Assessmennt

John Bernard D. Rili

 Week 7
THE STRENGTH AND WEAKNESSES OF FILIPINO
CHARACTER: A SOCIO CULTURAL ISSUES AND
GLOBAL ISSUE THAT CONCERN SCHOOLS AND
SOCIETY
Strength of Filipino Characters

Pakikipagkapwa-tao
 Basic sense of justice and fairness
 Concern for others.
 Ability to empathize with others
 open to others and feel one with others
 regard others with dignity and respect deal with them
as fellow human beings
Strength of Filipino Characters

Family orientation
 source of personal identity, emotional and material
support and
 one’s main commitment and responsibility
 Sense of family results in a feeling of belongingness and
rootedness in a basic
Strength of Filipino Characters

Joy and Humor

 Filipinos have a cheerful and fun personality
 Loving approach to life and its ups and downs.
 Laughing at ourselves and the mess we are in is an
important coping mechanism.
 Playful, sometimes, disrespectful, we laugh at those we
love and at those we hate and we make jokes about our
good fortune and bad.
Strength of Filipino Characters

Flexibility, adaptability and creativity

 We can adjust and to adapt to circumstances and the
surrounding environment, both physical and social;
adjusts to whatever happens even in unplanned or
anticipated events.
 We possess a tolerance for ambiguity that enables us to
remain unfazed by uncertainly or lack of information.
Strength of Filipino Characters

Hard work and industry

 We have the capacity for hard work given proper
conditions;
 To raise one’s standard of living and to possess the
essentials of a decent life for one’s family
 We are willing to take the risks with jobs abroad and,
while there, to work at two or three jobs.
 The results are productivity, entrepreneurship, and
survival despite poverty.
Strength of Filipino Characters

Faith and religiosity

 Filipinos have deep faith in God.
 Our innate religiosity enables us to comprehend and
genuinely accept reality in the context of God’s will and
plan.
 Religious expressions is very tangible
Strength of Filipino Characters

Ability to survive
 Filipinos make do with what is available in the
environment.
 It is manifested in the millions of Filipinos who bravely
live through the harshest economic and social
circumstances.
Traits that turns from strength to weakness
Extreme family centeredness
Excessive concern for family means using one’s office
and power to promote family interests and thus
factionalism patronage, political dynasties and
protection of erring family members. - It results in lack
of concern for the common good, and acts as a block to
national consciousness.
Traits that turns from strength to weakness
Extreme personalism
Takes things personally and is unable to distinguish
between the objective task and emotional engagement.
As a result, the Filipino is wary of bureaucracy, rules and
regulations, and standard operating procedures. He
relies on personal connections and favors family and
friends when hiring, providing services, and even voting.
Contributes to bribery and corruption in Philippine
society.
Traits that turns from strength to weakness
Lack of Discipline
Lack of accuracy and compulsiveness, as well as poor
time management and procrastination, were all
symptoms of a careless attitude toward time and space.
Impatience can lead to shortcuts, palusot, and nigas
cogon. Aversion to rigidly following processes leads in a
lack of uniformity and equality control. Frequently leads
to inefficient work methods, rule violations, and a casual
work ethic that fails to follow through.
Traits that turns from strength to weakness
Passitivity and Lack of  Initiative
Waiting to be told what to do, putting one's trust in
others, such as leaders and the government,
complacency, and a lack of urgency. - Inefficiency, bad
service, and even infringement of one's rights are
tolerated to a high degree. - The Filipino is easily
repressed and exploited because he is too patient and
matiisin, too easily resigned to his situation.
Traits that turns from strength to weakness
Colonial Mentality
Lack of patriotism, or active awareness, appreciation,
and love for the Philippines, as well as a genuine
preference for foreign things.
Traits that turns from strength to weakness
Kanya-kanya syndrome
It is visible in the personal ambition that is entirely
oblivious to the greater good, as a result of tsismis,
intriga, and unconstructive criticism. - Take, for
example, the government bureaucracy's absence of a
sense of service. As a result, cooperative and community
spirit are harmed, and others' rights are violated.
Traits that turns from strength to weakness
Lack of self-analysis and self-reflection
The tendency to be shallow and flighty. There is a lack of
analysis or contemplation in the face of major personal
and social crises, instead opting for superficial
explanations and answers.
Traits that turns from strength to weakness
Emphasis on forma rather than substance
An educational system that is more about form than
substance reinforces this lack of analysis and reliance on
form.
10 Global Issues
Water Contamination and Shortage
: 2.1 billion people in countries undergoing urbanization have
inaccessibility to clean drinking water as a result of pollution,
poverty and poor management of resources. Water resources are
depleted by agriculture and industry energy production. To put
into perspective, agriculture accounts for 70 percent of the
reduction of water around the world, with 75 percent of a given
countries’ water used for this purpose and depleted by
contamination. Fortunately, there has been a recent increase in
efforts to develop technology to combat contamination and
reduce the rate of water depletion.
The Relationship between Education and
Child Labor
Despite a surge in funding for some countries and increasing
attention through social media, education continues to be a
luxury around the globe. Reasons include gender preferences
and poverty, and child labor — the use of children in
industry. According to UNICEF, 150 million children
participate in laborious activities dangerous to their health.
As one can imagine, this work hinders a child’s ability to fully
invest in education. Therefore it’s most challenging to bring
education to sub-Saharan Africa, where the rates of children
enrolled in primary education continue to stagger. In
addition, fewer students successfully complete secondary
education here.
Violence
Violence is a global issue that exists in all shapes and sizes.
Violence can be done towards a particular group like women
or LGBTQ+ members, or it is an act that can be a result of a
mentally disturbed mind. There is also violence in response
to economic stress. All these varying forms of violence lead
to attention on the safety and prevention of such acts.
However, there isn’t much consideration on how an everyday
person can help. In discussions about violence, the biggest
questions to answer are: How is this violence used? How is it
achieved/accessed? Do the media have a role? How much is
the foundation for a particular act of violence is personal?
What is the overall goal?
Poverty
In 2015, the International Poverty Line was set to $1.90. This
number means that a person is living in extreme poverty if
they live below this line. According to this set line, more
than 1.3 billion people are living in this extreme worldwide.
This fact suggests that 1.3 billion people have difficulty
obtaining food and shelter, regardless of the availability of
homeless shelters and organizations. Current questions or
topics to explore in an essay or research would be the cause
of variation in wages on the international level, and the
nature and initiatives that can be taken to solve this global
issue at large.
Inequality
On a global scale, the focus on inequality tends to be in terms of
the distribution of wealth. According to a Global Wealth Report,
44 percent of global net worth is held by only 0.7 percent of
adults. This suggests that there is a significant division between
economic classes around the world. Recently, research has
shown the effects that this economic divide has on communities
particularly in health, social relationships, development and
stability. For example, in a society where there’s a large gap
between the rich and the poor, life expectancy tends to be
shorter and mental illness and obesity rates are 2 to 4 times
higher. In terms of social relationships, inequality on a larger
level introduces more violence and crime.
Terrorism
Terrorism like the bombing incidents of the last few
years continues to claim the lives of innocents. It is a
threat to the peace, security and stability of the world,
so terrorism prevention methods have been
implemented to illustrate what is wrong and should
be/could be done to uphold justice. However, the basis
of the threats, mindsets and the successes/failures of
response efforts still need to be evaluated.
Child Marriages
Child marriages are defined as the union between one
or two individuals under the age of 18. One in five girls
are married before the age of 18, and child
marriages prevent children from becoming educated,
can lead to severe health consequences and increased
risk of violence. Legislation and programs were
established in order to educate and employ children in
these situations as child marriages do not have enough
awareness on individual involvement or emphasis on
the common causes for these marriages.
Food
Poverty, economic inequality and water contamination
mean inability to produce sufficient amounts of food to
sustain a population. This can, in turn, lead to poorer
health and decreased energy to carry out physical and
mental functions, leading to more poverty. By 2050, the
world would need to find food for approximately nine
billion people as cost of production for food will rise in
response to the increased amount of individuals. Thus,
the United Nations established programs to ensure food
security and technology companies make efforts to
reduce food production costs.
The 17 sustainable development goals (SDGs)
to transform our world
GOAL 1: No Poverty
Targets

By 2030, eradicate extreme poverty for all people everywhere, currently measured as people living on less than
$1.25 a day.
By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its
dimensions according to national definitions.
Implement nationally appropriate social protection systems and measures for all, including floors, and by 2030
achieve substantial coverage of the poor and the vulnerable.
By 2030, ensure that all men and women, in particular the poor and the vulnerable, have equal rights to economic
resources, as well as access to basic services, ownership and control over land and other forms of 13 property,
inheritance, natural resources, appropriate new technology and financial services, including micro-finance.
By 2030, build the resilience of the poor and those in vulnerable situations and reduce their exposure and
vulnerability to climate-related extreme events and other economic, social and environmental shocks and
disasters.
Ensure significant mobilization of resources from a variety of sources, including through enhanced development
cooperation, in order to provide adequate and predictable means for developing countries, in particular least
developed countries, to implement programmes and policies to end poverty in all its dimensions.
Create sound policy frameworks at the national, regional and international levels, based on pro-poor and gender-
sensitive development strategies, to support accelerated investment in poverty eradication actions
GOAL 2: Zero Hunger
Targets
By 2030, end hunger and ensure access by all people, in particular the poor and people in vulnerable situations, including
infants, to safe, nutritious and sufficient food all year round.
By 2030, end all forms of malnutrition, including achieving, by 2025, the internationally agreed targets on stunting and wasting
in children under 5 years of age, and address the nutritional needs of adolescent girls, pregnant and lactating women and older
persons
By 2030, double the agricultural productivity and incomes of small-scale food producers, in particular women, indigenous
peoples, family farmers, pastoralists and fishers, including through secure and equal access to land, other productive resources
and inputs, knowledge, financial services, markets and opportunities for value addition and non-farm employment
By 2030, ensure sustainable food production systems and implement resilient agricultural practices that increase productivity
and production, that help maintain ecosystems, that strengthen capacity for adaptation to climate change, extreme weather,
drought, flooding and other disasters and that progressively improve land and soil quality
By 2020, maintain the genetic diversity of seeds, cultivated plants and farmed and domesticated animals and their related wild
species, including through soundly managed and diversified seed and plant banks at the national, regional and international
levels, and promote access to and fair and equitable sharing of benefits arising from the utilization of genetic resources and
associated traditional knowledge, as internationally agreed
Increase investment, including through enhanced international cooperation, in rural infrastructure, agricultural research and
extension services, technology development and plant and livestock gene banks in order to enhance agricultural productive
capacity in developing countries, in particular least developed countries. Correct and prevent trade restrictions and distortions
in world agricultural markets, including through the parallel elimination of all forms of agricultural export subsidies and all
export measures with equivalent effect, in accordance with the mandate of the Doha Development Round.
Adopt measures to ensure the proper functioning of food commodity markets and their derivatives and facilitate timely access
to market information, including on food reserves, in order to help limit extreme food price volatility.
 GOAL 3: Good Health and Well-being
By 2030, reduce the global maternal mortality ratio to less than 70 per 100,000 live births
By 2030, end preventable deaths of new-borns and children under 5 years of age, with all countries aiming to
reduce neonatal mortality to at least as low as 12 per 1,000 live births and under-5 mortality to at least as low as
25 per 1,000 live births
By 2030, end the epidemics of AIDS, tuberculosis, malaria and neglected tropical diseases and combat hepatitis,
water-borne diseases and other communicable diseases
By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and
treatment and promote mental health and well-being
Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of
alcohol
By 2020, halve the number of global deaths and injuries from road traffic accidents 3.7
By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning,
information and education, and the integration of reproductive health into national strategies and programmes
Achieve universal health coverage, including financial risk protection, access to quality essential health-care
services and access to safe, effective, quality and affordable essential medicines and vaccines for all
By 2030, substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water and
soil pollution and contamination
Strengthen the implementation of the World Health Organization Framework Convention on Tobacco Control
in all countries, as appropriate
GOAL 4: Quality Education
Targets
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and
Goal-4 effective learning outcomes
By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that
they are ready for primary education
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including
university
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for
employment, decent jobs and entrepreneurship
By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the
vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among
others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to
sustainable development
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective
learning environments for all
By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed
countries, small island developing States and African countries, for enrolment in higher education, including vocational training and
information and communications technology, technical, engineering and scientific programmes, in developed countries and other
developing countries
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in
developing countries, especially least developed countries and small island developing states
GOAL 5: Gender Equality