsut from
other people. The absence of credibility and transparency jeopardizes openness of
action, activity, and other undertakings that eventually lead to people’s disbelief and
skepticism in one’s leadership and bearing.
INTERNALIZATION AND INTEGRATION OF VALUES
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Internalization and integration of values is an act of refocusing, revitalizing, and

rekindling one’s social values. It is the process of owning, living, and actualizing social
values according to their hierarchal order, importance, and significance in the attainment of
the common good. Communal value should be given preference over personal value having
deeper meaning and significance. Internalization and integration of values is the method of
making such values alive by imbibing them and making them workable and eventually
leading them in achievement of a deeper understanding of the self. When a value is practiced
and mirror’s one’s activity and transactions, they are being internalized and integrated.
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I. MULTIPLE CHOICES: Identify the values needed to develop by a human being in the
following aspects of human life by checking the circle that corresponds to the correct value.
1. As a moral being, what value should a man develop in order assert himself?
O Dignity O Faith O Maturity
2. Man as a psychological being needs to be satisfied and contented; however, he has to
develop what value to become fully human?
O Maturity O Prudence O Responsibility
3. As a physical being, man needs nutrition and sustenance for growth and preservation but
he has to possess what value to maintain self-esteem?
O Integrity O Maturity O Responsibility
4. Man is the only man that thinks and capable of articulate speaking. But as an intellectual
being, what value does he need?
O Faith O Purity O Responsibility
5. Man’s adherence and dependence to a higher being or God is manifested in his spiritual
life. What is the value needed to develop him as a spiritual being?
O Faith O Maturity O Purity
6. Man has to toil in order to live; maintain financial stability but man does not live by bread
alone. He needs to have what value as an economic being?
O Contentment O Maturity O Purity
7. No man is an island and no man lives alone by himself that’s why as a social being, man
has to develop what value?
O Contentment O Integrity O Responsibility
8. Man is affected by every stimulus that is presented to him which is expressed facially; in
order to be emotionally mature, he must possess what value?
O Integrity O Maturity O Purity
II. SHORT ANSWER. Identify what is being described or mentioned in the following
sentences. Check the circle that corresponds to the idea or phrase cited.
9. It means to live with pride and self-esteem.
O Integrity O Purity O Respect
10. It is a manifestation of excessive generosity and goodness towards one’s visitor.
O Credibility O Hospitality O Respect
11. Living honestly which is the source and fountain of trust in one’s person.
O Credibility O Consistency O Respect
12. Manifestation of man’s duty and sense of responsibility towards Mother Earth
O Makabayan O Makakalikasan O Makatao
13. Expression of one’s high regards to human beings by loving and caring instead of using
them.
14. An expression of faith and confidence to the power and authority of the Almighty.
O Makabayan O MakaDiyos O Makakalikasan
15. Patriotism and nationalism as a signof respect to the country of one’s birth.
III. How do you see yourself as a:
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a. Daughter/Son
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________
b. Friend
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________
c. Student
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________
d. Filipino citizen
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________
IV. SELF-EVALUATION:
1. Assess yourself and your value as a:
a. Physical Being
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________
b. Psychological Being
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________
c. Moral Being
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________
d. Intellectual Being
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________
e. Social Being
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________
f. Economic Being
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________
2. Make a list of the things that you hate about yourself and the things that you hate
about others.
YOURSELF OTHERS
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
3. List down at least five of your desirable traits and another five of your undesirable
traits. Explain briefly why you consider such traits to be good or bad.
DESIRABLE TRAITS UNDESIRABLE TRAITS
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Module Leadership &

3 Team Building
Leadership is the art of influencing people to get the necessary support and
cooperation in community affairs and to maintain solidarity among people. It is the ability to
influence others towards desired goals. It also means “doing the right things”. This module
emphasizes that the best leaders are the ones who take a teamwork approach to solving
problems and completing work-related tasks. And that leading does not just involve directing
but involves teaching the team about how they can best work together.
Objectives:
1. State and describe the qualities and characteristics of a good leader;
2. Differentiate and illustrate the kinds of leadership styles as practiced by
leaders;
3. Identify the factors that contribute to team development and
effectiveness; and
4. Demonstrate and explain the characteristics of effective team leaders and
members.
ability.


LESSON 5: LEADERSHIP
Leadership is both a research area and a practical skill encompassing the ability of an
individual or organization to "lead" or guide other individuals, teams, or entire organizations.
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A leader is somebody whom people follow. A leader has authority. For people to
accept a leader, his or her leadership must therefore be legitimate. He is someone who is
conscious of the needs of the individuals he or she serves and is willing to guide and direct
their actions and activities in the realization of their goal.
Because people follow a leader, the leader can make people do things. A leader can
therefore make people work together towards a common goal.
An example of a leader is the head of government of a country. People within the

government follow the leader, and citizens look to the head of government for inspiration and
guidance. Sometimes, when a head of government lacks legitimacy, people will stop
following him or her. The head of government is therefore no longer able to lead properly.
This may result in a new election, or in worst case civil war.
A group with no leader is called leaderless.
LEADERSHIP STYLES
A leadership style is a leader's style of providing direction, implementing plans, and
motivating people. It is the result of the philosophy, personality, and experience of the leader.
Rhetoric specialists have also developed models for understanding leadership.
Authentic Leadership
The recent authentic Leadership approach seems to have evolved in the light of major
scams and scandals, a blind race for profits and personal gains and short term prospective,
involving the CEO’s of top organizations. It focuses on the charter of the leader as the driver
of positive interrelationships. Authenticity is about being genuine and not attempting to play
a role; not acting in a manipulative way.
Autocratic Leadership
Autocratic leadership allows autocratic leader to take the ultimate control of taking
decisions without consulting others. An autocratic leader possesses high level of power and
authority and imposes its will on its employees. This type of leadership proves to be useful
where close level of supervision is required. Creative employees morale goes down because
their output is not given importance and is often detest by employees. Since they are unable
to take any part in decision making, these result in job satisfaction and staff turnover.
Laissez-Faire Leadership
Under this type of leadership, a laissez-faire leader do not exercise control on its
employees directly. Since employees are highly experienced and need little supervision, a
laissez-faire leader fails to provide continuous feedback to employees under his or her
supervision. This type of leadership is also associated with leaders that do not supervise their
team members, failed to provide continuous feedback resulting in high costs, bad service,
failure to meet deadlines, lack of control and poor production.
Transnational Leadership
The Informational leadership highlights a leader as a facilitator of change occurring,
when one or more persons engage with others in such a way that leaders and followers raise
one another to higher levels of motivation and morality. The process of transformational
leadership aims at influencing changes in attitudes and assumptions held by organizational
members and building commitment for organizational goals and objectives. High level of
communication exits between managers and employees and it is under the guidance of
leaders that employees meet their goals and enhance productivity and efficiency.
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Bureaucratic Leadership
Under bureaucratic leadership, a leader believes in structured procedures and ensures
that his or her employees follow procedures exactly. This type of leadership leaves no space
to explore new ways to solve issues and in fact work by book. Self-motivated individuals
who are highly energetic often feel frustrated due to because of organization inability to adapt
to changing environment.
Charismatic Leadership
The charismatic leader is visionary and works by infusing high amount of energy and
enthusiasm in his team. He sets as role model for his team and drives others to show high
level of performance. This type of leader is committed to the organization and believes more
in him rather than his team. The presence of charismatic leader works as a boost for rest of
the employees and therefore such type of leader should be committed to the organization for
the long run.
Participative Leadership
Also known as democratic leadership style, participative leadership consults
employees and seriously considers their ideas when making decisions. When a company
makes changes within the organization, the participative leadership style helps employees
accept changes easily because they had given a big role in the process. Participative
Leadership may be required for tasks that are non-routine or unstructured, where
relationships are non-authoritarian and the subordinate‘s locus of control is internal.
Directive Leadership
Directive Leadership provides guidance about what should be done and how to do it,
scheduling work, and maintaining standards of performance. Thus, it may be inferred that
directive leadership is effective as the subordinators has an external locus of Control, lacks
experience, has a high need for clarity or a low need of achievement. Also, when the task is
unstructured, or there is conflict between work groups, a more directive style would be
useful.
Supportive Leadership
Supportive Leadership show concern for the needs of the employees, leader is
friendly and approachable. Supportive Leadership would be more suitable for highly
structured tasks, under bureaucratic and formal authority relationship. In supportive
Leadership, leader support to their subordinates officially and sometime personally also.
Leader always tries to fulfill their requirements; it boost employees moral also.
Achievement Oriented Leadership
Achievement oriented Leadership encourages employees to perform at their highest
level by setting challenging goals, emphasizing excellence and demonstrating confidence in
employee’s abilities. Achievement Oriented Leadership is largely suitable for unstructured
tasks, where the subordinate need for achievement is high.
LESSON 6: TYPES OF LEADERS
Managerial Leader
A managerial leader is the least effective of the five types of leaders. They have the
least influence. People only follow them because they have to. They are not in the position to
serve others. Their desire is to be served by others because they are in the position:
• Character is weak.
• Desire is “to be served” rather than “to serve.”
• They have a scarcity mindset.
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• Competency can range from undeveloped to highly develop.

• Focus is on managing (directing/controlling) people and processes.
• Values the position more than the people.
• Strength comes from power, control, formal authority, and personal results.
Relational Leader
A relational leader builds relationships in order to influence others. People want to
follow them because of who they are, not what they know.
• Character is strong.
• Desire is to serve.
• They have an abundance mindset.
• Competency is undeveloped and generalized.
• Focus is on leading (influencing/releasing) people.
• Values people more than the position.
• Strength comes from relationships and moral authority.
Motivational Leader
A motivational leader seeks mutual benefit for themselves, others, and the
organization. People want to follow them because of who they are and what they know. They
are process focused.
• Character is strong.
• Desire is to serve.
• Competency is developed and specialized.
• Focus is on leading (influencing/releasing) people, managing the processes, and
getting results.
• Strength comes from relationships, moral authority, and team results.
Inspirational Leader
An inspirational leader inspires managerial and relational leaders to become
motivational leaders. Their focus is on growing themselves in order to inspire others to grow.
They are people-focused not process-focused. They focus heavily on character development.
• Character is stronger.
• Desire is to serve and develop others.
• Competency is highly developed and specialized.
• Focus is on leading (influencing/releasing) people and developing motivational
leaders.
• Strength comes from relationships, moral authority, and the growth of others.
Transformational Leader
A transformational leader’s passion and purpose is to transform others. Their
reputation precedes them. They are well known for developing leaders.
• Character is strongest.
• Desire is to serve and to develop others.
• Competency is highly developed and specialized.
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• Focus is on leading (influencing/releasing) people and developing motivational and

inspirational leaders.
• Strength comes from relationships, moral authority, growth of others, and the respect
they have earned.
LESSON 7: CHARACTERISTIC TRAITS OF A GOOD LEADER
Integrity
It refers to one’s untainted and unblemished character. It is the root and foundation of
person’s trustworthiness which apparent in the conduct of business and other transactions and
activities. Also, manifested in the firmness of one’s principle; expression of personality and
behavior.
Courage
It is defined as the ability to disregard fear, and to act with bravery, calmness,
serenity. It is a mental quality that recognizes fear, yet it enables one to meet anger or
opposition with calmness and firmness. Courage is required in trying something new.
Honesty
It means being true to oneself and others. To be honest, a leader must be fair and just
in character of behavior, free from deceit and untruthfulness and must sincere. Honesty is
the capacity of a person to act justly and sincerely whether in front of a superior or alone by
himself.
Sense of responsibility
Refers to the ability of a person to respond or give due notice and action to the needs
of others. A leader can delegate authority but never responsibility because it is the foundation
of one’s accountability and commitment.
Confidence
It is the feelings of self-reliance and trust coupled by firmness and trust in one’s
ability and knack. A leader must have confidence, power of conviction, and capability. As a
necessity of leadership, confidence must apply to members and officers in organization.
Enthusiasm
It is a strong interest, admiration, or great eagerness to do something. Enthusiasm is
infectious. It is the zest and joy that drives and inspires a leader to demonstrate a keen interest
and completing the task at hand. The leader is more than ready to lead a hand and accomplish
a desire and specific task at hand.
Dependability
It is the responsibility of people on the soundness and consistency in the characters of
leaders; the willingness to do a task with the best or one’s ability. A leader is able to carry out
task activity and intelligently. It is rooted on the knowledge and technical ability and
capability of a person. A good leader should be updated with the sign of the times; with the
technology and latest development at the same time must be reliable in his character in his
behavior toward people.
Patience
It means demonstrating calmness and endurance in times of hardship and difficulty;
the manifestation of a degree of tolerance and perseverance. A good leader has the patience to
answer question and ensure that information is understood.
Decisiveness
It refers to the firmness and soundness of one’s judgment and decision. Confidence of
people is gained in the making of clear and consist decision. A good leader will consult with
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others, look at the pros and cons, and then decide the course of action to take. Delay decision
if you are afraid of the result or if you do not know the answer. Seek advice and do not waver
from your position.
Determination
It refers to the ability or strength of one’s mind in the pursuit and realization of the
desire task or goal regardless of situation and circumstances. A good leader is expected to
have strength of mind and fortitude that compels into effect and realization of a job.
Transparency
It refers to the clarity and intelligibility of one’s action, transaction, and activity.
Transparency involves clarity, openness, and honesty in every transaction. At the same it
should be known by every member of the organization and must be done after due
consultation with them.
Loyalty and Fidelity
It is the devotion required in a leader with the members as well as the vision and
mission of the organization. Loyalty is not only ability to work on the realization of the
vision but more on one’s faithfulness to the organization secondary to one’s personal
concerns.
Tact
It is the ability to understand human nature and a consideration for the feeling to deal
with others without causing friction or making offense. It refers to deeper understanding and
assessment of situation and acting with discretion, delicacy, and insight.
LESSON 8: THE BASIC ELEMENT/ESSENCE OF EFFECTIVE

LEADERSHIP
Vision
A great leader is a dreamer and visionary. Martin Luther King Jr. galvanized a nation
with his ’’I have a dream’’ speech. If he had authority in addition to his personal power, he
could have put his ideas in to effect. Without vision, you just have the trappings of
leadership. A great vision appeals to core values shared by both and followers and earns their
voluntary commitment. A vision inspires people to accept mission. Communication and
presentation skills are important, but these are just tools, and without the underlying vision
the leader will be seen as insincere.
High regard to people

Great leaders value individuals who follow them and regard people as treasure-this source of
their success and inspiration to build the future. Leaders don’t think of people only as
“assets” or as “resources”. Great leaders know their followers; their aspirations and
sentiments and respect these sentiments which establish a bond that motivate them to
participate and involve themselves in the achievement of the organizational goal.
Commitment
Leaders are people who are dedicated to accomplish great things beyond the call
duties. They think work as not obligation and duty but personal responsibility aimed for a
greater purpose and cause. Remuneration and benefits is only secondary to the achievement
of the organization’s vision, objective, and goals. A leader must be a man of service and
gives paramount importance to the realization of the objectives of the organization.
Teambuilding
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People always want to be part of something big, noble, and great. They do not want to
be just mere,” scarecrow” or mere spectators of great events. Their active involvement as key
plays in the realization of a project gives inspiration for deeper commitment to the aspirations
of an organization. Elitism and competition within the team is discouraged. Great leaders
allow people to work together as teams knowing that it is the ability to work together, trust in
each other, and compensate for each other’s’ weaknesses that leads teams victories.
Openness to change
Great leaders ensure that people are properly trained to be their jobs. Training leads to
personal growth and compels people to grow and seek out larger and larger grows. It is their
confidence source. Great leaders ensure enhancement of members to allow them to achieve
more of their own potential. It is a sign of trust in their followers and a belief in their ability
to see the big picture. They are not stuck on their own way of achieving the vision if a better
is found.
Fairness and Sound judgment

Good and trusted leaders have the ability to weigh things fairly and objectively before
making a decision. The ability to judge with fairness and equality create an atmosphere of
trust and confidence in the members. This kind of environment bridges trust and confidence
between and among members of an organization and bring about moral turpitude.
LESSON 9: LEADERSHIP THEORIES
Great Man Theory (1840s)

The Great Man theory evolved around the mid-19th century. Even though no one was
able to identify with any scientific certainty, which human characteristic or combination of,
were responsible for identifying great leaders. Everyone recognized that just as the name
suggests; only a man could have the characteristic (s) of a great leader.
The Great Man theory assumes that the traits of leadership are intrinsic. That simply
means that great leaders are born...
Trait Theory (1930's - 1940's)

The trait leadership theory believes that people are either born or are made with
certain qualities that will make them excel in leadership roles. That is, certain qualities such
as intelligence, sense of responsibility, creativity and other values puts anyone in the shoes of
a good leader.
The trait theory of leadership focused on analyzing mental, physical and social
characteristic in order to gain more understanding of what is the characteristic or the
combination of characteristics that are common among leaders.
Behavioral Theories (1940's - 1950's)

In reaction to the trait leadership theory, the behavioral theories are offering a new
perspective, one that focuses on the behaviors of the leaders as opposed to their mental,
physical or social characteristics. From this point forward anyone with the right conditioning
could have access to the once before elite club of naturally gifted leaders. In other words,
leaders are made not born.
The behavioral theories first divided leaders in two categories. Those that were
concerned with the tasks and those concerned with the people.
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Contingency Theories (1960's)

The Contingency Leadership theory argues that there is no single way of leading and
that every leadership style should be based on certain situations, which signifies that there are
certain people who perform at the maximum level in certain places; but at minimal
performance when taken out of their element.
To a certain extent contingency leadership theories are extensions of the trait theory,
in the sense that human traits are related to the situation in which the leaders exercise their
leadership. It is generally accepted within the contingency theories that leader are more likely
to express their leadership when they feel that their followers will be responsive.
Transactional leadership Theories (1970's)

Transactional theories, also known as exchange theories of leadership, are
characterized by a transaction made between the leader and the followers. In fact, the theory
values a positive and mutually beneficial relationship.
For the transactional theories to be effective and as a result have motivational value,
the leader must find a means to align to adequately reward (or punish) his follower, for
performing leader-assigned task. In other words, transactional leaders are most efficient when
they develop a mutual reinforcing environment, for which the individual and the
organizational goals are in sync.
The transformational theories (1970s)

States that this process is by which a person interacts with other and is able to create a
solid relationship that result in a high percentage of trust, both intrinsic and extrinsic, and
both leader and followers. The essence of transformational theories is that leaders transform
their followers through their inspirational nature and charismatic personalities. Rules and
regulation are flexible, guided by group norms. This attributes provide a sense of belongings
from the followers as they can easily identify with leader and its purpose.
7 LEADERSHIP MYTHS:
Myth#1: Leaders must be extrovert

-For years, it was common wisdom that only extroverts could be successful leaders.
Introverts, on the other hand, must nurture extroverted characteristics in order to successfully
lead teams. The reality is that introverts can make great leaders. Two of the key traits of
introversion, listening to others and quiet reflection, are critical components of sound
decision making. After all, it takes a listener to gather customer feedback and employee
observations and a critical thinker to put together common elements that may result in a new
business opportunity.
Myth #2: Leaders need to know everything

-Some leaders think they must be smarter and know more than anyone working for
them. That logic may have held true in the industrial age when a line worker rose to manager
by knowing how to perform every job on the factory floor. With today’s fast-moving
business culture, that’s no longer possible, or even desirable. Today’s leaders need to be
willing and able to tap into the skills and expertise of the smart people around them.
Myth #3: One leadership style fits all, forever

-Early in their careers, leaders often learn a few management techniques that work
well. Those habits can become ingrained. However, leadership is rarely a one-size-fits-all
proposition. Just as technical skills need to be constantly updated to remain relevant, so do
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motivation strategies and management styles. For instance, your approval structure may work
well when you’re leading a team of 10, but it may stymie productivity when you’re managing
150. Alternatively, a leadership style that worked when you managed a manufacturing facility
might not work with a team of engineers. As your responsibilities grow, you must learn what
motivates different types of people and adapt accordingly. Good leaders nurture their ability
to communicate and improve their skills through practice.
Myth #4: Only the boss can lead

-It’s a common misconception among managers and employees alike that there’s only
one leader per team, department or company. In reality, almost everyone takes on a
leadership role from time to time, stepping up and stepping back as circumstances change.
The service representative who decides how to best help an upset customer can be just as
much a leader as the boss who sets annual goals and priorities. You can and should encourage
all employees to take charge when appropriate. It’s important to help employees cultivate the
necessary skills to lead in their own way, regardless of their title. This is the most effective
leadership development tool. Well-run teams motivate and support themselves, while the
leader provides clarity about business priorities rather than micromanaging every task.
Energized employees don’t wait to be told what to do.
Myth #5: Management equals leadership

-The words “leader” and “manager” are used interchangeably in everyday
discussions, but the two functions are distinct. Managers set and enforce rules and control a
group in order to accomplish defined goals. Leaders inspire, influence and encourage those
around them, whether they’ve got a management title or not. Both roles are necessary. The
key is to strike the right balance between being a manager and a leader.
Myth #6: Leaders must eliminate mistakes

-It’s easy to see at leaders as infallible. However, not only does everyone makes
mistakes, but those errors help us learn and grow. A strong leader understands the difference
between sloppy work and unforeseen missteps. The latter means that your employees are
experimenting and taking risks, which can lead to both individual and organizational growth.
Rather than punishing or discouraging failure, good leaders observe how employees react to
difficult situations – a quiet audition of an individual’s developing leadership and critical
thinking abilities. Without trial and error, there can be no innovation.
Myth#7:“Peoplestuff”
-Some leaders fail to realize that they set the tone for their workplace or
understand the power of positive interpersonal relationships.
LEADERSHIP PERFORMANCE
1. Teamwork and collaboration
-This is critical for organizations in 2 ways. Internally, you won’t get much done
without it. Externally, you need partnerships with like-minded organizations that advance
your strategy, whether it’s developing new products or breaking into emerging markets. But
fostering teamwork isn’t easy. In a recent study, 97% of senior executives told us that
collaboration is a key factor in organizational success. But less than half believed the leaders
in their organizations are skilled collaborators.
2. Managing change
-In our work, we’ve found a few key principles for tackling change. First, view
change positively and with a sense of urgency. There’s no point in fearing change since it’s
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inevitable and we can’t control it. Second, focus on adapting plans to external pressures as
necessary. During the last recession, some organizations stubbornly stuck with their plans,
believing things would return to normal quickly. Others saw a sea change in the marketplace
and adjusted their performance plans accordingly. Third, it’s important to manage the
resistance to change from your colleagues. It’s your role and responsibility to help them
understand what’s going on externally and why your organization needs to adapt. Be sure to
involve others in the design and implementation of major change initiatives, whether it’s a
workforce restructuring or a new product development process.
3. Communication
-Getting good ideas required asking people for input and listening very carefully. We
should all be Chief Listening Officers in our own organizations.
4. Learning agility
-To succeed in a world where our work is always changing, where challenges are
unpredictable, and where competition abounds, we need to be agile learners. We need to
apply our new knowledge. Perhaps most of all, we need to believe we can rise to the
challenge. There’s a growing body of neuroscience research that says we can learn new
behaviors and modify deep-set behaviors at any age. It takes hard work and real focus, but all
of us really can learn new and effective behaviors — and help take our organizations to new
levels of performance.
5. Judgment
-This is at the core of leadership. Fundamentally, judgment is about getting the most
important calls right — when it comes to both people and strategy. Without good people
judgment, your team’s performance will suffer. Without a strong team, your strategy will not
be executed effectively. Look first for people who have demonstrated high performance,
integrity, and the desire to assume greater levels of responsibility. Watch out for candidates
who treat others insensitively and abrasively and put their self-interest above the company
good. Strategy judgment calls require leaders to find new paths. Success depends on asking
the right questions, experimenting, and constantly adjusting your approach.
LESSON 10: TEAM BUILDING

Definition of terms
Team– refers to a number of people who interact with coordination and cooperation in the
accomplishment of a specific task or goal; a group generally selected with sharply defined
roles, either cooperative or collaborative. It refers to a collection of people, often drawn from
diverse but related groups, assigned to perform a well-defined function for an organization or
a project.
Teamwork – refers to the collaboration, coordination, complementation of talents, skills, and

abilities among the different member of a team in the attainment of the desired goal through
interplay of roles.
Team Building – refers to a variety of methods, approaches and processes of enabling a

group of people by forming them into a cohesive unit working in unison in order to facilitate
to the attainment and realization of their goal; an intervention to help a group of people
quickly become an effective team and remain effective by focusing and aligning their talent,
skills, and ability to achieve a specific task or set of outcomes.
What are the skills needed for team building?
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Aside from any required technical proficiency, a wide variety of social skills are
desirable for successful teamwork, including:
a. Listening– it is important to listen to other people’s ideas. When people are allowed
to freely express their ideas, these initial ideas will produce other ideas.
b. Questioning and Brainstorming – it is important to ask questions, interact, and
discuss the objectives of the team.
c. Persuading – individuals are encouraged to exchange, defend, and then to ultimately
rethink their ideas.
d. Respecting – it is important to treat others with respect and to support their ideas.
e. Helping – it is crucial to help one’s co-workers, which is the general theme of
teamwork.
f. Sharing – it is important to share with the team to create an environment of
teamwork,
g. Participating – all members of the team are encouraged to share and contribute any
endeavor for the success of the team.
Stages of Team Development (Daglow’s Law of Team Dynamics – PACSA notes)
a. Forming–Orientation
- Crucial stage in team building is the formation stage. In this stage members
share personal information, start to get to know, and accept one another and begin
turning their attention toward the group’s tasks. Members are concerned with
expectation, acceptability, what his role is and how he fits in the group. The leader
must initiate an in-depth knowledge among the members of the team to bridge
whatever barriers of acceptance to encourage and foster deeper relationship and
sharing among members.
b. Storming – Conflict
-In order for individual personalities to emerge, the leader encourages
participation allowing differences to surfaces so that members become more assertive
in clarifying their roles and what is expected of them. During this stage members
compete for positions of relative control and discuss about the appropriate direction of
the group. The role of the leader is to define role and task, encourage more openness
and sharing, and directing the members’ energy and creativity towards the goal and
objective of the team.
c. Norming – Establishing of order and cohesion

-Part of every group is the emergence of conflict and difference which affects
performance and effectivity. To resolve conflict and come out with harmony and team
unity the leader must delineate rules and guidelines that lead to cooperation and
synergy. The leader during this stage must emphasize oneness and the spirit of
camaraderie and brotherhood at the same time instill in the members’ the value and
significance of solidarity.
d. Performing – Cooperation, problem solving

-During this stage the leader must emphasize the significance of the formation
of team, the very heart of the group which is the achievement and realization of a
vision, mission, and goal; that the team is formed because of exigent purpose which
must be accomplished through collaboration and complementation. As the group
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matures and learns to handle complex and difficult situations; resolve problems in the
interest of task accomplishment further unity, synergy, and cooperation is enhanced.
e. Adjourning – Task completion

-The realization and accomplishment of the team objective requires dissolving
intense social relation and returning to permanent assignments. To avoid heightened
emotionally and depression brought about by the disbandment of strong cohesiveness
among team members the leader must show necessity of skill specialization and task
performance.
What are the team roles?
Meredith Belbin on his research in 1993 proposed nine roles that successful teams
should have. These are the following:
1. Coordination-A coordination have a clear view of the team objectives and skilled at
inviting the contribution of team members in achieving something rather than just
pushing his or her own view. The coordinator is self-disciplined and applies this
discipline to the team. They are confident and mature, and will summarize the view of
the group and will be prepared to take a decision on the basis of this.
2. Shaper-The shaper is full of drive in making things happen and getting things going.
In doing this they are quite happy to push their own views forward, do not mind being
challenged and are always ready to challenge other. The sharper looks for the pattern
and tries to pull things together into something feasible which the team can then get to
work on.
3. Plant-This member is the one who is most likely to come out with original ideas and
challenge the traditional way of thinking about things. Sometimes they become so
imaginative and creative that the team cannot see the relevance of what they are
saying. The plant’s strength is in providing major new insights and ideas for changes
in direction and not in contributing to the detail of what needs to be done.
4. Resources investigator-The resource investigator is the group member with the

strongest contacts and networks, and is excellent at bringing in information and
support from the outside. This member can be very enthusiastic in pursuit of the
team’s goals, but cannot always sustain this enthusiasm.
5. Implementer-The implementer is a well-organized and effective member capable of

turning big ideas into manageable tasks and plans that can be achieved. Such
individuals are both logical and disciplined in their approach. They are hardworking
and methodical but may have some difficulty in being flexible.
6. Team worker-The team worker is the one who is most aware of the others in the
team; their needs and their concerns. They are sensitive and supportive of other
people’s efforts, and try to promote harmony and reduce conflict. Team workers are
particularly important when the team is experiencing a stressful or difficult period.
7. Completer -as the title suggests, the completer is the one who drives the deadlines
and make sure they are achieved. The completer usually communicates a sense of
urgency which galvanizes other team members into action. They are conscientious
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and effective at checking the details, which is a vital contribution, but sometimes get
‘bogged down’ in them.
8. Monitor evaluator-The monitor evaluator is good at seeing all the options. They
have a strategic perspective and can judge situations accurately. The monitor
evaluator can be overcritical and is not usually good at inspiring and encouraging
others.
9. Specialist-This person provides specialist skills and knowledge and has a dedicated
and single-minded approach. They can adopt a very narrow perspective and
sometimes fail to see the whole picture.
LESSON 11: INGREDIENTS OF TEAM BUILDING

Team building to be successful must poses this indispensable ingredient:
a. Selection of participants
-La Fasto in his article cites that the most important ingredient for team building is
selecting of participants to be in the activity. The team leader usually looks for the
specific capability, capacity, and characteristic of the members in order to ensure
success in the project. It is very important to have members that have confidence and
are able to build trust among the other participants. (La Fasto). “Working knowledge
consists of two factors: experience and problem –solving ability. Teamwork consists of
four factors: openness, supportiveness, action orientation, and personal style.” If each
member has these qualities, the outcome of the team building activity will likely be
successful.
b. Establishing goals
- Establishing goals within the team is essential in team building. If the goals are
clarified, the participants are motivated to excel in the activities and develop trust
among their leader (La Fasto). Goals give team direction and provide a feeling of value
and importance. The leader makes sure that the team knows how the work will be done
and how they will accomplish their tasks (Scholtes). Without goals, the team has
nothing to strive for, and many members may lose motivation. Keeping the goal simple
and achievable will be very beneficial to the team in the end.
c. Allocation of roles within the team
-Assigning roles to team members help them to know their place on the team.
Clear role of assignment defines specific task a member and gives clarity to his action.
Advantages of defining roles among team members are that it makes assignments more
straightforward, helps to understand the decision-making process, and assures the task
will be completed. Making a list of everyone’s skill sets, preference, work experience,
courses taken, and interest would help in assigning the roles. A team must always be
ready to adjust to their new roles and be prepared if assigned to a new one. Members
must be willing to move beyond their roles and help others in order to practice a good
teamwork and to get the job done (Mallet).
d. Balancing Skills
- When creating a team building activity, it is important to have balanced skill
sets. One way to achieve this is by having experts in different fields. If some members
provide their technical skills, and other members provide their theoretical skills, the
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outcome of the project will likely be successful. By combining skill, strengths, and
proper attitude the team can come up with a solution that benefits everyone. Balancing
skill sets can be one of the most challenging things to achieve, but it is very important
to do to ensure the success of one’s team (Mallet 3).
e. Harmonizing personality types
-The personality of team leader plays a big factor on how the team performs. A
leader must understand the kind of personality of his members. V.J. Bentz (1985) in his
study of ineffective managers found that almost all of the managers had a “personality
defect” of some sort. Lesley and Van Velsor (1996) also conducted studies that
ultimately found four personality traits of ineffective managers. The personality traits
that these managers portrayed were proven to negatively affect the working
environment. It is imperative for leaders to have a positive and effective personality to
gain respect among their Organization and members.
f. Training on how to work together (La Fasion, Bubshait, and Parker)
- A team must know how to work together in order to be productive and
successful. If a team can work together, they will be able to raise and resolve issues that
are standing in a way of accomplishing a goal. The training may include the instruction
on how to communicate better, manage conflict, or understand the skills and talents that
everyone brings to the table. Encourage team members to work together through
workshops in communication skills, meeting management, listening, assertiveness,
conflict resolution, goal setting, and other topics that help in being an effective team
player. If people are working together effectively rather than working by themselves, a
lot more work will be accomplished.
g. Support within the team (La Fasto)
- Supportiveness is the aspiration to help others succeed. “Someone who
shows supportiveness is dedicated to the team’s success and wants what’s best for the
team, works behind the scenes to aid the team, willing to pitch in whenever necessary,
always willing to help out, willing to take on more responsibility, very easy to work
with, and listens well to other’s ideas. Someone who provides a shoulder to cry on,
encouraging words, and is sympathetic of others’ pain, is said to be a team’s
emotional support. The appraisal support helps team members in making sense of a
particular problem (Somech). Team building will be successful if the team members
can cover each of these types of team support.
h. Making effective use of resources (Parker/Leavitt)
- Effectively using resources is essential in the success of team building. Goal
setting, listening, facilitation of skills, consensus building, and willingness to
communicate with each other make members of a team value resources. These team
techniques in systems development not only make effective use of resources, but also
result in measurable benefits (Parker). Resources are essential to team building and
they must be used wisely and efficiently.
i. Communication between team members and leaders
- Parker in this article “When Teams Work Best”, “the most important
contribution a team leader can make is to ensure a climate that enables team members
to speak up and address the real issues preventing the goal from being achieved.” A
leader with good communication skills must be able to speak the truth and deal with
problems openly. Their goal should be to promote listening, to understand different
37
viewpoints, and to work toward a resolution. It is important for a team leader to make
team members feel comfortable enough to express their needs and their wants.
TEAM BUILDING IN ORGANIZATIONAL DEVELOPMENT

The term ‘team building’ can refer generally to the selection and motivation of teams,
or more specifically to group self-assessment in the theory and practice of organizational
development. When a team in an organizational development context embarks upon a process
of self- assessment in order to gauge its own effectiveness and thereby improve performance,
it can be argued that it is engaging in team building, although this may be considered a
narrow definition.
 Team Building is a means of assessment and evaluation. A team seeks feedbacks

to find out both:
 Its current strengths as a team
 Its current weaknesses
 Team Building seeks to improve current group performance. A team uses the
feedback from the team assessment in order to:
 Identify any gap between the desired state and the actual state
 Designs a gap-closure strategy
 Team Building brings about cohesiveness.
Team cohesiveness refers to the extent of attraction and motivation in maintaining
loyalty and faithfulness to the team.
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I. MULTIPLE CHOICES: Identify the correct answer by checking the circle that
corresponds to the idea being described.
1. The team role where one is most aware of the others in the team including their needs and
concerns?
O Completer O Resource investigator O Team worker
2. The person who provides skills and knowledge and has a dedicated and single-
minded approach.
O Completer O Monitor evaluator O Specialist
3. It refers to the person in a team who drives the deadlines and makes sure they are achieved.
4. The person in a team who has a strategic perspective and can judge situations accurately.
5. It refers to the definition of specific task of members which gives clarity to action.
O Allocation of roles O Balancing skills O Establishing goals
6. It refers to the group member with the strongest contacts and networks, and is excellent at
bringing in information and support from the outside.
O Implementer O Resource investigator O Team worker
7. A team role where a well-organized and effective member is capable of turning big ideas
into manageable tasks and plans.
O Implementer O Resource investigator O Team worker
8. A team role where the member is the one who is most likely to come out with original
ideas and challenge the traditional way of thinking about things.
O Coordinator O Implementer O Plant
9. A team role where the leader has a clear view of the team objectives and skilled in
gathering contribution of team members.
O Coordinator O Plant O Sharper
10. The team role where the leader is full of drive in making things happen and getting things
going.
O Coordinator O Plant O Sharper
11. The stage where the leader encourages participation allowing differences to surface so
that members become more assertive in clarifying their roles and what is expected of
them.
O Adjourning O Performing O Storming
12. The stage where conflicts are resolved resulting to team harmony and unity.
O Norming O Performing O Storming
13. The realization and accomplishment of the team objectives which requires dissolving
intense social relation and returning to permanent assignments.
O Adjourning O Performing O Storming
14. The stage in team building where members share personal information, start to get to
know and accept one another, and begin turning their attention toward the group’s tasks.
O Forming O Norming O Performing
15. What stage in team building emphasizes the significance of the formation of a team?
O Forming O Norming O Performing
II. MODIFIED TRUE OR FALSE. Write TRUE if the statement is correct, if FALSE,
change the underlined word with the correct answer. Write your answer on the space
provided for.
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____________1.Team building refers to the collaboration, coordination, complementation of

talents, skills and abilities among the different members of a team.
____________2. Listening happens when members are given time to ask questions, interact,
and discuss the objectives of the team.
____________3. Team refers to a number of people who interact with coordination and
cooperation in the accomplishment of a specific task.
____________4. Teamwork refers to a variety of methods, approaches, and processes of
enabling a group of people by forming them into a cohesive unit working in
unison.
____________5. Persuading refers to the encouragement of a leader given to the individual
member in order to exchange, defend, and then to ultimately rethink their
ideas.
____________6. The most important factor in team building is respecting because the leader
is able to give due credence and support to the individual members with
their views and ideas.
____________7. In the forming stage, the leader must initiate an in-depth knowledge among
the members of the team to bridge whatever barriers and foster deeper
relationship.
____________8. Norming is the stage where the members compete for positions of relative
control and discuss about the appropriate direction of the group.
____________9. Performing is the stage in team building where the leader must emphasize
the formation of a team.
____________10.The realization and accomplishment of the team objectives requires
dissolving intense social relation and returning to permanent assignments
happens in adjourning.
____________11. The task of sharper is to see to it that the discipline of the team is achieved.
____________12. The plant is the member of a team who is most likely to come out with
original ideas and challenge the traditional way of thinking about things.
____________13. The resource investigator is the group member with the strongest contacts
and networks, and is excellent at bringing in information and support from
the outside.
____________14. The team worker is a well-organized and effective member capable of
turning big ideas into manageable tasks and plans.
____________15. The completer is the one who drives the deadlines and makes sure they are
achieved.
III. ESSAY. Answer the following questions briefly but substantially. 15 points each.
Rubrics:
Ideas - 5 points
1. Why is team building important in the workplace?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________
2. Why do you think members of a team have a specific role to perform instead of doing
one’s prerogatives?
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________
3. How does teamwork contribute in the realization of an organization’s mission, goals,
and objectives?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________
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Module
Human Rights
4
This module tries to explain that there are a lot of misconceptions about human rights.
It is often times misinterpreted, misused and abused. Some people associate it with leftist. An
advocate of human rights is sometimes branded and suspected as a rebel, a radical, and
activist or in some cases, a communist. There are also instances where those in the
government like the PNP and the military have this wrong notion that such is only for the
rebels. Others think that these are the rights which give one “absolute freedom”, to do what
one desires.
Objectives:
1. Enhance awareness and understanding on human rights concepts,
classifications and principles;
2. Establish a culture where human rights are respected, protected and
fulfilled; and
3. Provide knowledge and understanding on Students’ Rights, Duties and
Responsibilities (Education Act of 1982).

ability.


LESSON 12: WHAT IS HUMAN RIGHT?

1. Art.III Sec 11 of the Philippine Constitution provides that “the state values the
dignity of every human person and guatantees full respect for human right”
42
2. Article III, the Bill of Rights protects the rights of every Filipino citizen.
3. The United Nation ( UN) defines human rights as those rights. Which are inherent
in our nature and without which we cannot live as human beings.
4. The Philippine Commission on Human Rights ( PCHR) on the other hand defines
it as those rights that are supreme, inherent and inalienable rights of life, dignity,
and self-development. It is the essence of those rights that makes man human.
Human rights are inherent in the sense that as human beings, we are born equal in
dignity and in rights. It is a right given to us from the moment of conception. Under the
Philippine Law, human rights start from the moment of conception such as the right to live.
This is contrary to other foreign laws which recognize only the right of a person to life upon
birth. This is the reason why abortion is not legal in our country.
It also refers to those individual rights and freedom that pertain to the human person
highlighted in the UDHR (Universal Declaration of Human Rights) by reason of man’s
humanity, whether they are civil, political, economic, social, and cultural rights.
SEVEN (7) UNITED NATIONS INTERNATIONAL HUMAN RIGHTS TREATIES/

DECLARATIONS
1. Universal Declaration of Human Rights
2. International Convention Economic, Social, Cultural Rights
3. Convention on the Rights of the Child.
4. Convention on the Elimination of Discrimination against Women.
5. International Convention on the Rights of Migrant Workers and their families.
6. Convention on the Elimination of Racial Discrimination.
CLASSIFICATIONS OF HUMAN RIGHTS

According to Source
a. Natural/ Moral Rights
–God-given rights acknowledged by everybody to be morally good. These rights
prevail as norms of society. They are accepted based on the conscience of
mankind. (e.g. right to life, dignity and self-development)
b. Legal Rights
1. Constitutional Rights- those rights guaranteed in the Constitution. (Article III–
Bill of Rights of the 1987 Constitutional)
a. Right to life.
b. Freedom of Speech
c. Freedom of the Press and assembly
d. Freedom of Religion
e. Right to Privacy
f. Right to private correspondence
g. Right of abode & travel
h. Right of own & inherit property
i. Equal protection of the law
j. Right to remain silent
k. Right to peaceful assembly
l. Right to meet a witness face to face
m. Right to due process of law( a law which hears before it condemns)
n. The right to know your rights ( Miranda Doctrine)
o. Right against degrading and cruel treatment.
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2. Statutory Rights –Those promulgated and passed by legislative body.

According to Aspect of Life
A. Civil Rights –those that law enforce at the instance of private individuals for the
purpose of securing to them the enjoyment of their means of happiness. These rights
guarantee people from abuses of agents of the state in the exercises of the inherent
powers states:
Power of Taxation –the right of the state to require the citizens to share their property
to the government by asking them to pay their taxes.
Power of Eminent Domain –the right of the state to take a private property for the
welfare of the people but upon just compensation to the owner.
Power of Power – Power of the state to destroy private property if it becomes a
hazard or public nuisance to the community.
B. Political Rights –those rights which enable us to participate in running the affairs of
the government either directly or indirectly. (e.g. the right to vote and be voted upon,
right to information on matters of public interest or concern, right to initiative and
referendum). These rights are guarantees against State abuse. They referred to as
justifiable rights because they can be immediately enforced once violated. They are
also called the negative rights because the state is refrained from violating them.
C. Economic, Social and Cultural Rights – those rights of the people to self-
determination and to pursue economic, social and cultural development, and financial
security. These rights ensure a life of dignity to people. They are called positive
rights or programmable rights because their fulfilment depends upon the resources
and political will of the State and what the State is expected to take effective
measures in fulfilling them.
Social Rights –In relation to one’s dealing with other people like contract marriage,
right to obtain an education, right to rest and leisure, etc.
Economic Rights –it is the right to earn a living, right to operate a business, the right
to form unions, free choice of employment.
Cultural rights –rights with respect to one’s ethnic origin, beliefs, customs, and
practices.
Under ICESCR, the State is under obligation to assure the progressive realization
of these rights. Rights to the highest attainable health, right to adequate food, right to
education, right to social security, and right to work.
According to its Derogability
a. Absolute or non-derogable are rights that cannot be suspended, restricted, limited, or

taken away even in emergency situations. These are seven rights listed as absolute
rights under the International Covenant on Civil & Political Rights as follows:
1. Right to life
2. Right against torture and Cruel, inhuman, or degrading treatment
3. Right to be recognized as a person before the law
4. Freedom against slavery and servitude.
5. Right not to be imprisoned due to non-payment of debt due to poverty(
this does not include swindling and spending the money of others)
6. Freedom of religion
7. Right against ex post facto laws
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b. Non-absolute or derogable rights can be suspended or taken and may be limited due
to public morality, welfare, and security. Right to freely move- limited through the
imposition of curfews. Condition of Suspension of derogable rights.
According to Recipient
Individual Rights are those rights being accorded to individuals.
Collective Rights (also called “The Peoples’ Rights” or Solidarity Rights) are rights
of the society, those that can be enjoyed only in company with others.
LESSON 13: HUMAN RIGHTS PRINCIPLES

These are essential conditions to facilitate the defenite enjoyment of rights. They
guarantee development.
1. Accountability ( answerability/liability)–the government is answerable to those
governs. It must be responsible for all its decision and actions.
2. Attention to vulnerable groups – Special attention and importance must be given to
the promotion and protection of human rights of those belonging to vulnerable groups
or marginalize sectors of society namely:
 Women
 Elderly
 Prisoners
 Persons with disability
 Children
 Youth
 Indigenous people
3. Empowerment- “Sovereignty resides in the people and government authority
emanates from them. Sovereignty is the power to act for and on thier own behalf to
claim thier rights.
4. Equality and Non-discrimination- All persons are entitled to and should enjoy
human rights on equal basis.
5. Equity- One has to be fair, just and impartial in ensuring respect, protection and
promotin of fundamental rights and freedom.
6. Good Governance- It refers to the power way of handling the managemnet of the
government with involvement of the people conncerned. “ Grass-root participation” in
decision making and policy formulation is highly appreciated in order that they truly
respond to the people’s need.
7. Indivisibility- Human Rights are not piecement rights and freedoms, hence, not
capable of division. Human rights are intertwined the absence of one right negates the
presence of the other.
8. Interdependence and Interrelatedness- The fulfillment, enjyment , or exercise of a
particular right cannot be attained without the realization of other rights.
9. Legislative Capacity- The legislature must formulate laws that promote and protect
the inherent dignity of every human being.
10. People’s participation- The human person is the center of the development. As the
beneficiary of development, he/she should involves in the activities whch concerns
him/her.
11. Transparency- The paramount aspect of governance is transparency which mirrored
in well informed constituents.
12. Universality- Human Rights are endowed to every human distinction regardless of
race and nationality.
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RIGHTS OF STUDENTS IN SCHOOL

(EDUCATION ACT OF 1982)
Sec. 9. Rights of students in school. In addition to other rights, and subject to the
limitations prescribed by law and regulations, students and pupils in all schools shall enjoy
the following rights:
1. The right to receive, primarily through competent instruction, relevant quality

education in line with national goals and conducive to their full development as
persons with human dignity.
2. The right to freely choose their field of study subject to existing curricula and to
continue their course therein up to graduation, except in cases of academic deficiency,
or violation of disciplinary regulations.
3. The right to school guidance and counselling services for making decisions and
selecting the alternatives in fields of work suited these potentialities.
4. The right to access one’s own school records, the confidentiality of which the school
shall maintain and preserve.
5. The right to the issuance of official certificates, diplomas, transcript of records,
grades, transfer credentials, and other similar documents within thirty days from
request.
6. The right to publish a student newspaper and similar publications, as well as the right
to invite resource persons during assemblies, symposia, and other activities of similar
nature.
7. The right to free expression of opinions and suggestions, and to effective channels of
communication with appropriate academic and administrative bodies of the school or
institution.
8. The right to form, establish, join, and participate in organizations and societies
recognized by the school to foster their intellectual, cultural, spiritual and physical
growth and development, or to form, establish, join and maintain organizations and
societies for purposes not contrary to law.
9. The right to be free from involuntary contributions, except those approved by their
own organizations or societies.
DUTIES AND RESPONSIBILITIES OF STUDENTS

(SEC. 15, EDUCATION ACT OF 1982)
In addition to those provided for under existing laws, every student shall:
1. Exert his utmost to develop his potentialities for service, particularly by undergoing
an education suited to his abilities, in order that he may become an asset to his family
and to society.
2. Uphold the academic integrity of the school, endeavour to achieve academic
excellence, and abide by the rules and regulations governing his academic
responsibilities and moral integrity.
3. Promote and maintain the peace and tranquillity of the school by observing the rules
of discipline, and by exerting efforts to attain harmonious relationships with fellow
students, the teaching and academic staff and other school personnel.
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4. Participate actively in civic affairs and in the promotion of the general welfare,
particularly in the social, economic and cultural development of his community and in
the attainment of a just, compassionate, and orderly society.
5. Exercise his rights responsibly in the knowledge that he is answerable for any
infringement or violation of the public welfare, and of the rights of others.
LESSON 14: SEXUAL HARASSMENT IS A VIOLATION OF

HUMAN RIGHTS
Sexual Harassment is an act or series of acts involving any unwelcomed sexual
advance, request or demand for a sexual favour, or other verbal or physical behaviour of a
sexual nature.
Section 2 of Republic Act 7877, otherwise known as the Anti-Sexual Harassment Act
of 1995.
Sexual Harassment is a work, education, or training-related sexual advances

committed by an employer, employee, manager, supervisor, agent of the employer, teacher,
instructor, professor, coach, trainer, or any other person who, having authority, influencing,
or moral ascendancy over another in a work or training or education environment, demands,
requests, or otherwise requires any sexual favor from the other, regardless of whether the
demand, request, or requirement for submission is accepted by the object of said act.
Forms of Sexual Harassment

a. Physical
1. Malicious Touching
2. Overt Sexual Advances
3. Gestures with Lewd insinuation
b. Verbal, such as but not limited, to requests or demands for sexual favor, and lurid
remarks.
c. Use of objects, pictures or graphics, letters or written notes with sexual
underpinnings.
d. Other forms analoguous to the foregoing.
Sexual Harrassment committed in an education or training environment:

1. Against one who is under the care, custody, or supervision of the offender;
2. Against one whose education, training, apprenticeship, tutorship is entrusted to the
offender;
3. When the sexual favor is made a condition to the giving of pssing grade, or the
granting of honors and scholarship, ot the payment of stipend, allownce, or other
benefits, priveledges or consideratons;or
4. When the sexual advances result in an intimidating, hostile offensive environment for
the student, trainee, or apprentice.
Any person who directs or induces another to commit any act of sexual
harassment as herein defined, or who cooperates in the commission thereof by
another, without which it would not have been committed, shall also be held liable
under this Act.
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The rights of others and those of the community also limit the exercise of
one’s rights. The Golden Rule generally applies, DO NOT DO UNTO OTHERS
WHAT YOU WOULD NOT WANT OTHERS DO UNTO YOU.
Your right ends when the right of others begin!
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I. MULTIPLE CHOICES: Choose the Human rights principle described in the following
items by writing the letter of the answer on the space provided.
________1. One has to be fair, just, and impartial in ensuring respect protection, and
promotion of fundamental rights and freedom.
A. Accountability
B. Empowerment
C. Equity
D. Indivisibility
________2. Giving priority attention to women, aged, indigenous peoples, and other
marginalized sectors of society.
A. Attention to vulnerable groups
B. Equality & non-discrimination
C. Good Governance
D. People’s participation
________3. Ethnic origin, Creed, social status, and sexual orientation do not make any
person a lesser child of God.
A. Accountability
B. Equality
C. Equity
D. Indivisibility
________4. All other rights could not only be realized when the rights to life is respected,
protected and fulfilled.
A. Empowerment
B. Good governance
C. Indivisibility
D. Interdependent
________5. Public servants must at all times serve the people with utmost responsibility,
loyalty, and efficiently.
A. Accountability
B. Legislation
C. Peoples participation
D. Transparency
________6. It provides the government the chance to understand the programs and projects
of the government by keeping themselves informed of its activities.
A. Accountability
B. Empowerment
D. Transparency
_______7. Capacitating and involving the grassroots in effecting change and development.
A. Attention
B. Equity
D. Transparency
_______8. Responding to the people’s needs and promoting the best interest and welfare of
the government.
A. Good governance
B. Indivisibility
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C. Legislative
D. Transparency
_______9. It is the formulation of laws which promotes and protects human dignity.
A. Good governance
B. Indivisibility
C. Legislative
D. Universality
_______10. Man cannot be denied of his/ her right in exchange of guaranteed the enjoyment
of another specific right.
A. Accountability
B. Equality
C. Good Governance
D. Universality
_______11. It refers to the promotion of the state to require and demand voluntary
contributions from citizen.
A. Police Power
B. Power of Appropriation
C. Power of Eminent Domain
D. Power of Taxation
_______12. It refers to the promotion of the best interest and welfare of the entire populace.
A. Accountability
B. Equality
C. Empowerment
D. Indivisibility
______13. It is the power of the state to destroy, seize and control property and people for the
sake of common welfare.
A. Police Power
B. Power of Eminent Domain
C. Power of Expropriation
______14. It refers to the power of the state to take private property to be exclusive devoted
for public purpose with payment of just compensation.
A. Police Power
B. Power of Eminent Domain
C. Power of Expropriation
______15. It refers to God- Given rights or the right possessed by a person from birth.
A. Economic Right
B. Natural Right
C. Political Right
D. Social Right
II.Identification: Identify what is being asked in the following statements and write your
answer on the space provided for.
________________1. God-given rights acknowledged by everybody to be morally good.
These rights prevail as norms of society. They are accepted based on
the conscience of mankind.
________________2. It is the power of the state to destroy private property if it becomes a
hazard or public nuisance to the community.
________________3. It is the right of the state to require the citizens to share their property
to the government by asking them to pay their taxes.
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________________4. These rights enable us to participate in running the affairs of the

government either directly or indirectly.
________________5. In relation to one’s dealing with other people like contract marriage,
right to obtain an education, right to rest and leisure and others.
________________6.The right to earn a living, right to operate a business, the right to form
unions, free choice of employment.
________________7.The right with respect to one’s ethnic origin, beliefs, customs, and
practices.
________________8. The right of the state to take a private property for the welfare of the
people but upon just compensation to the owner
________________9. Those rights guaranteed in the Constitutional. (Art.III-Bill of Rights of
the 1987 Constitutional)
________________10. Those that law enforce at the instance of private individuals for the
purpose of securing to them the enjoyment of their means of happiness.
These rights guarantee people from abuses of agents of the state in the
exercises of the inherent powers state.
III. Identification of duties and rights.

1. As a student, what are your rights, duties and responsibilities?
STUDENT’S RIGHTS DUTIES AND RESPONSIBILITIES
2. Cite examples of the following rights:
Civil and Political Economic Social and Cultural
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IV. ESSAY. Answer the following questions briefly but substantially. 15 points.
Rubrics:
Ideas - 5 points
Expound: Your right ends when the right of others begin!

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________
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Module
Gender & Development
5
The Philippine government as well as the civil society work together foo gender
equality within a framework which recognizes women’s potential for participating in and
contributing to the entire development process.
This module gives emphasis to the Gender and Development (GAD)’s perspective
that looks at development in the context of socio-cultural and political realties in the
Philippine society as these reflect the different roles, perspectives, and expectations assigned
to women and men.
Objectives:
1. Gain information on the evolution and legal bases of gender and
development;
2. Expand your knowledge and understanding on gender concepts and
principles;
3. Discuss issues and concerns pertaining to violence against women; and
4. Enhance and promote gender equality and women empowerment.

ability.


53
LESSON 15: GENDER AND DEVELOPMENT

WOMEN in the past are “regarded as second class citizens” whose duty and
responsibility is confined to the walls of the home. Oppression and unequal treatment of
women in the Philippines are deeply rooted in our culture. The values, beliefs and norms of
the society contribute to gender inequality. Women in a patriarchal society are generally
viewed as pambahay(for the house), pangkama(for the bed), and pangkusina(for the kitchen).
Occupation and job opportunities are open only to men and seeing women work in places
dominated by men is a taboo which society does not accept. The rise of women’s liberation
movement, gender movements and modernization changes view. Women are now regarded
as partners and the Philippine Constitution highly esteemed the indispensible contribution of
women in the achievement of progress and development (Article XII).
The Philippine Government as well as the civil society work together for gender
equality within a framework which recognizes women’s potential for participating in and
contributing to the entire development process has not been fully attained. The Gender and
Development (GAD) perspective looks at development in the context of socio-cultural and
political realities in the Philippine society as these reflect the different roles, characteristics,
and expectations assigned to women and men.
Definition of Terms
Sex – refers to the biological or physical characteristics or attribute of a person, which is used
as basis for classifying them into females or males.
Gender – refers to the different roles, expectations, and privileges assigned to men and
women by society such as his/her social roles, the behaviour that she/he learned through
socialization, as well as the person’s own image of herself/himself based on social
expectations. It refers to a person’s feminity or masculinity. It also refers to the social
relations between men and women in society.
Sex and Gender are used interchangeably but at times not appropriately. They are basically
used to classify individuals into female and male (biological) and feminine or masculine
(cultural).
Gender roles are society’s expectations of behaviour patterns, assignment of obligation and
distribution of privileges considered appropriate to one’s sex. They are institutionalize
responses to human environment, and are historically-rooted and culture-bound. Like other
elements of culture, the discovery of one’s gender identity and learning of one’s gender roles
takes place through the socialization process.
Gender and Development is a research and applied study that implements a feminist
approach to understand the impact that economic development and globalization have on
people based upon their location, gender, class background, and other socio-political
identities.
LEGAL BASES OF GENDER DEVELOPMENT
1. International Law
Universal Declaration of Human Rights (UDHR) adapted by the United
Nations General Assembly on December 10, 1948 recognizes the rights of women
54
and the duties of the states to protect and promote such rights, including right to
freedom from violence.
Convention on the Elimination of All forms of Discrimination against
Women (CEDAW). Adopted in 1979 by the UN general Assembly and went into
force as a national treaty after having been ratified by 20 nations. The instrument
acknowledges that “extensive discrimination against women continues to exist”
and emphasizing that such discrimination violates the principle of equality of
rights and human dignity”. The treaty addresses the issue on all fronts: political,
social, economic, and cultural.
2. National Law (Philippine Legislation)

Republic Act 6725, an act strengthening the prohibition of discrimination
against women with respect to terms and conditions of employment;
Republic Act 7192 (Women in Development and Nation-Building Act),
provides the legal guarantee for equal rights and opportunities of women;
Republic Act 7877, (Anti-Sexual Harassment Act of 1995), which protects the
dignity of women by declaring sexual harassment as unlawful in the
employment, education, or training environment;
Anti-Rape Law of 1997, expanded the definition of the crime of rape,
reclassifying the same as a crime against persons which is punishable by
death;
Anti-Trafficking in Persons Act of 2002,helps prevent and suppress the
operations of trafficking of Filipino women and children and ensures their
implementation of measures that protect the victims of trafficking and penalize
the violators;
Republic Act 9262 (Anti-violence Against Women and their Children Act of
2004)
Republic Act 5949 declaring March 8 of every year as a working holiday to be
known as National Women’s Day;
Republic Act 7322 increasing the maternity benefit of women in the private
sector;
Republic Act 6792 mandating the establishment of Day Care Centres in every
barangay;
Republic Act 6955 outlaws the practice of matching Filipino women for
marriage to foreign nationals on a mail-order basis;
Republic Act 7688 giving representation to women in the social security
commission; and
Republic Act 8972, (Solo Parent Act of 2000), providing benefits and
privileges to solo parents and their children, appropriating funds thereof and
for other purposes.
GENDER ROLES CHARACTERIZED

a. Productive roles include activities that have an economic exchange value like those
that directly contribute to the family income.
b. Reproductive roles include the reproduction and maintenance of the human kind and
the family. These activities are connected with the role of giving birth, child rearing,
cooking, washing, cleaning the house, etc.
c. Community or social roles includes activities not limited to organizing the family but
community services, which are taken on voluntarily and which contribute to the
welfare of the community as a whole.
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ASPECTS OF GENDER ROLES

a. Positions within the social structure/hierarchy indicating:
- The proper locus of women and men perspective that is, how men and women
stand in the society or community
- Where men and women are expected to belong including the degree of respect and
responsibility.
b. Behaviours prescribed for women and men.
c. Proper relationships between roles.
LESSON 16: BEHAVIORAL SCIENTISTS VIEW ON GENDER

ROLE
Gender roles are not inborn. They are learned. Learning of gender roles begin in the
early stages of childhood.
Gender Role Socialization

Society molds the values and behaviour of each member to conform to prevailing
norms; transpires primarily within the context of the family and re influence by the church,
the media, the educational system, and the State.
Gender Division of labour

It refers to the assignment of tasks and roles to women and men on the basis on their
sex. Some tasks are considered women’s work; others are considered men’s work. This leads
to a recognizable gender division of labour. Traditional gender roles, as well as both public
and private, divide men and women.
Women are confined to the private concern of the HOME AND FAMILY. Outside
work are extensions of their domestic functions while men engage in the public of WORLD
AND POLITICS.
Gender differentiation keeps women in occupations deemed culturally appropriate.
Traditional gender roles do not only divide men and women from each other
but also limit their psychological and social potentials.
Women are denied access to the public world of work, power, achievement,
and independence. On the other hand, men are denied the role of becoming
nurturing, emotive, and oriented with domestic life.
Gender issues are instances of gender inequality recognized as obstacles or hindrance

to progress and development.
Marginalization: (economic)
Is the process which forces women out into the periphery of decision-making process
as well as diminishing the value of the activities in which they engage and through which
they contribute to the national development process.
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MANIFESTATION OF GENDER BIAS

Unequal pay for work of equal value
Under or non-valuation/recognition of women’s work
Last to be hired, first to be fired
Limited opportunities
Exacting sexual favors
Multiple Burdens:
Involvement in the 3 spheres of work: reproductive, productive, and community work.
- Parenting
- Housework
- Community work
- Work in the public sphere/informal sector
Gender Stereotyping:
It is the process of attributing a set of characteristics, roles and traits, favourable, or
unfavourable, to all members of a social group based on sex.
- Child rearing
- Religion
- Occupations
- Education
- Language
- Behaviour
- Government programs
- Popular culture
LESSON 17: MAJORITY VIOLENCE AGAINST WOMEN

REFERS TO ANY ACT OR A SERIES OF ACTS
COMMITTED BY ANY PERSON AGAINST A
WOMAN
Said act results in physical, sexual, or psychological harm or suffering, or economic
abuse including threats of such acts, battery, assault, coercion, harassment, or arbitrary
deprivation of liberty, whether occurring in public or private life. It could be verbal,
psychological, or physical.
Forms of Violence
 jokes
 Wolf whistle
 Peeking
 “chancing”/sexual harassment
 Domestic violence
 Rape
 Prostitution
 Co modification: the act of treating women as commodity person or object and not as
a person.
To achieve gender equality, both women and men’s roles and responsibilities in the
community should be taken into consideration by duty holders. All forms of discrimination
based on sex are corrected and eventually minimized especially in the access to development
57
opportunities if there is gender equality. Both practical and strategic gender needs therefore
should be addressed.
Need for women in society

a. Practical gender Needs – refer to the needs of both women and men to survive and
improve their lives economically.
b. Strategic gender Needs – are needs which address structural inequalities and biases.
It gives a deeper a deeper understanding of women’s subordination. They include
rights of women, protection from domestic violence, reproductive rights, and similar
concerns.
Concerns of Women
 Legal discrimination
 Non-reorganization of woman’s rights as human rights
 Multiple burden
 Unequal access to land
 Violence against women
 Politics and governance
 Justice, peace and order
 Employment
 Health
 Education
LGBT / LGBTQ Identity

Since the beginning, the development of Lesbian, Gay, or Bisexual,
Transgender (LGBT) is a complex and often difficult process. Unlike members
of other minority groups, most LGBT individuals are not raised in a community
of similar others from whom they learn about their identity and who reinforce and support
that identity. Rather, LGBT individuals are often raised in communities that are either
ignorant of or openly hostile toward homosexuality.
Because sexual identity development is a process for which LGBT individuals have
been unprepared and which is unsupported and stigmatized, it would seem that the process
would be characterized by inconsistency or incongruence among its affective, cognitive, and
behavioral components, such as behavior may not always coincide with identity.
However, psychological theory has long maintained that individuals seek to achieve
congruence among behaviors because incongruity generates psychological tension. Thus
same-sex oriented behavior may lead individuals to adopt an identity consistent with such
sentiments and behavior. Similarly, identification as gay or lesbian may lead individuals to
engage in sexual behaviors consistent with that identity.
Theorists have suggested that women are more likely than men to self-identify as
bisexual and that women are more “fluid” or “plastic” in their sexual identity than men. As
the time passed by, the rate of homosexuals is increasing every year and sometime in the
future, almost half of human population will be involved in homosexuality.
Legislation of LGBT Individuals

Section 3 of Republic Act 9710 provides that “All individuals are equal as human
beings by virtue of the inherent dignity of each human person”. The Philippine Constitution
provides that “The State values the dignity of every person and guarantees full respect for
human rights” (Article II,Section 11). It also guarantees every person the right to life,
58
security of person and privacy, right to be free from torture, arbitrary arrest and detention, the
right to be free from discrimination and the right to freedom of expression, and the right to
organize associations (Article III, Section 1,2,4,8,12).
59
I. TRUE or FALSE: Write TRUE if the following statement is correct and FALSE if it is
otherwise on the space provided for.
___________ 1. GAD looks at development in the context of economic and political

realities.
___________ 2. Sex refers to the differential roles, expectations, and privileges assigned
to men and women.
___________ 3. The unequal treatment of women in the past is deeply rooted in every
culture.
___________ 4. Traditional gender role enhances men and women psychological and
social potentials.
___________ 5. Co modification: the act of treating women as slaves and not as person.
___________ 6. Gender issues are instances of gender inequality recognized as obstacles
or hindrance to progress and development.
___________ 7. Reproductive roles centers on the economic maintenance of the human
kind and the family.
___________ 8. Violence against women refers to the process which forces women out
into the periphery of decision-making.
___________ 9. Violence is always a problem against women because of equality among
sexes.
___________ 10 In the past women is regarded as first class demanding adoration and
. respect by men.
___________ 11 Gender stereotyping is the process of attributing a set of characteristics,
. roles and traits, favorable or unfavorable social group based on sex.
___________ 12 History tells us that gender bias is of Spanish origin.
.
___________ 13 All forms of discrimination based on sex are corrected and eventually
. removed especially in the access to development opportunities if there is
gender equality.
___________ 14 Gender refers to a person’s feminity or masculinity.
.
___________ 15 Women in a patriarchal society are generally viewed as person in the
. house and the kitchen.
II. Indicate five (5) activities or actions that are supposed to be STOPped, STARTed
and CONTINUEd in the way we treat women and LGBTs.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________
III. Identification of duties and rights.
STOP DOING START DOING CONTINUE DOING
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IV. ESSAY: Answer the following questions briefly but substantially. 15 points.
Rubrics:
Ideas - 5 points
1. As a student, what can you do to stop gender inequality at home, in school, and in
other places?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________
2. If you are a lawmaker, what law or laws will you propose to lessen, if not to cease, the
inequality of sexes and remove discrimination of women and LGBTs in our society?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________
61
Module Environmental
Education &
6
Management
Studies and experiences clearly manifest that abuse of the environment causes
tremendous effect and changes in climate brought about by abuse and misuse of the
environment. Although most of the things that belong to the environment and its natural
resources are given to man as free, its abuse has become a global concern due to global
warming, pollution, and other hazards that pose a threat to man’s existence. The effect is
alarming and causes devastating effect to man’s survival.
This module will enlighten us on what we are doing wrong to Mother Earth, and that
it is not yet too late to start changing our ways and redirect our steps because our micro
effects will have a macro effect to help save our home, our planet, our Mother Earth.
Objectives:
1. Realize the importance of environmental education, protection and
management to development;
2. Familiarize yourselves to basic terms, concepts, and principles on
environment;
3. Enhance and promote environmental protection through proper solid
waste disposal and management; and
4. Instill positive attitudes and values which are essential in making the
students effective vanguards of the environment.

ability.


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LESSON 18: ENVIRONMENTAL EDUCATION AND

MANAGEMENT?
Environmental education and management is a process that allows individuals to
explore environment issues, engage in problem solving. As a result, individuals develop a
deeper understanding of environment issues and have the skills to make informed and
responsible decisions.
ENVIRONMENT refers to the complex physical, chemical, and biotic factors

outside an individual necessary for progress and development.
MANAGEMENT is a set of principles relating to the functions of planning,

organizing, directing, controlling, and their application of these principles in harnessing
physical, financial, human, and informational resources efficiently and effectively to achieve
organizational goals.
BASIC CONCEPTS IN ENVIRONMENT
a. Interdependence or interconnectedness. Everything in this world is related and

interdependent with one another. The use and abuse of one will greatly affect each other
causing imbalance and threat to the environment. In the utilization of the environment
man needs to be wary in order to maintain equilibrium.
b. Diversity and stability. Diversity and plurality create and promote environmental
stability. Science explains the cycle of life and the indispensable necessity of variance in
creation. This explains the theory of symbiosis wherein things are necessary and exigent
in the maintenance of the existence of another.
c. Change. “The process of change is the only thing that is permanent in the world”.
Change is constant and its effect in the ecological system is disturbing reason for
governments of different countries to enact laws that safeguard and protect the
environment. Such program was manifested through the establishment of different
animal sanctuaries to protect the endangered species from extinction.
d. Balance of Nature. Nature has its own way of replenishing and maintaining itself. The
activity of man should be in conformity with the laws of nature to maintain its capability
of equilibrium. Governments should enact stricter laws and higher penalties for violators
of environmental protection. Companies who dispose pollutants, toxic, and hazardous
wastes should not be given permit to operate to enhance the maintaining aspect of nature.
e. Finiteness of Resource. Everything which has beginning has its end. Natural resources,
though abundant and have replenishing capabilities, can be depleted when abused and
over exploited. Observation and lessons from history tell us that man uses up more than
the coping power of nature causing great calamities and disasters. Today the water level
is going deeper and deeper as our forests are losing trees. The need to balance and
refurnish what we used up to maintain the balance of our ecosystem is urgent. Scientists
and experts are worried that global warming will turn more ice in the North and South
Poles causing great floods that will endanger the earth.
f. Material Cycle. “The waste you throw will return a greater waste to you”, was the
message of a TV advertisement regarding environmental protection. Degradable
materials can be utilized as organic fertilizers and other non-biodegradable materials can
63
be recycled in order to curtail the excessive depletion of natural resources. Material cycle
gives us better understanding that everything must go somewhere. Man and animals emit
carbon dioxide to keep other living things survive and plants give off oxygen for the
maintenance of animal life. Pollution poses grave threat and danger to the material cycle
and is hazardous to every living being. People, especially those in charge with
industrialization, progress, and development should see to it that they are done
congruence with nature and man’s survival.
g. Carrying Capacity. The world seems to be getting smaller and smaller everyday.
Population increases tremendously and the area of food production are getting smaller
due to housing demand and places for leisure and fun, result of which is lower food
production and sky rise or prices of goods and commodities. More and more agricultural
lands are converted into industrial and economic usage causing shortage of food supply.
When real needs over wants, pleasure and desire prevail, and population continues to
grow, the earth as habitat of life-form will cease to be as it should be. We can reclaim
part of the sea to expand the land coverage but we cannot expand the land coverage but
we cannot expand the size of the world. The earth has its carrying capacity and food
supply capacity, turning more area into economic and businesses zones will decrease are
of food production posing threat to the future generation.
h. Cooperation. The need for greater in safeguarding the natural resources and the
environment is a work of everybody. The preservation of the natural resources and
environment is everybody’s concern and responsibility. No matter how strict the laws
that are enacted concerning the safeguard of the environment are if people do not do their
part and contribution, come will the time when only the affluent survive. Laws and
movements in safeguarding the ecosystem and the natural resources should be a battle
cry everybody must fight to make this world last for longer years.
i. Stewardship. Psalm 8 beautifully describes what man is, his duty, and responsibility.
“Man is made little less than a God, crowned with honor and glory placing all things
under his feet.” God gave everything as free and man was charged with the responsibility
as steward and caretaker. Yet greed and the love of things made man desire for more,
clothing him with so much authority and power and become master of what he is
supposed to oversee.
BASIC ENVIRONMENTAL PRINCIPLES

a. Nature knows best
b. All forms of life are important.
c. Everything is connected to everything else.
d. Everything changes.
e. Everything must go somewhere.
f. Ours is a finite earth
g. Nature is beautiful and we are stewards of God’s creation
ENVIRONMENTAL MANAGEMENT
Solid waste problem remains the most controversial environmental and pressing
problem of every society. According to study the volume of waste of a person in Metro
Manila is approximately 0.6 kg of garbage per day which amounts to a total amount of about
6,000 to 7,000 tons of garbage per year. Despite the fact that not all of this can be collected
by the municipal collection system, people seem to be unconcerned with the amount of solid
and semi-solid waste they produce and even more unconcerned of health and environment
posed by this current situation.
64
Most people have the mistaken notion that proper garbage collection is the magic
solution to our waste problem. Unfortunately, simple disposal is not the most sufficient
answer to this concern. On the contrary, the best solution lies in the reduction of waste at
source and segregating both wet and dry garbage, or into biodegradable or into biodegradable
and non-biodegradable or residual garbage. This means that first and foremost, we should
consider how much waste is generated and where we can reduce if not eliminate the
production of waste altogether. Secondly, we should consider how much waste we produce
can be diverted from final disposal into other usable recycled products.
Definition of Terms
 Biodegradable - any material that can be broken down naturally by occurring
organism such as bacteria and fungi in air, water, and soil.
 Compost – decayed organic material for use as soil conditioner or fertilizer.
 Composting – biological degradation under controlled conditions.
 Domestic waste - refuse from households, as distinguished from industrial waste,
agricultural waste, hospital waste, etc. which may be classified as biodegradable.
 Food materials – include certain kinds of seeds, pulp, peelings, pickles, sweets or
candies, or snacks.
 Hazardous waste – special types of waste containing the chemical, biological, and
radioactive elements which are harmful to human health.
 Incineration – the controlled process by which combustible wastes are burned and
changed into gases and residues that contain little or no combustible materials.
 Non-biodegradable – any material that cannot be degraded or decomposed by
naturally-occurring organisms such as bacteria in air, water, and soil.
 Putrescible – a substance that decomposes at a certain temperature in contact with
air and moisture; generally containing nitrogen.
 Recycling – the re-use, retrieval, recommission of element/matter for any and all
purposes necessary to healthful and productive living; the process by which waste
materials are transformed into new products in such a manner that the original
products may lose their identity.
 Solid waste – includes anything thrown away, such as garbage, rubbish, trash, litter,
junk, and refuse of any source.
LESSON 19: SOURCES AND TYPES OF SOLID WASTES

Types of Solid Wastes
Source Facility Type of Waste
Single family dwelling, Bulky household, food, ashes,
Multifamily dwelling, low, glass, metals, paper packaging
Domestic
medium and high-rise waste, hazardous household
apartments waste.
Shops, restaurants, Food, glass, ashes, packaging
Commercial markets, buildings hotels metals, household waste,
and motels, institution hazardous household waste.
Fabrication, light and
Industrial process waste, metals,
heavy manufacturing,
Industrial lumbers, plastic oils, hazardous
refineries, chemical plants,
waste
mining, power generation
65
Construction and Soil concrete, timber, steel,

Demolition plastic, glass, vegetation
Agricultural
Pesticides, farm wastes
Waste
Composition of Solid Wastes

General
Typical Composition Detailed Composition
Composition
Organic Food putrescible Food, Vegetables
Polyethylene terephthalate (PETE)
High density polyethylene (LDPE)
Paper and cardboard Polypropylene (PP)
Polystyrene (PS)
Other multiplayer plastics
Clothing/Fabric Textiles, carpets, rubber, leather
Yard waste Garden trimming
Wood
Tin cans, ferrous metals, aluminum, non-
Inorganic Metals
ferrous metals
Glass Colorless, colored
Dirt, ash etc. Dirt, screening ashes, stone, bricks
Unclassified Bulky items
Classification of Solid Wastes

Solid wastes are wastes arising from human and animal activities that are normally
solid and discarded as useless or unwanted. They are classified according to point of origin
and nature chemicals. Solid wastes include things we commonly describe as garbage, refuse,
and trash. In the domestic environment solid waste includes papers, plastics, food wastes, ash,
etc. In industries, paper, packaging, timber, and plastic containers make up the bulk of solid
wastes in addition to liquid-solid sludge from wastewater plants.
a. Classification of Solid Waste according to the point of origin

 Domestic
 Commercial
 Industrial
 Street
 Institutional
 Demolition or construction
 Agricultural
b. Solid waste according to nature of Material-physical composition
 Organic
 Inorganic
 Combustible
 Non-combustible
INTEGRATED SOLID WASTE MANAGEMENT

It is the selection of combination of techniques, technologies, and management
programs to achieve waste management objectives.
66
a. Source reduction and waste minimization – means reducing the amount that is
generated at the following sources:
1. Production units from food and household products
2. Production units from commercial products
3. Shopping outlets/household
4. Offices, commercial properties, and institutions
b. Recycling and reuse

Reduction at source will proportionately reduce the amount of waste that must
be managed and will indirectly conserve our vital natural resources. This can be
achieved by segregation of wastes into:
1. Compostable/biodegradable: kitchen wastes, garden wastes, animal wastes,
human wastes
2. Recyclable/non-biodegradable: metals, rubber, dry paper/cartons, cloth/dry
processed fiber, leather, hard shells, plastic containers
3. Non-recyclable residual waste: sanitary napkins, disposable diapers, worn-out
clothes, PVC, ceramics, composite packaging, candy wrappers/sachets,
squeezable bottles
4. Special waste – spray canisters, tires, radios, stereos, and other broken appliances
5. Hazardous waste – paints, thinners, batteries, petroleum product and pesticides.
They have to be separated from the other waste because mixing them can cause
explosion or poisonous chemical reactions. Even different brands of the dame
product may contain incompatible ingredients that may react when mixed
together.
Application of this strategy will decrease the weight and volume of packaging
materials and promote the use and re-use of containers such as returnable bottles.
c. Waste Transformation
Composting is a process where microorganisms in an oxygen environment
decompose biodegradable organic materials such as food waste, fruit peelings, plant
debris, and other cellulosic materials. This can be done through aerobic and anaerobic
methods.
Compost is a humus-like material that results from the aerobic biological

stabilization of the organic materials in solid waste. Its operations of solid wastes
include preparing refuse and degrading organic matter by aerobic microorganisms.
Refuse is pre-sorted, to remove materials that might have salvage value or cannot be
composted, and is ground to improve the efficiency of the decomposition process.
This then can be both a soil conditioner and a fertilizer for flowerbeds, vegetable
gardens, lawns, and for planting new trees or shrubs. There are three kinds of
composting namely aerobic, anaerobic, and vermicomposting.
a. Aerobic composting – the compost pile passes through the different stages. A
warming up stage from 40° C to 60° C until it reach its peak at 73° C and a cooling
down period, a return to 40° C to 45° C, once steam is released, the process is
complete. We have to turn the piles at least once or twice a month to provide the
air needed in the decomposition. Sprinkling enough water on the compost is
another very important thing to remember.
67
b. Anaerobic (without air) Composting – a static method of composting. You

throw the biodegradable wastes into the compost heap and allow some time for
decomposition to begin.
c. Vermicomposting contains not worm castings, but also bedding materials and
organic wastes at various stages of decomposition. It also contains worms at
various stages of development and other microorganisms associated with
composting processing.
How to make Compost

The process of composting utilizes biodegradable wastes from the kitchen and
garden. Microorganisms like fungi and bacteria helps in the decomposition
process. The following are the steps on how to make compost.
1. Reduce the biodegradable wastes into finer portions to make decomposition process
faster.
2. Place it in a compost pit or to the different composters such as tire towers, clay pot
composters, plastic bags etc. as discussed below. Burning on top of the piles should
be avoided because it will kill the decomposers and, therefore, delay the composting
process.
3. Small amount of water should be added to hasten the microbiological activity.
4. Add a layer of soil on top to control the odor and prevent waste matter from attracting
other small animals like the insects.
5. With the use of spade turn the pile at least once or twice a month to provide the
needed air to hasten the composting process.
6. Always check the consistency of the pile if it is already dark and soil-like which
indicates that is ready for use.
Types of Composters
1. Twin pits – dig two–meter pits that are a meter deep and half meter apart. Small
twigs at the bottom re placed and a hollow tube is inserted at the center as an air inlet.
2. Tire towers – two piles of old car tires are used as containers for composting.
Aeration is done by inserting between the tires. If placed directly on cemented
ground, the bottom is lined with soil first.
3. Bottomless composters – old drums, cans, plastic water containers, and even old jute
or rice sacks can be used. The bottoms are removed from these containers. For sacks,
the bottom is ripped off seam and supported with three posts or pegs.
4. Clay pot composters – 10 flower pots are used in alternately by turns. By the time
the tenth pot is full, in about a month’s time, the first pot will be ready to use.
5. Plastic bag composters – plastic bags are lined with soil. A layer of chopped
biodegradable wastes are placed into the bag is full. The contents of each moistened
before stacking them one atop another.
Compost bins – these may be constructed from chicken wire or any durable basket material.
They are designed to adequately accommodate the necessary ingredients and also to allow
access of air.
d. Land fill
Sanitary landfill is the cheapest satisfactory means of disposal, but only if
suitable land is within economic range of the source of the waste.
There are three types of sanitary landfills:
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1. Trench method – is first excavated, its base and sides being properly lined.
Waste is then spread and compacted in an excavation. The cover material used
comes from the excavated soil. This is best suited for flat or gently sloping
land where the ground water table is deep below the surface.
2. Area method - the waste is spread and compacted on the natural surface of
the ground and cover material is spread and compacted over it. The area
method is best suited for flat or gently sloping landsite where no natural slope
exists. It can be adapted, to ravines, valleys, quarries, abandoned strip mines
or other land depressions.
3. Ramp method – is a combination/variation of the area and trenching
techniques. Waste is spread and compacted on an existing slope. Cover
material exists directly in front of the working face and then spread over the
waste and compacted. The excavated area thus becomes a part of the cell to be
worked the following day.
HAZARDOUS WASTES
Hazardous wastes are solid wastes or a combination of solid wastes which identity,
concentration of physical or infectious characteristics:
a. Characteristics of Hazardous Waste

1. Ignitable - the substance causes and enhances fires
2. Corrosive – the substance destroys tissues or metals
3. Reactive – the substance is a danger to health, water, food and air.
b. Hazardous waste management - a comprehensive and integrated management of

toxic substances and hazardous wastes which adheres to the waste management
hierarchy of source reduction, recycling, treatment, and safe disposal for the
protection of personnel, environment, and property.
c. The three main goals of hazardous waste management

1. Protection of the environment
2. Improvement of public health
3. Conservation of energy
69
I. IDENTIFICATION: Identify the correct word which corresponds to the meaning of
the sentences or phrases stated below.
________________1. It explains the theory of symbiosis wherein things are necessary and
exigent in the maintenance of the existence of another.
________________2. It refers to the capacity of the earth to maintain equilibrium and
balance to the different life forms in the environment.
________________3. It refers to the decayed organic material for use as soil conditioner or
fertilizer.
________________4. It is the controlled process by which combustible wastes are burned
and changed into gases and residues that contain little or no
combustible materials.
________________5. It is the process of re-use, retrieval, recommission of element/matter
for any and all purposes necessary to healthful and productive living.
________________6. Include certain kinds of seeds, pulp, peelings, pickles, sweets or
candies, or snacks.
________________7. It is a material that cannot be degraded or decomposed by naturally.
________________8. It is a type of compost which utilizes the air in the process of decaying.
________________9. A substance that decompose at a certain temperature I contact with air
and moisture; generally containing nitrogen.
________________10. It is a static method of composting.
________________11. It is a type of composting which utilizes the use of worms.
________________12. Spray canisters, tires, radios, stereos and other broken appliances are
considered what kind of waste?
________________13. It refers to sanitary landfill where the waste is spread and compacted
on the natural surface of the ground and cover material is spread and
compacted over it.
________________14. They are constructed from chicken wire or any durable basket
material which is used for composting.
________________15. They refer to substances that destroy tissues or metals.
II. MULTIPLE CHOICES: Identify the correct answer by encircling the letter that
1. Which of the following is not a recyclable non-biodegradable waste?
A. Metals B. Paints C. Plastic containers D. Rubber
2. It can cause explosion or poisonous chemical reactions if not properly disposed.
A. Batteries
B. Human Waste
C. Sanitary napkins
D. Squeezable bottles
3. A process where microorganisms in an oxygen environment decompose biodegradable
organic materials such as food waste, fruit peelings, plant debris, and other cellulosic
materials.
A. Burning B. Composting C. Incineration D. Recycling
70
4. A process by which combustible wastes are burned and changed into gases and residues
that contain little or no combustible materials.
A. Composting B. Incineration C. Recycling D. A,B,C
5. Any material that can be broken down naturally by occurring organisms such as bacteria
and fungi in air, water and soil is:
A. Biodegradable B. Non-biodegradable C. Putrescile D. Recyclable
6. The reuse, retrieval, recommission of element/matter for any and all purposes necessary to
healthful and productive living.
A. Composting B. Incineration C. Recycling D. A, B, C
7. Which of the following is a compostable/biodegradable waste?
A. Animal waste B. Human waste C. Kitchen wastes D. A, B, C
8. Which is not a characteristic of hazardous waste?
A. Corrosive B. Ignitable C. Reactive D. Recyclable
9. Which is not a composter?
A. Clay composter B. Tire towers C. Trench method D. Twin pits
10. Which is not a special waste?
A. Broken appliances B. Pesticides C. Spray canisters D. Tires
11. Small twigs at the bottom are placed and a hollow tube is inserted at the center as an air
inlet. Which kind of composter is being described?
A. Bottomless composter
B. Clay pot composter
C. Plastic bag composter
D. Twin composter
12. Using old drums, cans, plastics water containers, and even old jute or rice sacks, which
kind of composter is being described?
D. Twin composter
13. A layer of chopped biodegradable waste are placed into the bag then topped with soil or
leaves, which kind of composter is being described?
D. Tire composter
14. Two piles of old car tires are used as containers for composting, which kind of composter
is being described?
D. Tire composter
15. Which of the following waste is organic?
A. Cans
B. Glass
C. Metals
D. Sanitary napkins
IV. ESSAY. Answer the following questions briefly but substantially. 15 points.
Rubrics:
Ideas - 5 points
71
1. What or who do you think is the real enemy of our Mother Earth? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What are the solid waste management practices in your respective homes?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Write an essay about “Mother Earth 20 years from now….
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
72
Module Health Education

7 &Disaster Management
Health is one of the most important aspects of life. It is an indispensable condition of

happy and peaceful living. An ounce of prevention is better than a pound of cure. Health, we
often hear, is wealth. The absence of health paralyzes an individual in the realization of any
activity and plan. One may have all the money and resources but without health, his money
and resources are futile. The importance of health is vital in every person because it is one of
the many aspects of life that money cannot buy reason for every individual to be wary and
cautious in order to prevent him from losing health.
This module will focus on health promotion and temporary urgent treatment
especially so during emergency situations.
Objectives:
1. Know the importance of health education and disaster management;
2. Familiarize yourselves to basic terms, concepts, and principles of health
education and disaster management;
3. Provide knowledge and skills in administering first aid and other
emergency procedures; and
4. Develop the ability to respond and attend to different types of disasters
and calamities.

2. Read through the module test (self-test) and try to answer them to the best of
your ability.
3. Your answers to this self-test are to be submitted to the faculty concerned after
the test for assessment.


73
LESSON 20: HEALTH

Health is a complete fitness of the body, soundness of mind, and wholesomeness of
the emotion, which makes possible the highest quality of effective living and service.
BASIC TERMINOLOGIES:
Health Education - It is the sum total of the experiences which favourably influence habits,
attitudes, and knowledge relating to the individual and the community.
Hygiene – it is the science of promoting and prolonging health.
Public Health – it is the science and art of preventing disease and promoting and prolonging
life through organized effort.
Sanitation – it refers to the establishment of the environmental condition favourable to
health.
School health – it includes all the acts carried on in a school system in the interest of the
student’s health.
Importance of studying health

a. Medical record shows that current health practices are poor.
b. People’s attitude towards health does not lead to hygienic living.
c. People lack basic information regarding health matters.
d. Habits affect health and school can develop health habits.
Principles related to health

a. Heredity, environment, and mode of living determine one’s health.
b. The student’s health is a joint responsibility of the home, the school, as well as the
community.
c. Teaching health in the school is principally in the hands of the health teacher.
d. Teaching health education is included in the curriculum starting from kindergarten up
to college.
e. The health specialist of the school should have a better understanding sympathy,
cooperation, and support in order to have an effective health education.
f. Better accomplishment of the medical and dental, and nursing services of the school
lies in the health instruction and the development of healthy attitudes and habits.
g. The promotion of the teachers is the important to the health education program as well
as to the quality and cost of education.
h. What constitutes a valuable element in the health education of the students is the
professional skill and initiative of the teacher.
i. It is very essential to develop the health practices of the student starting from the
kindergarten until he becomes old enough to understand the scientific reasons upon
which these practices rest.
Essential Facts which men should know (Fuentes, et.al. 1999)
a. Heart disease – one of the leading causes of the death among men is heart disease.
This disease is brought by lack of concern for diet as well as stressful lifestyle.
b. Hospital – men visit the doctor when they can no longer bear the pain. So, if their
disease is already severe, the tendency is to stay longer in the hospital.
c. Violence
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FACTS ABOUT HEALTH

According to FUENTES (1999), women tend to live longer and are generally far
healthier than men yet they visit the doctor twice as often. When they are in the best of
health, their basic biological function i.e., menstruation, pregnancy, and childbirth, and
menopause frequently require medical intervention. Said study shows the increasing and
predominantly silent crisis in man’s health and well-being.in the 1920’s, the life expectancy
of males and females was roughly the same. Now, life expectancy among males is over 10%
lower of 7 years shorter than that of women. The consequence is that men are at greater risk
for several of the top killers-heart disease, cancer, suicide, accidents, and violence.
ESSENTIAL FACTS, WHICH MEN SHOULD KNOW (FUENTES, Et. Al. 1999)
• Heart disease. One of the leading causes of the death among men is heart disease.
This disease is brought by lack of concern for diet as well as a stressful lifestyle.
• Hospital. Men visit the doctor when they can no longer bear the pain.so if their
disease is already severe; the tendency is to stay longer in the hospital.
• Violence.is the use of physical force so as to injure, abuse, damage, or destroy.
Acquired Immune-Deficiency Syndrome (AIDS) is a viral disease caused by

Human Immuno-deficiency Virus (HIV) which attacks and weakens the body’s
immune system and ability to resist infection making it vulnerable to diseases and
infections. The high risk groups are homosexuals, polygamous heterosexuals, and
intravenous drug users. Sexual intercourse is the most common mode of transmission of HIV
infection leading to weakened (deficient) immune system. This makes a person with HIV
vulnerable to a particular group of illnesses (syndrome)
HIV can be passed on by exchange of bodily fluids: blood, breast milk, semen, and
vaginal secretions. It can pass through the mucus membranes directly into the bloodstream. It
can be transmitted during anal, oral, or sexual contact; when receiving infected blood
transfusion, when sharing hypodermic needles as in the case of drug users, and during
pregnancy and childbirth.
HIV infection is not transmitted by:

1. Casual physical contact
2. Airborne droplets expelled when coughing or sneezing
3. Donating blood, as the equipment used is disposable
4. Mosquito or other insect bites
5. Sharing food or utensils
6. Swimming pools
The HIV/AIDS virus is difficult to detect. Victims usually suffer and die from other
ailment to which they become susceptible due to the virus which destroyed or seriously
impaired the immune system. The following are usually the early signs of virus assault:
Flu-like symptoms such as night sweats, persistent cough, swollen lymph glands, fatigue,
shortness of breath, skin rashes, diarrhea, loss of weight, fever, and viral infection.
Stages of HIV Infection

1. Early Stage
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HIV has an incubation period of 5 – 10 years. No signs of infection yet.

Though infections do not manifest during this period, the carrier of such virus is
highly infectious even without symptoms. AIDS/HIV is asymptomatic during the later
stage of the disease.
2. Middle Stage
It is characterized by high fever and swollen lymph node, recurring flu, cough,
fever and loss of appetite, body pains, tiredness, and weakness. Mouth and skin
infections due to decrease resistance level sweating and weight loss.
3. Final Stage
Full-blown stage characterized by chronic diarrhea, pneumonia, pulmonary
disease, TB, difficulty in breathing, chest pains, and cough. Skin infections,
irritations, and rashes usually around the anus, genitals, and mouth brain infection or
cancer, nausea, and blurred vision.
Who are vulnerable to HIV?

 People in prostitution
 Men who have sex with men
 Injecting drug users
 Overseas Filipino workers
 Young People
Preventive Measures
1. Abstinence and faithfulness to partner should be encouraged. Maintain monogamous
sexual relationship and avoid sexual contact with prostitutes.
2. Good sex education programs encourage delayed sexual debut. Avoid sex,
particularly unprotected sex, consistent and correct condom use and avoidance of
drugs. Intravenous drug-abusers who share needles because other users may be
HIV/AIDS positive.
3. Access to youth-friendly reproductive health information and services, including
prevention and treatment of STDs, and voluntary and confidential HIV counselling
and testing.
4. Prevention among young women/prevention of mother-to-child transmission. Women
infected with AIDS should be discouraged from getting pregnant since the infection
could be transferred to the new born and the unborn.
5. Consult a doctor if you suspect HIV infection.
6. Screening blood donors. Infected donated blood is one of the sources of AIDS
infection.
7. Vigilance especially on the part of medical practitioners.
Philippine AIDS Prevention & Control Act (R.A. 8504, 1998)
The law provides that “The state shall promote public awareness about the
causes, modes of transmission, consequences, and means of prevention and
control of HIV/AIDS through a comprehensive nationwide educational and information
campaign organized and conducted by the State.
“Such campaigns shall… be carried out in all schools and training centers,
workplaces, and communities. This program shall involve… people living with
HIV/AIDS.”(Section 2.a)
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It further asserts that “The State shall extend to every person suspected or known to
be infected with HIV/AIDS full protection of hi/her human rights and civil liberties,”
(Section 2.b)
LESSON 21: WHAT IS FIRST AID?

FIRST AID
The Boy Scout motto “be prepared” manifest one’s ability to cope with any
eventually that might come in life. Preparedness and cautiousness is a key to well- planned
life. Emergency strikes without warning and notice, knowing how to react quickly to a given
situation gives us an edge to handle situation. Knowledge of the emergency procedure is
essential in life and death situation.
What is First Aid?

First aid is the skilled application of immediate temporary care and treatment using
facilities or materials which are available at hand during the time of an incident given b any
trained person until proper medical assistance arrives.
Urgent treatment is needed when emergency comes. A trained individual or a first
aider gets into the scene to preserve the victim’s life; prevent complications or keeps the
condition of the victim from worsening, aids recovery, comforts the victim and helps relieve
the pain. The duty of a first aider commenced the moment an accident happens and ends
when the services of a medical practitioner preferably a doctor begins. However, through
report, evaluation, and assessment of the incident and the nature and gravity of the injury and
the condition of the victim should be made and given to the physician.
Qualities of Good First Aider

1. Must be gentle and careful in handling the victim by not causing or adding pain.
2. Must be observant and sensitive with what the victim feels and needs and pays
attention to all signs of injury and pain in the body of the victim.
3. Must be dedicated and willing to help and extend assistance without expecting
anything in return.
4. Must be resourceful by using things which are available to help aid the victim.
5. Must be cheerful helps ease the pain by making the victim confident help cheer and
make the victim feel better. One has to have a good sense of humour to be able to
cheer-up the victim.
6. Must be sympathetic-knows how to comfort the victim by giving assurance cares and
is concerned.
7. Must be tactful in order for the victim to have confidence; Make the victim confident
and assured that the necessary help is being administered.
Directions for First Aiders

1. Adjust the victim to the proper position.
2. Examine the victim. Check for injuries.
3. First aid should be given immediately.
4. Check and maintain the victim’s body temperature.
5. Call a doctor.
6. Keep curious people away.
7. Make the victim happy and comfortable.
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8. Appropriate transportation should be provided to the victim as well as tender loving

care.
9. Do not give any liquid to an unconscious victim.
Important Emergency Procedure
The basic support system of the body are circulation and respiratory, for
without this function, life cannot be sustained. To effectively support these system, Basic Life
Support (BLS) procedures have been designed to intervene when these system are assessed to
need intervention. Indications for BLS are:
 Primary respiratory arrest. The heart is able to circulate the blood until all the oxygen
present in the blood and lungs has been depleted, at which time the vital oxygen,
such as the brain and heart, will cease to function and the will stop breathing
(respiratory arrest) from number of causes. These include drowning, an object in the
airway suffocation smoke inhalation, stroke, drug overdose, heart attack, injuries,
and coma.
 Primary cardiac arrest. When the heart stops beating, blood is not circulated, and the
oxygen in the blood is used up by the tissues and organs in the matter of seconds.
Among the causes for the heart to stop beating are a massive heart attack, fibrillation
(twitching) of the ventricles, and beating to fast (tachycardia).
Before instituting any emergency procedure, there must be an assessment of the

victim. The assessment involves:
1. Response ----- Is the victim conscious

2. Breath ----- Is the victim breathing?
3. Pulse ----- Is the victim’s heart beating?
The major important emergency procedures that are needed from time to time in
rendering first aid to someone who is injured or seriously ill are outlined below, They are
called the CABs of cardiopulmonary resuscitation (CPR).
1. Circulation ----- Provide external chest compression.

2. Airway ----- See if the airway is open.
3. Breathing ----- Give artificial respiration.
ARTIFICIAL RESPIRATORY
Artificial respiration can be given, even if breathing has not entirely stopped, but is
very slow and weak. Time your breathing out with the victim’s breathing in.
Step 1
A. Establish unresponsiveness. Know if the victim is conscious or not.
B. Look for the chest movement and place your ear to his mouth to check for breathing.
C. Call for medical help.
Step 2
“Chin lift,” if no neck injury is suspected.
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A. Tilt the victim’s head to a “sniffing” position (as when you smell a rose) by lifting up
his neck with one hand while pushing back on his forehead with the other.
B. Pinch the victim’s tongue and chin between your fingers. Wipe any foreign material
from his mouth (using your finger and a handkerchief) ,and see that his tongue has not
fallen backward.
Step 3
Pinch the victim’s nose shut, take a deep breath, place your mouth firmly over his
mouth, and give two quick breaths in rapid succession. In the case of children, cover both
nose and mouth with your mouth
Step 4
Remove your mouth from the victim’s face. Look toward his chest so you can observe
it fall, and listen to the sound of escaping air. Feel his breath on your face. If you feel none,
try exhaling into his mouth again, more vigorously this time. If his chest still does not rise,
the windpipe is obstructed. If the victim is a child, slap sharply between the shoulders and
clear the mouth of any obstructing material. If the victim is an adult, use the Heimlich
manoeuvre.
Step 5
Continue blowing air into the victim’s lungs every five seconds ( twelve to fourteen
times a minute ) until he resumes normal breathing.
Caution: When giving mouth-to –mouth respiration to infants or very small children,
remember that their lungs capacity is small. Do not over inflate a child’s lungs. Only empty
the air you can hold in your cheeks. Give gentle, small exhalation and watch the child’s chest
rise and fall. If the airway is obstructed, hold the child by the feet and gently thump between
the shoulder blades.
CARDIOPULMONARY RESUSCITATION (CPR)
When the heart stops beating, the circulation of blood cease, and
thereafter breathing terminates. An emergency measure called cardiopulmonary resuscitation
(CPR) should be administered.
Procedures:
Step 1
Establish the victim’s unresponsiveness--- that he she is unconscious:
Look, Listen, Feel.
Step 2
Call for help.
Step 3
Lay the victim on his back on a firm surface, such as on the floor. His arms should be
parallel to his sides. And his head should be slightly lower than his chest.
Note: if there is a possible neck injury, avoid moving the victim’s neck as you
position him.
Step 4
Tilt the victims head back, and with one hand behind his neck, raise it upward. This
will bring his chin up and open his airway. Clear his mouth of any foreign materials. The
ideal head neck position is “sniffing” (as if smell a rose).
Step 5
Give two quick breaths.
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Step 6
Check the victims pulse.
Step 7
In adults, place a finger in the notch at the lower end of the victim’s breastbone. Place
the base of the one of your palms 1 inch (2.5 cm) above the finger in the notch. Now remove
the finger from the notch and place that hand on the back of the other hand. Keep your arms
straight while kneeling at rights angles to the victim.
Step 8
1
Push straight down, compressing the chest of an adult 1- to 2 inches, smoothly and
2
regularly. Between compressions, keep your hands lightly in contact with his chest. Give
eighty compression pr minute.
Step 9
After fifteen compressions lean forward, tip the victim’s head, and give him two full
breaths in four seconds
Step 10
After every minute or two, check the victim’s pulse (preferably in the neck) and
breathing for five seconds. Look for rise of the chest; listen to breath sounds, and feel his
breath on your face.
Caution: For infants and small children, the force of compression should not
bruise the heart or fracture the ribs. In babies, the pressure should be gentle,
exerted through the tips of the operator’s index and long fingers. In eight to ten
fingers years old, apply pressure with the heel of one hand.
FIRST AID FOR COMMON ACCIDENTS
1. Severe Bleeding
Too much bleeding can be fatal. Both internal and external bleeding are life
threatening problems that require immediate attention to prevent death. To stop excessive
bleeding from wounds, apply pressure on the area in case of shallow wounds. For deep
wounds, apply pressure on it with your finger until a clot is formed.
If there is no obvious bleeding after an accident but the victim goes into shock, there
may be internal bleeding. The following are the signs:
a. paleness
b. loss of consciousness
c. rapid breathing and rapid pulse rate
d. cold sweat
e. drowsiness
f. cold and moist skin
2. Poisoning
Common signs of poisoning
a. vomiting
b. redness or burns around the mouth of a victim
c. nausea
d. abdominal pain
e. diarrhea
f. confusion
g. convulsion
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Types of poisoning
1. Poisons injected through the skin. This includes bites or stings from animals, reptile,
and insects.
2. Poisoning by skin contact. Many chemicals do not only injure the skin but can be
absorbed into the blood stream and affect body organs.
3. Poisoning by inhalation. Inhalation of poisonous gas such as carbon monoxide.
4. Poisoning by mouth. Swallowing a poisonous product or corrosive poison.
FIVE IMPORTANT PROCEDURES

Procedure A:
When the victim is unconsciousness administer artificial respiration if needed. Do not
give fluids or try to induce vomiting. If vomiting occurs spontaneously, turn the victim’s head
so that the vomit drains freely, and save it for examination.
Procedure B:
When the victim swallowed a petroleum product like kerosene, gasoline, benzene,
paint thinner, fuel oil, and naphtha, do not induce vomiting. Provide artificial respiration if
needed. If the victim is conscious, give him a glass of milk or egg white or crushed banana to
soothe the membranes.
Procedure C:
When the victim swallowed a corrosive poison like strong acids or alkalis-battery
acid, soldering compound, lye, caustic soda, drain and toilet cleaners, and dishwashing
detergents, do not induce vomiting. The damage occurs in the mouth and oesophagus. Give
the victim a glass of milk, or water if no milk is available. Cream, egg white and cracked ice
are also helpful.
Procedure D:
When the poison is causing the victim to convulse do not prevent movements, but
protect against further injury. Loosen the clothing around the victim’s neck. Keep your
fingers out of victim’s mouth to avoid being bitten. Do not give fluids or try to make the
victim vomit. If vomiting occurs spontaneously, turn the victim’s head so the vomit drains
freely, and save it for examination.
Procedure E:
When the victim is conscious and not convulsing and has not swallowed a petroleum
product or corrosive poison, take the following steps:
a. Dilute the poison in the victim’s stomach by having him drink milk or water.
b. Induce vomiting to empty the stomach.
c. If it is available, give activated charcoal to absorb any poison that remains.
3. Choking
This can happen when a piece of food or foreign object blocks the wind pipe which
causes a victim difficulty in breathing or to stop from breathing. If the obstruction is only
partial, the victim can usually breathe in enough air to cough and dislodge the object. If the
stairway is totally blocked, immediate action is needed.
What should be done?

a. Open the victim’s mouth and sweep a hooked finger deep inside in order to remove
the obstruction.
b. Slap the victim hard between the shoulder blades four times with the heel of your
hand.
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c. If the victim is a small child, raise your leg and hold him face down over thigh, with
his head lower than his chest while slapping.
d. If the victim is a bigger child or an adult, hold his head lower than his chest.
e. If you fail to remove the obstruction, perform the Heimlich manoeuvre until such time
the obstruction is removed.
f. If this fails, do mouth-to-mouth resuscitation.
4. Drowning
This is an incident in which anybody can be a victim especially those who do not
know how to swim.
What should be done?

a. Immediately pull the victim out of the water
b. If the victim is coughing, it means that he is still breathing, immediately put him in
the recovery position so that the water from his lungs and airways will be drained.
c. Immediately conduct mouth-to-mouth resuscitation if he is not breathing. If there is
no pulse, do cardiopulmonary resuscitation.
5. Fracture and Dislocation
These could happen when a person falls hard.

a. The first aider should be skilled in handling a simple fracture properly
b. Avoid handling and moving the injured person until a splint is applied.
c. Place two sticks on each side of the broken part.
d. Place padding made of soft material between the sticks and he injured part.
e. Tie the sticks firmly above and below the injury.
f. If the victim is not breathing but there is pulse, do mouth-to-mouth resuscitation.
g. If he is breathing and there is no pulse, do cardiopulmonary resuscitation.
h. Try to stop bleeding. Cover open wound with clean cloth or sterile dressing.
i. If you have to move the victim before medical help arrives, immobilize the broken
part to prevent further injury.
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I. IDENTIFICATION: Identify the correct word which corresponds to the meaning of
the sentences or phrases stated below.
________________1. It is the skilled application of immediate temporary care and treatment
using facilities or materials which are available at hand.
________________2. It includes all the acts carried on in a school system in the interest of
the students’ health.
________________3. It refers to the establishment of the environmental condition favourable
to health.
________________4. It is the science of promoting and prolonging health.
________________5. It is the sum total of the experiences which favourably influence habits,
attitudes, and knowledge relating to the individual and the community.
________________6. It is a kind of accident where a piece of food or foreign object blocks
the windpipe causing the victim to breathe difficultly or stop from
breathing.
________________7. It is a complete fitness of the body, soundness of mind, and
wholesomeness of emotion.
________________8. It is the science and art of preventing disease and promoting and
prolonging life through organized effort.
________________9. It is the name of the virus that weakens body’s immune system.
________________10. It is a viral disease which attacks and weakens the body’s immune
system and ability to resist infection.
________________11. A trained individual in preserving the victim’s life; prevents
complications or keeps the condition from worsening.
________________12. The first applied in cases of choking.
________________13. It refers to the application of immediate and temporary assistance to a
person who is experiencing sickness or dangerous situation.
________________14. It is the excessive flow of blood from wounds and cuts.
________________15. A situation which manifests the following symptoms: vomiting,
redness, burns around the mouth of a victim, nausea, abdominal pain,
diarrhea, confusion, and convulsion.
II. MULTIPLE CHOICES: Identify the correct answer by encircling the letter that
1. HIV infection is transmitted by __________.
A. Casual physical contact
B. Donating blood
C. Mosquito or other insect bites
D. Sexual intercourse
2. Which of the following determine one’s health?
A. Environment
B. Heredity
C. Lifestyle
D. All of the above
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3. The stage in the development of HIV/AIDS characterized by high fever and swollen lymph
nodes, recurring flu, cough, fever, loss of appetite, body pains, tiredness and weakness.
A. Early stage
B. Middle stage
C. Final stage
D. Terminal stage
4. Which of the following is vulnerable to HIV/AIDS?
A. Injecting drug users
B. Overseas Filipino Workers
C. People in prostitutions
D. All of the above
5. AIDS could be prevented through ___________.
A. Faithfulness to partner
B. Good sex education programs
C. Monogamous sexual relationship
D. All of the above
6. The blocking of the wind pipe caused by a swallowed piece of food or foreign object
resulting in difficulty of breathing or death.
A. Choking
B. Dislocation
C. Drowning
D. Poisoning
7. Before instituting any emergency procedure, an assessment of the victim should be
conducted. Which of the following is not necessary to check at the moment?
A. Breath
B. Blood pressure
C. Victim’s pulse
D. Victim’s response
8. What should be done by a first aider in attending to the victim?
A. Call a doctor
B. Keep curious people close
C. Give any liquid to an unconscious victim
D. All of the above
9. It is the most common mode of transmission of HIV infection leading to weakened
(deficient) immune system is _______?
A. Sharing of needles
B. Drinking and drug use
C. Sharing of food and utensils
D. Unprotected sexual intercourse
10. Which is the most effective single way of preventing the spread of infection?
A. Vaccination
B. Sterilization
C. Hand washing
D. Taking a daily bath
11. On an infant, where would you check the pulse?
A. Behind the kneecap.
B. Inside the wrist just above the hand.
C. Inside the arm between the elbow and shoulder.
D. On the neck, to the right or left side of the windpipe.
12. Where is the carotid artery located?
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A. Behind the kneecap.

B. Inside the wrist just above the hand.
C. Inside the arm between the elbow and shoulder.
D. On the neck, to the right or left side of the windpipe.
13. For an infant who is choking, you would perform __________.
A. CPR
B. Heimlich maneuver
C. Back blows and chest thrusts
D. Hold the infant upside down and strike between the shoulder blades.
14. Breathing emergencies may be caused from _______.
A. Hyperventilation
B. Asthma or allergic reactions
C. Injury to a muscle or bone in the chest
D. All of the above
15. A person, who is unconscious, not breathing, has a weak pulse, needs ________.
A. CPR
B. Rescue breathing
C. Heimlich maneuver
D. Back blows and chest thrusts
16. When performing an adult CPR, you give ________.
A. 1 slow breath and 10 chest compressions.
B. 2 slow breaths and 15 chest compressions.
C. 3 slow breaths and 15 chest compressions.
D. 5 slow breaths and 10 chest compressions.
17. When performing CPR on a child, you give ________.

A. 1 slow breath and 5 chest compressions.
B. 2 slow breaths and 10 chest compressions.
C. 2 slow breaths and 15 chest compressions.
D. 4 slow breaths and 20 chest compressions
18. When performing infant CPR or rescue breathing, what kind of breaths should you give
to avoid forcing air into the infant’s stomach?
A. Hard and fast
B. Long and hard
C. Smooth and fast
D. Slowly and gently
19. Your role in making the EMS system work effectively includes the following steps:
A. Check, Call, Care, Protect
B. Recognize, Decide, Call, Provide
C. Elevate, Identify, Decide, Execute
D. None of the above
20. When and to whom should you give rescue breathing?
A. Conscious choking victim
B. Unconscious choking victim
C. Unconscious, no pulse, not breathing
D. Unconscious, not breathing, but has a pulse
21. When caring for a choking infant, what position is the infant held in?
A. Face up on a flat surface.
B. Upside down by the ankles and shoulders.
C. Face down on your knee, with head lower than the body.
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D. Face down on your forearm with head lower than the body.
22. What is the most common reason for an infant’s heart to stop?
A. Allergy
B. Injury
C. Breathing problems
D. SIDS (Sudden Infant Death Syndrome)
23. To encourage people to help others in emergency situations, most states have enacted
laws, which protect you, as a rescuer, from being sued. This is called?
A. The Good-Will law
B. The Good Samaritan law
C. The First Aid No-Fault law
D. There is no such law
24. A boy on your bus has been coughing for over a minute, what should you do?
A. Begin rescue breathing and call 911
B. Give medical attention as quickly as possible
C. Encourage the boy to cough and get medical attention ASAP
D. Encourage the boy to cough and begin giving abdominal thrusts
25. A man is having a heart attack, he has medication with him, what should you do?
A. Have the victim lay down, call 911.
B. Call 911, place medicine in mouth and begin CPR.
C. Give the medicine to him placing it under the tongue, call 911.
D. Assist him with the medicine, call 911, and reassure him until help arrives.
26. A boy enters your bus, you smell alcohol. He passes out before you get to his bus stop.
What should you do?
A. Take the boy back to school.
B. Allow the boy to sleep it off and take him home.
C. Drive the boy to the nearest fire station or hospital.
D. Stop the bus, check for breathing and pulse. Call 911.
27. A girl is not breathing but has a pulse, what would be the best course of action?
A. Call 911, and begin rescue breathing.
B. Call 911, and begin CPR immediately.
C. Call 911, check for blocked airway, begin CPR.
D. Call 911, and wait for professional medical help to arrive.
28. Where would you check the pulse on a 12-year-old boy?
A. At the side of the neck.
B. On the inside of the wrist.
C. On the middle of the arm between the elbow and shoulder.
D. Both A and B
29. When performing CPR on an adult, how deep should the chest compressions be?
A. 1 1/2 inches
B. 2 inches
C. 2 1/2 inches
D. 3 inches
III. ESSAY: Answer the following questions briefly but substantially.15 points.
Rubrics:
Ideas - 5 points
1. Do you think lives can be saved even without a fist aid kit? Why or why not?
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
2. When you witnessed an emergency by yourself, should you call 911 first or provide
care to the victim immediately? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
3. What is the significance of studying health education in your course?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
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Module
Disaster Preparedness
8
This module stresses that being prepared in case of disaster is everybody’s concern
and responsibility. Though the prime duty of the government is to avert and safeguard people
from incoming disasters and other forms of catastrophes, citizens as well are encouraged to
do their part in the prevention of incoming disaster that might destroy lives and properties.
Objectives:
1. Familiarize yourselves on the basic steps in attending to emergency situations;
2. Provide knowledge and skills to prepare in any emergency situation; and
3. Develop the ability to respond and attend to different types of disasters and calamities.

ability.


LESSON 22: DISASTER AND CALAMITIES

Disaster and calamities may strike anytime, anywhere without warning. Like a thief
in the night, they sneak into our lives and if caught unprepared, the damage and havoc they
cause is devastating and severe. It could mean a life and death situation; loss of life and
property. Disaster and calamities choose no place to strike whether at home, in school, at
church, in the workplace or in the streets, reason for us to be always ready and prepared for
less damage and loss.
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Being prepared in case of disaster is everybody’s concern and responsibility. Though

the prime duty of the government is to avert and safeguard people from incoming disasters
and other forms of catastrophes, citizens as well are encouraged to do their part in the
prevention of incoming disaster that might destroy lives and properties.
Definition of Terms
Disaster
This refers to the natural or man-made disruption and disturbance of the functions of
the society causing great losses to lives, property, and the environment. When natural and
man-made disturbances are dangerous and turn actual events as killing machine, injure a lot
of people, and cause considerable damage to resources and investments, it becomes disaster.
Disaster Preparedness
This refers to one’s ability to respond to incoming calamities with effective and
appropriate measures in order to lessen, thwart and abate possible dangers and destruction it
brings to lives and property. It is characterized by the presence of an effective mechanism and
plans whereby an impending danger brought about by disaster is arrested through effective
communication system for the proper information dissemination and ample preparation by
acquiring enough knowledge and information about disastrous situations.
Relief
This refers to temporary or permanent stability caused by effective measures and
employment of necessary solutions that follow after a disaster. It is the satisfaction of
immediate and basic needs of the survivors like food, clothing, shelter and medical care.
Rehabilitation
This refers to the immediate action taken in order to facilitate the employment of
necessary assistance and care to the victims of a disaster; a place where victims of disaster are
relocated to avoid further injury and damage to their health and for faster service and care.
GENERAL EFFECTS OF DISASTER
1. Loss of life
2. Injury
3. Damage and destruction of property/infrastructure
4. Disruption of production and destruction of substance and cash crops/loss of
livelihood/economic loss
5. Disruption of essential and basic services
6. Emotional and psychological disturbance
APPROACHES TO DISASTER MANAGEMENT

1. Prevention – these are actions designed to impede the occurrence of a disaster or its
harmful effect on communities and key installations;
2. Mitigation – these are programs intended to reduce the ill effects of disaster;
3. Preparedness – these are measures which enable governments, organizations,
communities and individuals to respond rapidly and effectively to disaster situations.
4. Disaster Impact – this reminds us that effects of different kinds of disaster vary.
5. Response – these are measures taken immediately prior to and following disaster
impact.
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6. Recovery – the process by which communities and organizations are assessed in

returning to their proper level of functioning following a disaster.
7. Development – this provides the link between disaster-related activities and national
development.
CONSTRAINTS/CHALLENGES IN DISASTER MANAGEMENT

1. Lack of appreciation and support to the Disaster Preparedness Program by duty
holders;
2. Lack of strong and effective Disaster Coordinating Council at the local level;
3. Absence of Disaster Preparedness Planning;
4. Lack/absence of effective linkages for disaster operation;
5. Absence of a functional Disaster Operation Center especially at the local level;
6. Erroneous disaster reporting and monitoring; and
7. Insufficient knowledge and training on disaster management.
LESSON 23: DISASTER MANAGEMENT POLICIES

DISASTER MANAGEMENT POLICIES
1. Self-reliance through self-help and mutual assistance
2. Maximum use of resources in the affected areas
3. Planning and operation to be done at the barangay level, in an inter-agency, multi-
sectoral basis to optimize maximum resources
4. Documentation of plans of Disaster Operation Center members
5. Local leadership to take charge at their respective levels
6. National government to support local government efforts
7. Conduct of exercise and periodic drills at the local level to ensure the preparedness of
all concerned.
How to prepare?
 Find out what could happen. Stay informed.
 Make a household disaster and emergency plan, considering everyone in your
household.
 Reduce structural, non-structural and environmental risks in and around your home.
 Learn response skills and practice your plan.
 Prepared response provisions to survive for about a week. Prepare evacuation bags.
 Work together with your workplace, schools, neighbors and local community to
assess your risks, plan to reduce them, and prepare to respond.
RISK IDENTIFICATION AND RISK ASSESSMENT

Risk identification is the act of identifying negative and positive risks that impact an
objective.
For example: suppose you are planning a holiday in the Bahamas. After spending
several thousand dollars, you’ve bought the tickets and booked your rooms in a luxury resort.
A couple days before taking the flight, a hurricane hit the Bahamas and all resorts are closed.
Your holiday is cancelled and now you’re looking for refunds and an alternative holiday
location. This situation could have been avoided if you knew when hurricane season was.
Risk identified: Hurricane
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Risk Assessment: is when you gauge the consequence of the risk. In simple terms, the
probability and impact of the risk is taken into account.
Bahamas vacation example. In this case, the probability of hurricanes hitting the island is
dictated by the season. If you go during hurricane season, the risk assessment will indicate a
high probability. The impact on the vacation after a hurricane has hit would be constant for
both hurricane and non-hurricane seasons. In this case, the impact is abandoning the vacation.
That’s terrible isn’t it? Can you avoid this consequence by having an appropriate risk
mitigation strategy in place?
Difference: The key difference is that risk identification takes place before risk
assessment. This is logical because for you to assess anything, you first need to identify it.
Risk Identification tells you what the risk is, while risk assessment tells you how the risk will
affect your objective. The tools and techniques used to identify risk and assess risks are not
the same. To learn more about managing risks, refer to this Project Risk Management article.
Prevention and Mitigation: Are used as synonyms some prefer to drop the term
mitigation and use only prevention. The term mitigation can be comprised in the term
prevention. Mitigation means to reduce the severity of the human and material damage
caused by the disaster. Prevention is to ensure the human action or natural phenomena do not
result in disaster or emergency.
Types of Mitigation
 Primary mitigation
 Reducing the presence of the hazard
 Reducing vulnerability
 Secondary mitigation
 Reducing the effects of the Hazard
Principal Objectives of Mitigation

 Save lives
 Reduce economic disruptor
 Decrease vulnerability/increasing capacity
 Chance/ level of conflict
DISASTER RISK
According to the terminology of UNDRR: disaster risk is defined as “the potential
loss of life, injury, or destroyed or damaged assets which could occur to a system, society or
a community in a specific period of time, determined probabilistically as a function of
hazard, exposure, and capacity”. In the technical sense, it is defined through the combination
of three terms: hazard, exposure and vulnerability.
For example, when a settlement is established on the shores of a river, hydrologists
can identify and characterize flood hazard by carrying out a hydraulic analysis. According to
the UNDRR definition, a hazard is characterized by its "location, intensity or
magnitude, frequency and probability”. In some countries, such hazard areas outline the
geographic extent of floods that have a 100 year period of possible return. Any people, assets,
infrastructure, and ecosystems located inside the area are all exposed to potential damage
from floods. The degree of potential damage is then characterized by the area's vulnerability.
For example, this can be defined by the physical structure of a building, as well as by the
social and economic characteristics of a system. Additionally, hazard vulnerability can be
characterized by the capacities of a society to cope with a hazard.
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I. MULTIPLE CHOICES: Identify the correct answer by encircling the letter that
1. The ability to respond to incoming calamities with effective and appropriate measures in
order to lessen, thwart, and abate possible dangers and destruction it brings to lives and
properties.
A. Relief
B. Rehabilitation
C. Disaster preparedness
D. All of the above
2. Which of the following is not a natural hazard/emergency?
A. Drought
B. Pestilence
C. Hazardous spills
D. Climatic variability
3. Which is not a man-made disaster?
A. Drought
B. Lightning
C. Tsunami
D. Fire incidence
4. A gigantic sea wave generated by disturbances associated primarily with earthquakes
occurring below or near the ocean floor is __________.
A. Cyclone
B. Hurricane
C. Tidal wave
D. Typhoon
5. It is the term used in Northwest Pacific region which refers to a tropical storm.
A. Cyclone
B. Hurricane
C. Twister
D. Typhoon
6. Insufficient knowledge and training on disaster management leads to ________.
A. Depression
B. Spread of illness
C. Damage and loss of property
D. All of the above
7. A feeble shaking to violent trembling of the ground produced by sudden displacement of
rock materials below the Earth’s surface is called ________.
A. Cyclone
B. Earthquake
C. Hurricane
D. Tidal wave
8. Before the coming of a strong typhoon, one should not ___________.
A. Trim trees
B. Stay indoors
C. Monitor TV and radio reports
D. Stay close to slopes and foothills
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9. Which is not an effect of disaster/calamity?

A. Loss of life
B. Emotional disturbance
C. Disruption of basic services
D. None of the above
10. It is the immediate action taken in order to facilitate the employment of necessary
assistance to disaster?
A. Relief
B. Restoration
C. Rehabilitation
D. Disaster impact
II. Testing Knowledge and Experiential Capability
1. Identify at least five (5) disasters and potential hazards affecting and or likely to affect
your town. List down the ill-effects and measures to be undertaken during the
incidents. Use the table below.
MEASURES TO BE
NAME OF DISASTER ILL-EFFECTS
TAKEN
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2. Make a disaster preparedness checklist for the following types of disasters:
VOLCANIC
TYPHOON EARTHQUAKE TSUNAMI FLOOD
ERUPTION
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
IV. ESSAY: Answer the following questions briefly but substantially. 15 points
Rubrics:
Ideas - 5 points
1. What have you learned during this pandemic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What are/were the actions taken by our province of Ilocos Sur on our fight against
Covid-19 pandemic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
---- End of Module 8----
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Module Development &

Community
9
Organizing
This module emphasizes that people are held to be the principal actors in human scale
development. Respecting the diversity of the people as well as the autonomy of the spaces in
which they must act converts the present day object person to a subject person in the human
scale development. This calls for a direct and participatory democracy where the state gives
up its traditional paternalistic and welfares role in a favor of a facilitator in enacting and
consolidating people’s solutions flowing from below.
“Empowerment” of people takes development much ahead of simply combating or
ameliorating poverty. In this sense, development seeks to restore or enhance basic human
capabilities and freedoms and enables people to be the agents of their own development.
Objectives:
1. Improve the knowledge and understanding on community organizing,
social mobilization, and community exposure;
2. Understand and be encouraged to be the agent of your own development;
3. Develop appreciation to social mobilization as a process of developing
people; and
4. Create a successful community that will work on positive development
within it.

ability.


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LESSON 24: DEVELOPMENT &COMMUNITY ORGANIZING,

SOCIAL MOBILIZATION & COMMUNITY EXPOSURE
What is development?
It is the process of economic and social transformation that is based
on complex cultural and environmental factors and their interactions. Development is
characterized by the physical, social, political, and economic changes that happen in a society
achieved through modernization of technology, maximization of minimum resources,
invention and man’s creativity. It is the product of man’s cooperation and his desire to make
things better and easier.
What are the aspects of development?

 Physical Development– is the process that starts in human infancy and continues into
late adolescent concentrating on gross and fine motor skills as well as puberty.Is
characterized by a commitment to healthy and nutritional choices; physical exercise
which optimize cardiovascular capacity, flexibility and strength; medical self-
management which results in prevention or early detection of illness; and use of
appropriate medical treatment.
 Emotional development – refers to the ability to recognize, express, and manage
feelings at different stages of life and to have empathy for the feelings of others.
It is a characterized by an awareness and acceptance of one’s feelings.
Awareness and acceptance of one’s feelings includes an enthusiasm for life, an ability
to express emotions appropriately, and an ability to cope with stress.
In addition, emotional wellness is characterized by maintenance of satisfying
relationships.
 Human awareness– provided the first comprehensive account of human
consciousness in a text that reflected the most exciting recent research in the field at
the time and emphasized the need for an integrated and coherent understanding of the
various psychological disciplines.Is characterized by recognition, acceptance, and
appreciation of diverse lifestyles and value differences.
Human awareness is not fulfilling unless one and seeks opportunities to
understand and appreciate the differences and similarities among people.
 Intellectual development – refers here to the changes that occur, as a result of growth
and experience, in a person's capacities for thinking, reasoning, relating, judging,
conceptualizing etc.Is characterized by involvement in creative and stimulating
mental activities.
In addition, one must seek and use available resources to expand knowledge, improve
skills, and share with others. Intellectual wellness provides for clarification of values
through self-realization resulting in an understanding of personal self-worth.
 Financial development – means some improvements in producing information about
possible investments and allocating capital, monitoring firms and exerting corporate
governance, trading, diversification, and management of risk, mobilization and
pooling of savings, easing the exchange of goods and services.Is characterized by
recognition of the interdependence of personal/financial planning and external
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economic resources. Given the interdependence, a concern for realistic establishment

of goals within individual financial restriction is vital.
 Social development– refers to the process by which a child learns to interact with
others around them. As they develop and perceive their own individuality within their
community, they also gain skills to communicate with other people and process their
actions.Is a recognition of the interdependence of individuals with others, society, and
nature. A concern for harmonious family relationships, for the common welfare, and
for the social/environmental culture is paramount. Social wellness provides for self-
confidence through relationships and interaction with the environment.
 Spiritual development– is the development of the personality towards a religious or
spiritual desired better personality.Is characterized by a continuing search for meaning
and purpose in life. A meaningful and purposeful life includes a realization of self as
one interacts with and relates to a higher power, the forces of nature, and/or the
expanse of the universe. In addition, spiritual wellness provides for development and
internalization, of a personal belief system based upon a set of values and ethical
standards.
Life Planning is characterized by an attitude of satisfaction with one’s life plan. This
includes choice of occupation, occupation/employment preparation, and occupational health.
In addition, life planning involves the development and maturation of satisfying life-
long relationships and family structure. Life planning wellness provides satisfaction through
relationships, family, and career.
 Community development– refers to a group of people sharing a common purpose,

goal and objectives is about community building as such, where the process is as
important as the results. A process where community members come together to take
collective action and generate solutions to common problems. Refers to a group of
people sharing a common purpose, goal, and objectives. A group of people who are
dependent on one another for the fulfilment of certain needs
Examples: sympathy, friendship, and acceptance from one’s peers.
• Group of people who live and/or work in close proximity to one another (residing on
the same floor).
• A group of people who interact on various levels of sharing
• Individuals who share in defining expectations for the group
• People who assume some responsibility for the total group and who respect the
individually of each member of the community.
What are the characteristics of Successful Communities?

 Use education and incentives, not just regulation
 Pick and choose among development projects
 Cooperate with neighbors for mutual benefit
 Pay attention to community aesthetics
 Have strong leaders and committed citizens
 Find a set of values of principles that allow people to co-operate.
 Find ways and means to create and maintain an organization that develops and grows
over time
 Are able to adapt in response to changes in the community
 Are able to choose new developments aligned to goals and resources
 Are able to get membership and financial support from an ever wider group in the
community
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LESSON 25: LOCAL ECONOMIC DEVELOPMENT MODEL
Local Economic model has three sides of a triangle namely:

1. Stewardship: Preservation our resources; natural, cultural, economic
2. Economic Development: Stimulation of trading, stopping “leakage” from the local
economy
3. Community Participation: Build the community’s capacity to participate and share
responsibility. As one closes, other doors are opening.
Step 1: Systematic discussion and brainstorming on the communication felt needs or the
community through the SWOT Method.
 Finding the strengths of the members of the community
 Identifying the weaknesses of the members of the community
 Determination of the opportunities beneficial to the community
 Elimination of threats that hinder progress and development
Step 2: Establishing a sound vision, mission, goal and objectives

 Developing workable and achievable vision and mission
 Establishing linkages and networking
Step 3: Training and Technical Support

 Preparing core groups through training and workshop who with became the some
movers and planners of every project and activity
Step4: Creating community spirit, cooperation, and oneness

 Creating communities that facilitate smooth relationship
 Developing the spirit of responsibility and commitment, and highlighting the
importance of cooperation and community spirit
 Forming the community into a team through team building activities
 Imbibing the spirit of “ownership” in every project and community endeavour to
develop in the members of the community a spirit of valuing and giving their best in
the realization and achievement of every project.
Step5: Mobilizing the community into a single workforce whose main thrust is progress and
development.
COMMUNITY ORGANIZING
It is a social development approach that aims to transform the apathetic, passive,
individualistic and voiceless, the underprivileged, less fortunate and marginalized poor to
become dynamic, active, participatory, and politically responsive community.
Conditions To Consider In Community Organization:

1. Recognize and deal with the problem accordingly
2. Provide the community self determination
3. Engage and involve the community in the solution of the problem actively
4. Make at a pace that is deemed comfortable for the community
5. Encourage growth through problem solving
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6. Encourage community self-integration and understanding
Goals of Community Organizing:

1. People’s Empowerment. It aims to overcome powerlessness, passiveness, and
develop people’s capacity to initiate and develop themselves, realize their plans, attain
their goals in life, and stand with dignity.
2. Building Permanent Structures and People’s Organization. It aims to establish
and sustain aspirations of people to ensure to maximize their involvement and
participation; and provide a venue for them to work with other groups and sectors. It
is through these structures that a new system of values can be formed and internalized
and eventually become building blocks for a better future.
3. Improved Quality of Life. Through the mobilization of resources, people’s needs are
addressed. Better programs and projects which are responsive to the challenges of the
time and geared towards a better quality of life. All these aim to have a more
equitable distribution of power, wealth, and income, thus, improving the lot of the
poor.
LESSON 26: SOCIAL MOBILIZATION

SOCIAL MOBILIZATION
Involves planned actions and processes to reach, influence and involve all relevant
segments of society across all sectors from the national to the community level, in order to
create an enabling environment and effect positive behaviour and social change. Social
mobilization enhances participation of rural poor in local governance.
Social mobilization is the cornerstone of participatory approaches in rural
development and poverty alleviation programs. It is a powerful instrument in decentralization
policies and programs aimed at strengthening human and institutional resources development
at local level. Social mobilization strengthens participation of rural poor in local decision-
making, improves their access to social and production services and efficiency in the use of
locally available financial resources, and enhances opportunities for asset-building by the
poorest of the poor.
Objectives of Social Mobilization:

1. Bring governance nearer to the people
2. Participation of people, especially weaker social sections, in development process
3. Responsive, transparent governance accountable to people
4. Through above, achieve goals of poverty alleviation, and equity.
Methodology of Social Mobilization:

1. Large-scale information dissemination
2. Formation of Self-Help Groups (SFG) of stakeholders in key sectors of the rural
economy to promote mass mobilization
Components or Elements of Social Mobilization:

1. Advocacy
It focused on various people with diverse talents and capabilities who could
create the positive environment for program or service delivery.
It is the deliberate and strategic use of information to influence decision-
making; the organization of information into arguments used to persuade people
towards the positive attitude and predisposition to action.
99
To advocate is to:
 Plead for
 Defend
 Recommend, or
 Support a person, policy or idea
 Represent the client’s group interest
2. Information education and communication is a set of accurate and consistent
information on the program and services as a timely response by those in direct
contact with their communities.
3. Community organizing refers to the formation of community into an organized
group who are able to get a sense of what they can do themselves to improve their
situation.
4. Capacity/team building organizing and forming community members empowering
and encouraging them to work synergistically towards the attainment of the desired
goal.
5. Networking and alliance is the building establishment of alliances and linkages
relevant to the achievement of the program goals. It is the establishment of
partnership that can work directly in the enhancement and achievement of the vision,
mission, goals, and objectives of the community.
The main role and functions of a Community Organizer:

1. Catalyst or Agent of change. Initiate debates and actions regarding critical problems;
monitors and nurtures growth of individuals and groups to facilitate long term
structural transformation for the people’s welfare.
2. Facilitator. Helps enhance individual and group strengths and helps minimize
weaknesses and conflicts heighten group unity; assist individuals and groups respond
to common interests.
3. Advocate. Helps analyze and articulate critical issues; assist others to understand and
reflect on those issues and evokes and provokes meaningful discussions and actions.
4. Planner. Conducts initial analysis of area resources and potentials; assist local groups
in planning for their common good, including appropriate strategies and alternative
actions and help systematize group actions to attain desired goals.
5. Researcher. Conducts social analysis; engages in participatory research wherein
people become co-investigators; simplifies/enriches appropriate research concepts and
skills in order to make them functional for the poor’s interest; engages in social
integration to understand social phenomena from the people’s viewpoint and
standpoint.
100
I. MULTIPLE CHOICES: Choose the correct phrase being described by encircling the
letter of the correct answer.
1. A planned process enlisting the support and active involvement of all sectors in
society that can play a role in achieving agreed social objectives.
A. Empowerment
B. Social Mobilization
C. Community Exposure
D. Community Organizing
2. Social mobilization can only be sustained if the network of mobilizers and advocates
are continually expanded through:
A. Advocacy
B. Planning
C. Networking
D. Capability building
3. It aims to overcome powerlessness, passiveness, and develop people’s capacity to
initiate and develop themselves.
A. Social mobilization
B. Community exposure
C. People empowerment
D. Community Organizing
4. This aims to change a decision maker’s perception on understanding a problem or
issue.
A. Advocacy
B. Social mobilization
C. Community exposure
D. Community organizing
5. The ability of a community organizer to provide assistance to individuals and groups
respond to common interests speaks of his role as _________.
A. Advocate
B. Facilitator
C. Planner
D. Researcher
6. As an agent of change, he assists local groups in planning.
A. Advocate
B. Community organizer
C. Facilitator
D. Researcher
7. To plead for, to defend, to recommend, or support a person, policy/idea is ___.
A. Advocacy
B. Community Organizing
C. Empowerment
D. All of the above
8. A CO conducting social analysis is a display of his role as ________.
A. Advocate
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B. Facilitator
C. Planner
D. Researcher
9. A CO who assists a local government group in planning their own common good
shows his being a _________.
A. Advocate
B. Community organizer
C. Facilitator
D. Researcher
10. It strengthens people’s involvement and participation in community development.
A. Social mobilization
B. People Empowerment
C. Community Organizing
D. All of the above
II. ENUMERATION. Enumerate the aspects of Development and give a brief description of
each in your own words. Make use of the table below.
ASPECTS DESCRIPTION
1.
2.
3.
4.
5.
6.
7.
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III. ESSAY: Answer the following questions briefly but substantially.15 points.
Rubrics:
Ideas - 5 points
1. Do you consider your own community successful? Defend your answer.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________
2. Expound: “People are the agents of their own development”
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________
3. As a student of NSTP, how can you involve yourself in the total development process
through social mobilization?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________
4. How is social mobilization used as an approach in the teaching of NSTP?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________
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Module
Entrepreneurship
10
Entrepreneurship is basically aimed to gear someone towards self-employment. It also

generally pertains to engaging in small and in medium-sized business. An entrepreneur learns
the tents of entrepreneurship so he can put up and operate his own business, whatever the size
or magnitude. But it is not an easy thing to undertake, especially if one is fresh from college
or has no business experience.
Entrepreneurship is the process of starting something different eith value by
devouring the necessary time and effort, assuming the accompanying financial, psychic and
social risks, and receiving the resulting rewards of monetary and personal satisfaction. (Hirsh
and Brush)
Objectives:
1. Enhance knowledge and understanding on entrepreneurship;
2. Prepare and become business-oriented and self-employed; and
3. Develop productivity and become self-reliant citizen of the republic.

ability.


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LESSON 27: ENTREPRENEURSHIP
HISTORY
"Entrepreneur" (/ˌɒ̃trəprəˈnɜːr, -ˈnjʊər/ (listen), UK also/-prɛ-/) is a loanword
from French. The word first appeared in the French dictionary entitled
Dictionnaire Universel de Commerce compiled by Jacques des Bruslons and
published in 1723. Especially in Britain, the term "adventurer" was often used to denote the
same meaning. The study of entrepreneurship reaches back to the work in the late 17th and
early 18th centuries of Irish-French economist Richard Cantillon, which was foundational to
classical economics. Cantillon definedthe term first in his Essai sur la Nature du Commerce
enGénéral, or Essay on the Nature of Trade in General, a book William Stanley Jevons
considered the "cradle of political economy". Cantillon defined the term as a person who pays
a certain price for a product and re sells it at an uncertain price, "making decisions about
obtaining and using the resources while consequently admitting the risk of enterprise".
Cantillon considered the entrepreneur to be a risk taker who deliberately allocates resources
to exploit opportunities to maximize the financial return. Cantillon emphasized the
willingness of the entrepreneur to assume the risk and to deal with uncertainty, thus he drew
attention to the function of the entrepreneur and distinguished between the function of the
entrepreneur and the owner who provided the money.
20th century
In the 20th century, entrepreneurship was studied by Joseph Schumpeter in the 1930s
and other Austrian economists such as Carl Menger, Ludwig von Mises and Friedrich von
Hayek. While the loan from French of the word "entrepreneur" dates to the 1850, the term"
entrepreneurship" was coined around the 1920s. According to Schumpeter, an entrepreneur is
willing and able to convert a new idea or invention into a successful innovation.
Entrepreneurship employs what Schumpeter called "the gale of creative destruction" to
replace in whole or in part inferior offerings across markets and industries, simultaneously
creating new products and new business models, thus creative destruction is largely
responsible for long-term economic growth. The idea that entrepreneurship leads to economic
growth is an interpretation of the residual in endogenous growth theory and as such continues
to be debated in academic economics. An alternative description by Israel Kirzner suggests
that the majority of innovations may be incremental improvements such as the replacement of
paper with plastic in the construction of a drinking straw that require no special qualities.
21st century
In the 2000s, entrepreneurship was extended from its origins in for-profit businesses
to include social entrepreneurship, in which business goals are sought alongside social,
environmental or humanitarian goals and even the concept of the political entrepreneur.
Entrepreneurship within an existing firm or large organization has been referred to as
entrepreneurship and may include corporate ventures where large entities "spin-off"
subsidiary organizations. Entrepreneurs are leaders willing to take risk and exercise initiative,
taking advantage of market opportunities by planning, organizing and deploying resources,
often by innovating to create new or improving existing products or services. In the 2000s,
the term "entrepreneurship" has been extended to include a specific mindset resulting in
entrepreneurial initiatives, e.g. in the form of social entrepreneurship, political
entrepreneurship or knowledge entrepreneurship
105
What is Entrepreneurship?
It is the creation or extraction of value. With this definition, entrepreneurship is
viewed as change, which may include other values than simply economic ones. Some more
narrow definitions has described entrepreneurship as the process of designing, launching and
running a new business, which is often initially a small business, or as the "capacity and
willingness to develop, organize and manage a business venture along with any of its risks to
make a profit." The people who create these businesses are often referred to as entrepreneurs.
While definitions of entrepreneurship typically focus on the launching and running of
businesses, due to the high risks involved in launching a start-up, a significant proportion of
start-up businesses have to close due to "lack of funding, bad business decisions, an
economic crisis, lack of market demand, or a combination of all of these." A somewhat
broader definition of the term is sometimes used, especially in the field of economics. In this
usage, an entrepreneur is an entity which has the ability to find and act upon opportunities to
translate inventions or technologies into products and services: "The entrepreneur is able to
recognize the commercial potential of the invention and organize the capital, talent, and other
resources that turn an invention into a commercially viable innovation." In this sense, the
term "entrepreneurship" also captures innovative activities on the part of established firms, in
addition to similar activities on the part of new businesses. Yet, the definition is still narrow
in the sense that it still focuses on the creation of economic (commercial) value.
Elements
Entrepreneurship is an act of being an entrepreneur, or "the owner or manager of a
business enterprise who, by risk and initiative, attempts to make profits". Entrepreneurs act as
managers and oversee the launch and growth of an enterprise. Entrepreneurship is the process
by which either an individual or a team identifies a business opportunity and acquires and
deploys the necessary resources required for its exploitation.
The exploitation of entrepreneurial opportunities may include:

 Developing a business plan
 Hiring the human resources
 Acquiring financial and material resources
 Providing leadership
 Being responsible for both the venture's success or
 failure
 Risk aversion
Entrepreneurship may operate within an entrepreneurship ecosystem which often

includes:
 Government programs and services that promote entrepreneurship and support
entrepreneurs and startups.
 Non-governmental organizations such as small business associations and
organizations that offer advice and mentoring to entrepreneurs (e.g. through
entrepreneurship centers or websites).
 Small-business advocacy organizations that lobby governments for increased support
for entrepreneurship programs and more small business-friendly laws and regulations.
 Entrepreneurship resources and facilities (e.g. business incubators and seed
accelerators)
 Entrepreneurship education and training programs offered by schools, colleges and
universities
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 Financing (e.g. bank loans, venture capital financing, angel investing and government
and private foundation grant
In the 2000s, usage of the term “entrepreneurship” expanded to include how and why
some individuals (or teams) identify opportunities, evaluate them as viable, and then decides
to exploit them. The term has also been used to discuss how people might use these
opportunities to develop new products or services, launch new firms or industries, and create
wealth. The entrepreneurial process is uncertain because opportunities can only be identified
after they have been exploited. Entrepreneurs exhibit positive biases towards finding new
possibilities and seeing unmet market needs, and a tendency towards risk-taking that makes
them more likely to exploit business opportunities.
LESSON 28: TYPES OF ENTREPRENEURSHIP

Ethnic
The term "ethnic entrepreneurship" refers to self-employed business owners who
belong to racial or ethnic minority groups in the United States and Europe. A long tradition of
academic research explores the experiences and strategies of ethnic entrepreneurs as they
strive to integrate economically into mainstream U.S. or European society.
Institutional
The American-born British economist Edith Penrose has highlighted the collective
nature of entrepreneurship. She mentions that in modern organizations, human resources need
to be combined to better capture and create business opportunities. The sociologist Paul Di
Maggio (1988:14) has expanded this view to say that "new institutions arise when organized
actors with sufficient resources [institutional entrepreneurs] see in them an opportunity to
realize interests that they value highly". The notion has been widely applied.
Cultural
According to Christopher Rea and Nicolai Volland, cultural entrepreneurship is
"practices of individual and collective agency characterized by mobility between cultural
professions and modes of cultural production", which refers to creative industry activities and
sectors. In their book The Business of Culture (2015), Rea and Volland identify three types of
cultural entrepreneur: "cultural personalities", defined as "individuals who build their own
personal brand of creativity as a cultural authority and leverage it to create and sustain
various cultural enterprises"; "tycoons", defined as "entrepreneurs who build substantial clout
in the cultural sphere by forging synergies between their industrial, cultural, political, and
philanthropic interests"; and "collective enterprises", organizations which may engage in
cultural production for profit or not-for-profit purposes.
In the 2000s, story-telling has emerged as a field of study in cultural entrepreneurship.
Some have argued that entrepreneurs should be considered “skilled cultural operators” that
use stories to build legitimacy, and seize market opportunities and new capital. Others have
concluded that we need to speak of a ‘narrative turn’ in cultural entrepreneurship research.
Feminist
A feminist entrepreneur is an individual who applies feminist values and approaches
through entrepreneurship, with the goal of improving the quality of life and well-being of
girls and women. Many are doing so by creating "for women, by women" enterprises.
107
Feminist entrepreneurs are motivated to enter commercial markets by desire to create wealth
and social change, based on the ethics of cooperation, equality and mutual respect.
Social
Social entrepreneurship is the use of the by startup companies and other entrepreneurs
to develop, fund and implement solutions to social, cultural, or environmental issues. This
concept may be applied to a variety of organizations with different sizes, aims, and beliefs.
For-profit entrepreneurs typically measure performance using business metrics like profit,
revenues and increases in stock prices, but social entrepreneurs are either nonprofits or blend
for-profit goals with generating a positive "return to society" and therefore must use different
metrics. Social entrepreneurship typically attempts to further broad social, cultural, and
environmental goals often associated with the voluntary sector in areas such as poverty
alleviation, healthcare and community development. At times, profit making social
enterprises may be established to support the social or cultural goals of the organization but
not as an end in it. For example, an organization that aims to provide housing and
employment to the homeless may operate a restaurant, both to raise money and to provide
employment for the homeless people.
Nascent
A nascent entrepreneur is someone in the process of establishing a business venture.
In this observation, the nascent entrepreneur can be seen as pursuing an opportunity, i.e. a
possibility to introduce new services or products, serve new markets, or develop more
efficient production methods in a profitable manner. But before such a venture is actually
established, the opportunity is just a venture idea. In other words, the pursued opportunity is
perceptual in nature, propped by the nascent entrepreneur's personal beliefs about the
feasibility of the venturing outcomes the nascent entrepreneur seeks to achieve. Its prescience
and value cannot be confirmed ex ante but only gradually, in the context of the actions that
the nascent entrepreneur undertakes towards establishing the venture.
Project-based
Project entrepreneurs are individuals who are engaged in the repeated assembly or
creation of temporary organizations. These are organizations that have limited lifespans
which are devoted to producing a singular objective or goal and get disbanded rapidly when
the project ends. Industries where project-based enterprises are widespread include: sound
recording, film production, software development, television production, new media and
construction. What makes project entrepreneurs distinctive from a theoretical standpoint is
that they have to "rewire" these temporary ventures and modify them to suit the needs of new
project opportunities that emerge. A project entrepreneur who used a certain approach and
team for one project may have to modify the business model or team for a subsequent project.
Project entrepreneurs are exposed repeatedly to problems and tasks typical of the
entrepreneurial process.
Millennial
The term "millennial entrepreneur" refers to a business owner who is affiliated with
the generation that was brought up using digital technology and mass media—the products of
Baby Boomers, those people born during the1980s and early 1990s. Also known as
Generation Y, these business owners are well equipped with knowledge of new technology
and new business models and have a strong grasp of its business applications. There have
been many breakthrough businesses that have come from millennial entrepreneurs such as
Mark Zuckerberg, who created Facebook. Despite the expectation of millennial success, there
108
have been recent studies that have proven this to not be the case. The comparison between
millennials who are self-employed and those who are not self-employed shows that the latter
is higher. The reason for this is because they have grown up in a different generation and
attitude than their elders. Some of the barriers to entry for entrepreneurs are the economy,
debt from schooling and the challenges of regulatory compliance.
LESSON 29: ENTREPRENEURIAL BEHAVIORS

The entrepreneur is commonly seen as an innovator—designer of new ideas and
business processes. Management skills and strong team building abilities are often perceived
as essential leadership attributes for successful entrepreneurs. Political economist Robert
Reich considers leadership, management ability and team-building to be essential qualities of
an entrepreneur.
Uncertainty perception and risk-taking

Theorists Frank Knight and Peter Drucker defined entrepreneurship in terms of risk-
taking. The entrepreneur is willing to put his or her career and financial security on the line
and take risks in the name of an idea, spending time as well as capital on an uncertain
venture. However, entrepreneurs often do not believe that they have taken an enormous
amount of risks because they do not perceive the level of uncertainty to be as high as other
people do.
Knight classified three types of uncertainty:

 Risk, which is measurable statistically (such as the probability of drawing a red color
ball from a jar containing five red balls and five white balls)
 Ambiguity, which is hard to measure statistically(such as the probability of drawing a
red ball from ajar containing five red balls but an unknown number of white balls).
 True uncertainty or Knightian uncertainty, which is impossible to estimate or predict
statistically (such as the probability of drawing a red ball from a jar whose contents, in
terms of numbers of colored balls, are entirely unknown) Malala Yousafzai, a
Pakistani activist, social entrepreneur and youngest-ever Nobel Peace Prize winner.
Entrepreneurship is often associated with true uncertainty, particularly when it
involves the creation of a novel good or service, for a market that did not previously exist,
rather than when a venture creates an incremental improvement to an existing product or
service. A 2014 study at ETH Zürich found that compared with typical managers,
entrepreneurs showed higher decision-making efficiency and a stronger activation regions of
front polar cortex (FPC) previously associated with explorative choice.
"Coach Ability" and advice taking

The ability of entrepreneurs to work closely with and take advice from early investors
and other partners (their coach ability) has long been considered a critical factor in
entrepreneurial success. At the same time, economists have argued that entrepreneurs should
not simply act on all advice given to them, even when that advice comes from well-informed
sources, because entrepreneurs possess far deeper and richer local knowledge about their own
firm than any outsider. Indeed, measures of coach ability are not actually predictive of
entrepreneurial success (e.g. measured as success in subsequent funding rounds, acquisitions,
pivots and firm survival). This research also shows that older and larger founding teams,
presumably those with more subject expertise, are less coachable than younger and smaller
founding teams.
109
Strategic Entrepreneurship
Some scholars have constructed an operational definition of a more specific
subcategory called "Strategic Entrepreneurship". Closely tied with principles of strategic
management, this form of entrepreneurship is" concerned about growth, creating value for
customers and subsequently creating wealth for owners". A 2011article for the Academy of
Management provided a three step, "Input-Process-Output" model of strategic
entrepreneurship. The model's three steps entail the collection of different resources, the
process of orchestrating them in the necessary manner and the subsequent creation of
competitive advantage, value for customers, wealth and other benefits. Through the proper
use of strategic management/leadership techniques and the implementation of risk-bearing
entrepreneurial thinking, the strategic entrepreneur is therefore able to align resources to
create value and wealth.
AN ENTREPRENEUR SHOULD:
1. Be a Solution Provider
You must note that Entrepreneurship is not about making money at first but it is
about providing solutions and adding value. Over the years, successful entrepreneurs
had noted that passion is what brings success in business. This is because, in starting
business, there are bound to be issues ranging from sourcing funding to getting good
partners, building a good team, location, marketing etc. If you are involved with
inexperienced persons, you are bound to fail as fast as you had started. Only passion
can keep you if you find yourself in such situation. You must need to influence a life
no matter how small; that is the beginning of your success story.
“Look for a way to make life easy for others”
2. Have a Vision
You have not an entrepreneur merely to make a living. You are an entrepreneur
because you want to enable the world to live more amply, with greater vision, with a
finer spirit of hope and achievement. You are an entrepreneur to enrich the world, and
you impoverish yourself if you forget the errand. Jonathan Swift said, “Vision is the
art of seeing what is invisible to others”. Have a defined purpose and pursue it.
“Successful entrepreneurs are those that were able to transform their Vision into
reality”
3. Choose the Right Team

When assembling your team, it is imperative to gather a team of individuals with the
same mindset and attitude towards achieving a common goal. You must not involve
family or close friends especially those without any knowledge or expertise they can
add to your startup. Your team must have the same drive, tenacity, perseverance and
an underlying belief in themselves and the value they can add to the success of the
business. Your team must be motivated and dedicated.
“Good team work builds speed”
110
4. Variable Product/service
Let your product/service fulfill a need, be innovative and the approach, a little
different from other regular businesses. Technology is an important tool in the hand of
modern entrepreneurs. Your business should easily be accessible to your target
customers. Always give your customers room for feedback or suggestions on how
your product/service can be better.
“Good products most times sell it”
5. Capital
Good business plan always draw investors. Capital should be your least worry when
you have a solution. Entrepreneurship is all about solution. When your idea is great,
you can easily get investors or government loan. In Nigeria for example,
government has created loan programs for SMEs and this can be easily accessed with
a goof business plan alone. One of such programs is you win. In addition, the central
bank of Nigeria is supporting startups with funding with a little interest rate.
Other programs like the tony Elumelu Foundation also support startups financially.
These funding channels should be exploited. These are measures most national
governments are applying to promote entrepreneurship knowing that the growth of the
world’s economy depends on it.
“Capital isn’t scarce, vision is”
6. Accountability
As an entrepreneur, you are accountable to the success or failure of your business,
not your employees, investors or advisors. You must have detailed account of
whatever transactions made by the company. Have scorecard of all inventories.
Always carry your investors along if there are any. The success of any business is, in
many ways, measured by the management of its resources. Even if you hire a full-
time accountant, as an entrepreneur, you are expected to have a fundamental
knowledge of accounting, how it works and how to apply its basic principles with the
aim of operating a flourishing business.
“Accountability breeds responsibility”
7. Growth and Marketing
Every successful business grew over the years. Most big companies started small. It
was all a process. Success in business is not a one-time event; it is an on-going
process. You must give room for growth. Do not be content with the success of
yesterday; always strive to beet your own record. That way, your business will keep
on growing, your investors will be happy to remain and inject more funds. Always
remain focused and dedicated to your goal. Your business growth also depends on
your marketing strategy. Marketing helps in getting your product known and good
sales come from good marketing.
“Without continual growth and progress, such words as improvement, achievement,
and success have no meaning”
8. Know your customers

Your customer’s base determines the life of your business. If you provide solution to
better the world, your customers will increase. In business, the higher your customers,
the higher the profit. Your business must be streamlined into a particular niche. This
will help you to know who your prospective customers should be and how to get
and keep them. When you focus on a niche market, it is more efficient, more
111
productive and less competitive. Always map out strategies that will allow for
customer feedback even if it means giving out discounts/vouchers in exchange.
“Always treat your customers as special guests”
9. Priorities
For success in business, you must categorized things in order of importance. Set your
priorities base4d on your goals and do not deviate. Your investors should not make
you lose focus on your dream. Daren Smith of theselfemployer.com wrote “Decide
what to do and do it, then decide what not to do and don’t do it”. Simple! Analyze
what to create next based on what has proven to have the biggest return. If apple had
pushed their mac pro, their powerhouse desktop computer created specifically for
demanding professionals who need lots of computing power, harder than they pushed
the iPod back in the day, they wouldn’t be the industry giant they are today. I'm sure
there were some people who were way more passionate about the mac pro, but they
had to realize that the numbers don’t lie, and the iPod was more important to market
to the world. Your target should always be defined.
“Things which matters most must never be at the mercy of things which matter
least”
10. Never give up

The never give up attitude is one quality an entrepreneur must possess. Successful
entrepreneurs are goal-getters. They never give up on turning their vision into reality.
Like I stated in this article 10 Major Causes of Business Failure, quitting too soon is
the biggest reason why many businesses failed. If you do not persevere, enquire,
research, fail and try again, you might not be successful in business. If you persist,
you will have no choice than to succeed. In entrepreneurship, persistence and
determination is supreme.
“Never, Never, Never Give Up”
LESSON 30: CONCEPT OF ENTREPRENEURSHIP

1. Risk Bearing Concept
This is the premier and most popular concept. Richard Kantian, the French
economist according to him, “entrepreneurship is a function of taking unlimited risks”,
propounded it.
2. Innovative Concept
The profounder of the innovation concept is Joseph Schumpeter. His
assumption is that “entrepreneur is developed economy is that whose
parents something new in the economy.”
3. Managerial Skill Concept
The Scholars supporting this concept have turned entrepreneurship as the ability
of managerial skills. J.S. Mill has viewed entrepreneurship as the ability for
inspections, controls, and direction.
4. Creative and Leadership Concept
“Entrepreneurship is the function of progressive leadership”
5. High Achievement Capacity Concept
McClelland is among the important Scholars to accept this theory. He is of the
view that “entrepreneurship is high achievement capacity concept, for which capacity
112
of making innovations and taking the decision during risks is essential.” Under the
assumption, he has mentioned two characteristics of entrepreneurships:
 Ability to perform work with the latest method.
 Ability to take decisions during uncertainties.
6. Professional concept
Modern management experts accept entrepreneurship as a professional concept.
They are the view that the entrepreneurship may be Developed through education and
training.
7. Organization and coordination concept

According to J.B. Say, who is the strong supporter of this scheme?
“Entrepreneurship is the economic component which organizes and coordinates various
sources of production.” J.E. Specnek has treated Entrepreneurship, as an “ability to
organize enterprise.”
8. Business Oriented Concept
Under this concept, entrepreneurship is expressed as the business-oriented
entrepreneurial attitude of the individuals that inspires them to become entrepreneurs,
to do the business thinking, to formulate plans and programmers and to establish
enterprises.
9. Result Oriented Concept
According to this concept, entrepreneurship is called result oriented in the
modern age. Now, it is not very important, what efforts have been made for obtaining
the goals or how much hard labor has been put, more important is what has been the
result? In the business world, only who succeed in achieving the Goals is recognized as
an entrepreneur.
10. Personality, Identity or Role Transformation Process Concept
According to Professor UdaiParseek and Nadkarni, “entrepreneurship is not
only to adopt new works and behavior, but it is also the transformation of personality
and to establish a new identity through that”.
113
I. TRUE OR FALSE. Writ TRUE if the statement is correct and FALSE if the statement is
otherwise.
___________ 1. Entrepreneur is applicable only to business enterprise.
___________ Invention involves the changing or alteration of the
2.
existing to bring out a new product or idea.
___________ 3. Entrepreneurs always take risks.
___________ Physical health is an important characteristic of an
4.
entrepreneur.
___________ 5. Ignorance to market scene makes a good entrepreneur.
___________ 6. Decision-making is a technical skill.
___________ 7. Communication skill is a business management skill.
___________ 8. Entrepreneurship is a key to a development.
___________ 9. An entrepreneur does not need to be a good leader.
___________ 10. An entrepreneur has an outstanding interpersonal skill.
II. ESSAY:
Under each question, check the answer that most nearly expresses what you feel. Try
to be honest as much as you can.
1. Are you a self-starter?

a. I do things on my own. Nobody has to tell me to get going.
b. If someone gets me started, I keep going all right.
c. Easy does it. I don’t put myself to too much trouble unless I really have to.
2. How do you feel about other people?

a. I like people. I can get along with just about anybody.
b. I have many friends; I don’t need anyone else.
c. Most people irritate me.
3. Can you lead others?
a. I can get most people to go along when I start something.
b. I can give way to the others if someone tells me what we should do.
c. I get someone else get things moving. Then I go along if I feel like it.
4. Can you take responsibility?
a. I like to take charge of things and see them through.
b. I’ll take over if I have to, but rather let someone else be responsible.
c. There’s always some over-achiever around wanting to show how smart he is. I usually
let them.
5. How good an organizer are you?
a. I like to have a plan before I start. I am usually the one to get things organized when
the group wants to do something.
b. I do alright unless things get too confused. Then I quit.
c. You get all set and then something comes along and presents too many problems. So I
just take things as they come.
6. How good a worker are you?
a. I can keep going as long as I need to. I don’t mind working hard for something I want.
b. I’ll work hard for a while, but when I’ve had enough, that’s it.
c. I can’t see that hard work gets you anywhere.
7. Can you make decisions?
114
a. I can make up my mind in a hurry if I have to. I usually turn out okay, too.
b. I can, if I have plenty of time.
c. If I have to make up my mind last, I think later I should have decided the other way
around.
8. Can people trust what you say?
a. You bet they can. I don’t say things I don’t mean.
b. I try to be straight forward most of the time, but sometimes I just say what is easiest.
c. Why bother if the other fellow does not know the difference?
9. Can you stick with it?
a. If I make up my mind to do something, I don’t let anything stop me.
b. I usually finish what I have started if it goes well.
c. If it does not go well, I quit. Why beat my brains out?
10. How healthy are you?
a. I never felt tired or run down.
b. I have enough energy for most things I want to do.
c. I run out of energy the sooner than most of my friends seem to.
Now that you have finished checking your answers, review the checks that you made.
Was it all worth-it? How are you going to do about it then?
Learning Activities:
Answer the following questions briefly but substantially. 15 points each.
Rubrics:
Ideas - 5 points
1. Do you agree that entrepreneurial success follows from personal effort, knowledge and
practice rather than a preordained destiny? Discuss.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
2. “An entrepreneur is one who is driven by opportunity” Do you agree? Why or why
not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
115

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NSTP 1-CIVIC WELFARE TRAINING SERVICE

Module Primer on NSTP Act of

This icon introduces new important ideas to remember. Read it carefully

At the end of this module, you will find this icon. It

National Service Training Program” (NSTP) is a program aimed at enhancing civic

LESSON 2: REVISED IMPLEMENTING RULES AND

c. “Literacy Training Service” (LTS) – refers to the Program component designed to

Section 15. Amendatory Clause

Module Self-Awareness and

How are you going to learn?

This icon introduces new important ideas to remember. Read it carefully

At the end of this module, you will find this icon. It

LESSON 3: THE CONCEPT OF SELF

JOHARI WINDOW’S ASPECT OF THE SELF

1. THE HIDDEN SELF OR PRIVATE SELF(I Know, Others Don’t Know)

8 ASPECTS OF MAN AND THEIR CORRESPONDING VALUES

1. Man as Physical Being

Values Identification: INTEGRITY – wholeness and self-esteem:

Values Identification: PRUDENCE – The value of prudence is the sense of

Values Identification: DIGNITY – A moral being bears in mind his dignity,

Values Identification: PURITY – An intellectual being maintains the value

Values Identification: MATURITY – A mature and temperate man is always

Values Identification: RESPONSIBILITY – When God asks Cain, “Where

Values Identification: CONTENTMENT – The value of contentment is

Values Identification: FAITH – The value of faith is founded in one’s belief

LESSON 4: VALUES DEVELOPMENT

VALUES are standards by which people assess desirability,

PRINCIPLES OF VALUING PROCESS

INDIVIDUAL VIRTUES AND GOOD HABITS OF LIVING

INTERNALIZATION AND INTEGRATION OF VALUES

Internalization and integration of values is an act of refocusing, revitalizing, and

III. How do you see yourself as a:

---- End of Module 2 ----

Module Leadership &

This icon introduces new important ideas to remember. Read it carefully

At the end of this module, you will find this icon. It

An example of a leader is the head of government of a country. People within the

A group with no leader is called leaderless.

LESSON 6: TYPES OF LEADERS

• Competency can range from undeveloped to highly develop.

• Focus is on leading (influencing/releasing) people and developing motivational and

LESSON 7: CHARACTERISTIC TRAITS OF A GOOD LEADER

LESSON 8: THE BASIC ELEMENT/ESSENCE OF EFFECTIVE

High regard to people

Fairness and Sound judgment

LESSON 9: LEADERSHIP THEORIES

Great Man Theory (1840s)

Trait Theory (1930's - 1940's)

Behavioral Theories (1940's - 1950's)

Contingency Theories (1960's)

Transactional leadership Theories (1970's)

The transformational theories (1970s)

Myth#1: Leaders must be extrovert

Myth #2: Leaders need to know everything

Myth #3: One leadership style fits all, forever

Myth #4: Only the boss can lead

Myth #5: Management equals leadership

Myth #6: Leaders must eliminate mistakes

LESSON 10: TEAM BUILDING

Teamwork – refers to the collaboration, coordination, complementation of talents, skills, and

Team Building – refers to a variety of methods, approaches and processes of enabling a

What are the skills needed for team building?

Stages of Team Development (Daglow’s Law of Team Dynamics – PACSA notes)