NSTP 2: CWTS

PART 6 – PART 12
 PART 6: Drug Addiction

This program aims to build the capacities of peoples'

organizations in taking action against the proliferation
of illegal drugs and drug abuse in urban poor
communities. It also aims to identify and provide
alternative activities for segments of the population
vulnerable to drugs abuse.
 Section One: Substance Abuse
Classification of Dangerous Substance

Classification Drugs Maximum penalties

Heroin, lysergide (LSD), ecstasy, amphetamines

(prepared for injection), cocaine, crack cocaine, magic For possession: 7 years' imprisonment or a fine (or
Class A mushrooms both); for supply: life imprisonment or a fine (or both)

For possession: 5 years' imprisonment or a fine (or

Amphetamines, methamphetamine, barbiturates, both); for supply: 14 years' imprisonment or a fine (or
Class B codeine both)

Cannabis, temazepam, anabolic steroids, valium, For possession: 2 years' imprisonment or a fine (or
ketamine, methylphenidate (Ritalin), γ-hydroxy both); for supply: 14 years' imprisonment or a fine (or
Class C butyrate (GHB) both)
 Common Signs of Substance Abuse

Marijuana
Glassy, red eyes; loud talking and inappropriate laughter followed by sleepiness; a sweet burnt scent;
loss of interest, motivation; weight gain or loss.

Alcohol
Clumsiness; difficulty walking; slurred speech; sleepiness; poor judgment; dilated pupils.

Cocaine, Crack, Meth, and Other Stimulants

Hyperactivity; euphoria; irritability; anxiety; excessive talking followed by depression or excessive
sleeping at odd times; go long periods of time without eating or sleeping; dilated pupils; weight loss;
dry mouth and nose.

Heroin
Needle marks; sleeping at unusual times; sweating; vomiting; coughing and sniffling; twitching; loss
of appetite; contracted pupils; no response of pupils to light.
 Depressants (including barbiturates and tranquilizers)
Seems drunk as if from alcohol but without the associated odor of alcohol;
difficulty concentrating; clumsiness; poor judgment; slurred speech; sleepiness;
and contracted pupils.
 Inhalants (Glues, aerosols, and vapors)
Watery eyes; impaired vision, memory and thought; secretions from the nose or
rashes around the nose and mouth; headaches and nausea; appearance of
intoxication; drowsiness; poor muscle control; anxiety; irritability
 Hallucinogens
Dilated pupils; bizarre and irrational behavior including paranoia, aggression,
hallucinations; mood swings; detachment from people; absorption with self or
other objects, slurred speech; confusion.
 COMMON REASONS WHY PEOPLE TURN TO DRUG

1. Other people
Teenagers see lots of people consuming various substances. They see their parents and other adults drinking
alcohol, smoking or vaping and sometimes, trying other substances.

2. Popular media
Forty-five percent of teens agree with the statement: “The music that teens listen to makes marijuana seem
cool.” And 45 percent of teens agree with the statement “Movies and TV shows make drugs seem like an ok
thing to do.” (PATS 2012) So be aware of the media that your son or daughter is consuming and talk to them
about it

3. Escape and self-medication

When teens are unhappy and can’t find a healthy outlet for their frustration or a trusted confidant, they may turn
to chemicals for solace. Depending on what substance they’re trying, they may feel blissfully oblivious,
wonderfully happy or energized and confident.

4. Boredom
Teens who can’t tolerate being alone have trouble keeping themselves occupied or crave excitement are prime
candidates for substance use.
 COMMON REASONS WHY PEOPLE TURN TO DRUG

5. Rebellion
Different rebellious teens choose different substances to use based on their personalities. Alcohol is
the drug of choice for the angry teenager because it frees them to behave aggressively.

6. Instant gratification
Drugs and alcohol work quickly. The initial effects feel really good. Teenagers turn to drug use
because they see it as a short-term shortcut to happiness.

7. Lack of confidence
Many shy teenagers who lack confidence report that they’ll do things under the influence of
alcohol or drugs that they might not otherwise

8. Misinformation
Perhaps the most avoidable cause of substance use is inaccurate information about drugs and
alcohol.
 Section Two: Basic Classification of Addictive Substance

Effects of Drug Abuse to an Individual

Cardiovascular Diseases
Effects can range from an abnormal heart rate to a heart attack. Injection drug use can lead to cardiovascular problems such as
collapsed veins and bacterial infections of the blood vessels and heart valves
Cancers 
Smoking cigarettes has been linked to cancer of the mouth, neck, stomach and lungs. Secondhand cigarette smoke increases
non-smoking individuals’ chances of developing lung cancer along with other health problems.
Gastrointestinal Effects 
Many drugs cause nausea and vomiting after use. Cocaine use causes abdominal pain and bowel tissue decay.
Neurological Effects 
Addictive drugs act in the brain to produce their euphoric effects. Some create damage due to seizures, stroke, and direct toxic
effects on brain cells. 
Mental Health Effects 
Chronic use of drugs leads to both short- and long-term changes in the brain, which results in mental health issues, like
paranoia, depression, anxiety, aggression, hallucinations, etc.
Death
Drug-related deaths have more than doubled since 2000. There are more deaths, illnesses, and disabilities from substance
use than from any other preventable health condition.
 SECTION THREE: DRUG PREVENTION MEASURES

EDUCATION IS KEY
Drug abuse prevention begins with education, spreading the word regarding the dangers of drugs to oneself and to the
community. These programs are just the beginning. The information provided is most effective when it is followed up with
continued support.

IMPORTANT FACTS
Drug abuse has a pervasive effect on an entire community. Understanding drug use risk factors and spreading the word
through prevention programs is the best defense against drug abuse.

 Parental monitoring has been the most effective way to slow the expansion of drugs in family situations.
 School drug prevention programs serve a valuable purpose in first time users aged 12-17.
 Schools with strict compliance rules and counseling support have been successful at reducing usage.
 The National Institute Against Drug Abuse (NIDA) has found that gains resulting from community drug prevention
programs far outweigh the financial investment by the community.
 Programs should make sure to address all aspects of drug abuse. This includes underage use of legal drugs such as alcohol
and tobacco, illicit street drugs, inhalants and the inappropriate use of legal drugs such as prescription and over the counter
drugs.
 These programs must also be tailored to the specific needs of the audience. Having specialized programs for different
genders, ages, cultures and ethnicities only make the programs more effective.
 PROGRAMS FOR DRUG PREVENTION
As previously mentioned, drug prevention begins with education. This education can take
place at a number of levels including:

Family Based Drug Prevention.

The prevention of drug abuse should start inside the family unit as early as possible. There are many
obvious benefits of home based drug prevention education including self-awareness, and the
enhancement of parent-child communication skills and family bonding.

School Based Drug Abuse Prevention Programs. Drug abuse prevention should be addressed as
early as preschool. Preschool children can benefit from learning how to handle aggression, solve
problems, and communicate better so that they can avoid putting themselves at risk for drug abuse
later in life.

Community Based Drug Abuse Prevention Programs.

Communities that make an effort to come together in the fight against drugs are sure to make an
impact in the prevention of drug abuse.
GOVERNMENT RESPONSIBILITIES
The government’s Drug Control Strategy is pretty straightforward and consists of information we’ve most likely heard before.
There are no surprises. “Drug use affects every sector of society that is vital to a strong America, straining our economy, our
health-care and criminal justice systems and endangering the futures of our young people,” Kerlikowske said. (1)

PARENTAL RESPONSIBILITIES
Supportive parenting and monitoring of children’s behavior (parental involvement) is another critical factor associated with
lower rates of drug use among youth. Most parents limit the amount of time that youth spend out with friends on school nights,
always or sometimes check on homework, help with their homework, make children do chores around the house, tell children
they had done a good job or were proud of them, and limit the time on television and on computers or cell phones for social
media purposes.

INDIVIDUAL’S RESPONSIBILITIES

 Talk to him or her. You can never intervene too early. Casual drug use can turn into excessive use or addiction and cause
accidents, legal trouble and health problems.
 Encourage honesty. Speak calmly and express that you are coming from a place of concern. Share specific details to back
up your suspicion. Verify any claims he or she makes.
 Focus on the behavior, not the person. Emphasize that drug use is dangerous but that doesn't mean your teen is a bad
person.
 Check in regularly. Spend more time with your teen, know your teen's whereabouts, and ask questions after he or she
returns home.
 4 PILLAR OF ACTION AGAINST ILLEGAL DRUGS
Prevention

The prevention pillar includes strategies and interventions that help prevent harmful use of alcohol, tobacco, and both illegal and
prescription drugs.

In November 2005, Council unanimously endorsed the drug policy prevention plan, Preventing Harm from Psychoactive Substance Use. The
plan is the result of extensive research and diverse community consultations.

Treatment

The treatment pillar includes a range of interventions and support programs that encourage people with addiction problems to make healthier
decisions about their lives.

Treatment improves health by decreasing preventable deaths, illnesses and injuries, while improving social integration.

Harm reduction

The goal of the Four Pillars Drug Strategy is to reduce harm to individuals and communities from the sale and use of both legal and illegal
substances.

The principles of harm reduction require that we do no harm to those suffering from substance addiction, and that we focus on the harm
caused by problematic substance use, rather than substance use 

Enforcement

The enforcement pillar of Vancouver’s four pillars strategy recognizes the need for peace, public order and safety in the Downtown Eastside
and other Vancouver neighbourhoods. History tells us, however, that policing alone is not a solution to Vancouver’s drug problem and that
an integrated approach
 PROHIBITED ACT AS PROVIDED IN COMPREHENSIVE
DANGEROUS DRUGS LAW (R.A. 9165)

 It is the policy of the State to safeguard the integrity of its

territory and the well-being of its citizenry particularly the
youth, from the harmful effects of dangerous drugs on
their physical and mental well-being, and to defend the
same against acts or omissions detrimental to their
development and preservation
 GENERAL INFORMATION ON RANDOM DRUG TESTING FOR TERTIARY
STUDENTS

Key findings include:

 Some 16 percent of students subject to drug testing reported using substances covered by their district's
testing in the past 30 days, compared with 22 percent of comparable students in schools without the program.

 In the one-year period studied, there was no evidence of any "spillover effects" to students who were not
subject to testing—the percentage who reported using substances in the past month was the same at both
treatment and control schools.

 There was no effect on any group of students' reported intentions to use substances in the future. Of the
students subject to drug testing, 34 percent reported that they "definitely will" or "probably will" use
substances in the next 12 months, compared with 33 percent of comparable students in schools without the
program.

 There was no evidence that the drug testing reduced students' participation in extracurricular activities or
affected their connection to school.

 Researchers also examined whether students in schools with drug testing , perhaps because they were more
aware of the consequences of substance use, might be underreporting such use.
 PART 7: SPORTS, RECREATION, CULTURE AND ARTS

SECTION ONE: SPORTS AND RECREATION

Physical contests and recreational games have long played a part in human society. In both team
and solo sports, the human body has been pushed to its limits in the name of improving athletic
performance and to break record upon record. The ancient Olympic Games are an early example of
the contests in which humans have engaged to showcase physical prowess. In modern times, sports
and games have evolved into a lucrative and competitive industry, while other leisure activities, such
as card and video games, can be competitive or can just be a way to unwind or socialize.
 CONTRIBUTION OF SPORTS AND RECREATION

Sport and recreation is not about winning, it's about helping build stronger,
healthier, happier, and safer communities. The Department advocates and supports
projects to strengthen communities through sport and recreation.

Communities that participate in sport and recreation develop strong social bonds,
are safer places and the people who live in them are generally healthier and happier
than places where physical activity isn’t a priority.

Sport and recreation builds stronger, healthier, happier and safer communities.

 
 SECTION TWO: CULTURE
 The arts and other manifestations of human intellectual achievement regarded
collectively The customs, arts, social institutions, and achievements of a particular
nation, people, or other social group.

SECTION THREE: ARTS

 The expression or application of human creative skill and imagination, typically in
a visual form such as painting or sculpture, producing works to be appreciated
primarily for their beauty or emotional power. The various branches of creative
activity, such as painting, music, literature, and dance.

GENERAL CLASSIFICATION OF ARTS

Fine arts, visual arts, plastic arts, performance arts, applied arts and decorative arts
are the major classifications of the arts. 
 VISUAL ARTS
 
The visual arts are art forms such as painting, drawing, printmaking,
sculpture, ceramics, photography, video, filmmaking, design, crafts and
architecture. Many artistic disciplines such as performing arts, conceptual art,
and textile arts also involve aspects of visual arts as well as arts of other types.

PROCESS OF CREATING AN ARTWORK

1. Inspiration
This is one of the most exciting moments in the process of creating art: that
beautiful moment when inspiration strikes.

2. Percolation
While it’s not the most glamorous part of the creative process, the “percolation”
period is vital to creating art. Basically, this is the time that elapses after you’ve
had your idea, but before you start making art. It can transpire in many different
ways.
3. Preparation
Preparation can be confused with the “percolation” period, but it is a more active
and focused time. You’ve settled on your inspiration and how you’d like to
proceed. Now, it’s a matter of figuring out how to make it happen.
 
4. Creation 
Finally, it’s time to make it happen! Creation is the time during which you are
solidly on your path. You have your pen to paper, your brush to canvas. You are
creating. 
5. Reflection
After you create a piece of art, there might be a slight tizzy of activity: sharing it
with family and friends, delivering it to a client or hanging it on the wall.

Literary Art
Literary Arts include Poetry, Journalism, Bloggingand Creative Writing
Students relate to popular films by reading the scripts and writing their own
stories in this format. All the basic elements of storytelling and screenwriting are
taught, including structure, plot, characters, dialogue and conflict.
 MUSIC
Music is something that can inspire people, give them hope, makes them believe in
something greater, or lets them escape for a moment. It can be your best friend in time of
need and is always there when you need it. Music can help improve the area of the brain
that is involved in language and reasoning.

 PROPERTIES OF MUSIC

- The loudness of the note is measured by the magnitude of the changes in air

pressure. This is controlled by how hard a piano key is pressed or how hard one
blows on the mouthpiece of a saxophone.
- The pitch of the note is the frequency of repetition of the basic pressure pattern.
More precisely, the frequency is the number of times the basic pattern is repeated
per unit of time. The frequencies of interest to us will be measured in cycles per
second -- one cycle per second is called a hertz in honor of Heinrich Hertz. So, for
example, a note with pitch 440 hertz has a pressure function that repeats itself
440 times per second, i.e. with period 1/440 seconds. Human hearing is confined
to frequencies that range roughly from 20 to 18,000 hertz.
- The timbre of the note includes those characteristics that enable us to tell a
piano note from a violin note with the same loudness and pitch.
 PERFORMING ARTS
 
Performing arts is a form of creative activity that is performed in front of an
audience, which includes drama, music, and dance. Degrees that focus on
performing arts are highly practical, and actively immerse you in cutting-edge,
interdisciplinary practice which prepare you to enter the competitive industry.
 

TYPES OF PLAY

Every theatre is unique, but, with few exceptions, theatres, both Western
and Asian, can be categorized into four basic forms: arena stage theatres (also
referred to as theatre-in-the-round); thrust stage (or open stage) theatres; end
stage theatres (of which proscenium theatres are a subset); and flexible stage 
 PART 8: ENTREPRENEURSHIP AND LIVELIHOOD

SECTION ONE: ENTREPRENEURSHIP

The activity of setting up a business or businesses, taking on financial risks in the hope of profit
 

CONTRIBUTION OF ENTREPRENEURS TO THE ECONOMY

Entrepreneurs boost economic growth by introducing innovative technologies, products, and
services. Increased competition from entrepreneur’s challenges existing firms to become more
competitive. Entrepreneurial activity raises the productivity of firms and economies.
 SECTION TWO: SMALL AND MEDIUM ENTERPRISE (SME)

Small and medium-sized enterprises (SMEs) are non-subsidiary, independent firms which employ fewer
than a given number of employees. This number varies across countries. The most frequent upper limit
designating an SME is 250 employees, as in the European Union.

TYPES OF BUSINESS
 Sole Proprietorship
The simplest and most common form of business ownership, sole proprietorship is a business owned and run by
someone for their own benefit. The business’ existence is entirely dependent on the owner’s decisions, so when
the owner dies, so does the business.
 Partnership
These come in two types: general and limited. In general partnerships, both owners invest their money, property,
labor, etc. to the business and are both 100% liable for business debts. In other words, even if you invest a little
into a general partnership, you are still potentially responsible for all its debt.
 Corporation
Corporations are, for tax purposes, separate entities and are considered a legal person. This means, among other
things, that the profits generated by a corporation are taxed as the “personal income” of the company.
 Limited Liability Company (LLC)
Similar to a limited partnership, an LLC provides owners with limited liability while providing some of the
income advantages of a partnership. Essentially, the advantages of partnerships and corporations are combined
in an LLC, mitigating some of the disadvantages of each.
 SECTION THREE: BUSINESS PLANNING

Business planning is the process of setting a company's goals, strategy and future

actions with the purpose of maximizing the odds of company growth within a set timeframe.

PRINCIPLES OF BUSINESS PLANNING

Do Only What You’ll Use

Lean business means avoiding waste, doing only what has value. Therefore the right form for your
business plan is the form that best serves your business purpose. Furthermore, for the vast majority of business
owners, the business purpose of planning is getting what you want from the business – setting strategy and
tactics, executing, reviewing results, and revising as needed.
It’s a Continuous Process, not Just a Plan
With lean planning, your business plan is always a fresh, current version. You never finish a business plan,
heave a sigh of relief, and congratulate yourself that you’ll never have to do that again. You don’t use it once
and throw it away.
It Assumes Constant Change
One of the strongest and most pervasive myths about planning is dead wrong: planning doesn’t reduce
flexibility.
It Empowers Accountability
It is easier to be friends with your coworkers than to manage them well. Every small-business owner
suffers the problem of management and accountability.
It’s Planning, Not Accounting
One of the most common errors in business planning is confusing planning with accounting. This is true for lean
planning too.

On Lean Business Planning

All five of these principles apply to all business planning, not just lean business planning. However, it’s
important to note that lean business planning emphasizes all five. It’s a reflection of the best in business
planning.

SECTION FOUR: GOVERNMENT REQUIREMENTS FOR SMALL BUSINESSES 

Small business regulations change all the time, but generally, you'll be facing restrictions in the
areas of licensing, business permits, employment law, taxes, environmental legislation and consumer
advertising.
 PART 9: THE CONCEPT OF COMMUNITY
COMMUNITY
A group of people living in the same place or having a particular characteristic in common. A feeling
of fellowship with others, as a result of sharing common attitudes, interests, and goals.

TYPES OF COMMUNITY
 Rural.
Rural communities are placed where the houses are spread very far apart. Many people think of rural
communities as farmland.
 Urban.
Urban communities are located in cities.
• Suburban.
The suburban areas are the mix of the urban and rural
LEVELS OF AWARENESS OF THE COMMUNITY
 COMMUNITY ORGANIZING
Community organizing is a process where people who live in proximity to each other or share
some common problem come together into an organization that acts in their shared self-interest.
COMMUNITY WORK
There are three types of community service and service-learning: direct, in-direct and advocacy.
Once a community need is identified, the project activities that are developed will align with one or
more of the types. Below are definitions and additional examples of each type of community
service and service-learning.
COMMUNITY SCANNING OR PROFILING
Community profiling is a social research method which involves building up a picture of
the nature, needs and resources of a locality or community, with the active participation of its
members, the aim being to create and implement an action plan to address the issues unearthed.
SOCIAL RESPONSIBILITY
Social responsibility is an ethical theory in which individuals are accountable for fulfilling their
civic duty, and the actions of an individual must benefit the whole of society. In this way, there must
be a balance between economic growth and the welfare of society and the environment.
 
 PART 10: PROJECT PLANNING AND IMPLEMENTATION
 
CONTENTS OF THE CWTS PROJECT PLAN
CWTS 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 (Section 3, RA 9163).
 
 
CONTENTS OF THE PROJECT IMPLEMENTATION
FORM
With the new NSTP Director, Engr. Joyrence Mervin Agas, the Office and
selected CWTS Facilitators, a new CWTS module was created. It established the
SERVICE Components as direction of community initiatives and the three (3)
Support and Delivery System (SDS) as its implementing arm.
 PART 11: DEVELOPING AND MAINTAINING THE VIABILITY OF SOCIAL
ORGANIZATION FOR COMMUNITY DEVELOPMENT
 
ELEMENTS AND/OR ATTRIBUTES NECESSARY TO DEVELOP AND
MAINTAIN VIABILITY OF SOCIAL ORGANIZATION
 
 Human sustainability
Human sustainability aims to maintain and improve the human capital in society. Investments in the health and
education systems, access to services, nutrition, knowledge and skills are all programs under the umbrella of
human sustainability.

 Social sustainability
Social sustainability aims to preserve social capital by investing and creating services that constitute the
framework of our society. The concept accommodates a larger view of the world in relation to communities,
cultures and globalisation.
 
 Economic sustainability
Economic sustainability aims to maintain the capital intact. If social sustainability focuses on improving social
equality, economic sustainability aims to improve the standard of living. In the context of business, it refers to
the efficient use of assets to maintain company profitability over time.
 PART 12: STRATEGIES/APPROACHES FOR EFFECTIVE
COMMUNITY DEVELOPMENT PROGRAM
 
PRELIMINARY SURVEY AND PROGRAMMING
Start off with a transparent community selection process and share results
There are many options on how to go about selecting your target communities.  Donor
requirements may indicate specific selection criteria or prioritized geographic or socio-
demographic sectors. 
 
 Map community priorities and identify community leaders through community
assessments
Once we identified our target communities, we designed a simple questionnaire with the
goal of identifying potential community leaders as well as what community members saw
as their most pressing priorities.

Hold preliminary meetings with community leaders and enlist their support to
mobilize community participation
Often vulnerable communities are skeptical of outsiders and have been on the receiving
end of broken promises to improve community infrastructure or provide much needed
basic services.
Hold community assembly meetings to elect local representation to
coordinate program activities
Global Communities’ PACE methodology works through a community coordination
mechanism called Community Development Councils (CDCs). Our programs
provide much of the knowledge and skills training to CDC members. Community
capacity building activities such as long-term community development planning
and project formulation and execution are led through and carried out by the
CDCs.
 
Allow communities to prioritize and select quick impact projects to solidify
support and galvanize local participation
It is important in your first community assembly meeting to select a community
project that can be completed in a short period of time. These projects will build
off of the initial enthusiasm at the prospect of the program’s start-up. 
 EDUCATION AND TRAINING
 

Expanding Educational Choice

Reynoldsburg will continue its work to design a themed or interest-based focus for all schools through collaboration
among school, families and community partners. Child and/or family interest and needs drive school choice, so any
child may attend any school in the district.

 Embracing Blended Learning

Reynoldsburg will continue its journey to support each school in adopting a blended learning model that best meets
the needs of its particular students and school community, and that relates directly to its theme or interest focus. 

Enabling Collective Impact Through Collaboration with Community Partners

Reynoldsburg will align school and community resources to improve systems and supports for all children. A local
education partnership will identify assets across the community and align resources to support the most effective
strategies and services using data. 

Using Data Analytics to Support Personalization

Reynoldsburg will develop a Web- based data analytics platform that evaluates the effectiveness of specific
interventions in addressing specific triggers, and makes recommendations to educators about interventions for
individual students based on the student’s context and the triggers that he or she is presenting.
 FOUR CATEGORIES OF EDUCATION AND TRAINING
 
Formal Education
If you’ve been through the current regular way of schooling, be it from a public
or private school, you can say that you’ve had a formal education. This is the
systematic way where a person attends a school or university and receives
training from teachers that are equipped and licensed to teach you what you
need to know.

Informal Education
Informal education refers to the ways children learn outside of the classroom.
A child in a traditional formal educational system can also have an informal
education. 

Non-Formal
Non-formal learning is the balance between formal and non-formal education.
While there is a form of structured learning, there is no approved curriculum
or certification associated with formal learning.

Special Education
Special education (also known as SPED) are classes for students with
individual differences and needs and may not be able to cope with the rigid
standards of traditional formal education.
 PROCESS IN THE INSTITUTIONALIZATION AND MOBILIZATION
 

Institutionalization

Institutionalization is a process intended to regulate societal behaviour (i.e., supra-

individual behaviour) within organizations or entire societies. At least three actions in the
process can be distinguished:
(1) rulemaking or installment,
(2) rule adaptation, or developing best practices, and
(3) rule change, or replacing old rules with new ones.

MOBILIZATION

Community mobilization is a process through which action is stimulated by

a community itself, or by others, that is planned, carried out, and evaluated by a
community's individuals, groups, and organizations on a participatory and sustained
basis to improve the health, hygiene and education levels so as to enhance the
overall standard of living in the community. A group of people have transcended their
differences to meet on equal terms in order to facilitate a participatory decision-
making process.