NSTP 1 Portfolio

KINGFISHER SCHOOL OF BUSINESS AND FINANCE
Dagupan City, Pangasinan
NATIONAL SERVICE
TRAINING PROGRAM 1
(NSTP 1)
2ndSemester, A.Y. 2018-2019
Prepared by:
IRISH ARIANNE P. ROMERO
Instructor
KINGFISHER SCHOOL OF BUSINESS AND FINANCE
Dagupan City
NATIONAL SERVICE TRAINING PROGRAM I-

LITERACY TRAINING SERVICE
Course Plan
nd
2 Semester; Academic Year 2018-2019
Schedule Topics Lists of Students’

Evaluation/ Activities
Week 1-2 COURSE OVERVIEW Interactive discussion
a. Relevance of the course
November 12- b. Grading system Recitation
23, 2018 c. Course Requirements
d. Classroom rules and regulations Quiz on NSTP Law
THE NATIONAL TRAINING SERVICE Quiz on Literacy

PROGRAM-LITERACY TRAINING SERVICE Training Service
a. Law and its passage
b. Government instrumentalities and agencies
c. The NSTP Program
1. History
2. Components
3. Importance
4. Republic Act No. 9163 (The NSTP Law)
-Guiding principles
-Essential features
5. Program implementation (Implementing Rules
and Regulations of NSTP Law)
-Guidelines
-Coverage
6. The Literacy Training Service
Week 3 SELECTED PROVISIONS OF THE Interactive discussion
November 26- PHILIPPINE CONSTITUTION
30, 2018 a. The Philippine Constitution Recitation
1. Concept of Constitution
2. Kinds of Constitution Quiz on Constitution
3. Characteristics of a good constitution (with the Philippine
4. Preamble map, integrating
5. National Territory (Article I) lesson on National
6. Bill of Rights (Article III) Territory
7. Citizenship
-Requirements Jingle/Roleplay about
-Kinds (Jus soli and jus sanguinis) the Philippine
-Foundlings principle Constitution
Case studies on
citizenship
Week 4 BASIC VALUES OF FILIPINO PEOPLE Interactive discussion
December 3-7, a. The Filipino Character
2018 1. Values defined Recitation
2. The Filipino culture and character
3. Basic values of Filipinos
4. Strengths and weaknesses of Filipinos
5. The many faces of Filipinos (Common
characteristics of a Filipino)
Week 5 b. Nature of self and self-awareness Interactive discussion
December 10- 1. The Human Nature
14, 2019 2. Character v. Personality Recitation
3. Abraham Maslow’s hierarchy of needs
4. Emotional self-awareness Vision and mission in
5. Accurate self-awareness line with the
6. The self and self-confidence importance of the
7. Personality evaluation Literacy Training
Service
Week 6
December 17- PRELIMINARY EXAMINATION
22, 2018
December 24,
2018-January 2, HOLIDAY BREAK
2019
Week 7 DYNAMICS OF A COMMUNITY Interactive discussion
January 3-4, a. The community
2019 1. Community defined Recitation
2. Concept of community development
Tower-building
Week 8 b. Blighted community Interactive discussion
January 7- 1. Blighted areas defined
11,2019 2. Components of blighted communities Recitation
Ocular
survey/inspection of
blighted communities
Show-and-tell
(Symbolism of
chosen blighted
community)
Reflection
paper/Narrative report
on the conducted
ocular
survey/inspection
Week 9 3. Problems experienced in blighted communities Interactive discussion
January 14-18, 4. Possible strategies to overcome the problems in
2019 blighted communities Recitation
Tied-up knot (Dr.

Quack-Quack)
Choosing the
school/institution to
be adopted
Week 10 LEADERSHIP Interactive discussion
January 21-25, a. Leadership skills
2019 1. Leadership defined Recitation
2. Qualities of a good leader
-Complacency defined Essay about the
- Nelson Mandela’s lessons on leadership qualities of a good
- Practices of an exemplary leader leader/
- The Art of War by Sun Tzu
- The Prince by Niccolo Machiavelli Reflection paper
- 48 Laws of Power by Robert Greene about leadership
goals
Quiz on leadership
skills (Mandela’s
lessons and practices
of an exemplary
leader)
Week 11 b. Challenges faced by leaders Reflection paper on
January 28- c. Practices commonly done by leaders different leadership
February 1, d. Kinds of leadership styles styles/Position paper
2019 e. Leadership in a rapidly changing world on who is the better
1. History of business leaders leader: Jesus Christ,
2. Business leader’s role and purpose Adolf Hitler or
3. New leadership role: leading change beyond Ferdinand Marcos?
business boundaries
Reflection paper
about the role of
business leaders
Week 12
February 4-9, MIDTERM EXAMINATION
2019
Week 13 THE TEACHING PROCESS Interactive discussion
February 11-15, a. Fundamental laws/theories of learning
2019 b. Conditions affecting/facilitating learning Recitation
Approval Sheet
Proposed Schedule
Week 14 c. Psychology of the learner Interactive discussion
February 18-22, d. Lesson plan-making
2019 Recitation
Lesson plan-making
Week 15 e. Classroom management Interactive discussion
February 25-
March 1, 2019 Recitation
Roleplay on
classroom
management
Week 16-17 Community visits and portfolio preparation Interactive discussion
March 4-15, 1. Preparation of schedule of activities
2019 2. Preparation and signing of approval letter Consultation time
3. Communicating of approval letter
4. Portfolio preparation/completion
Week 18 FINAL EXAMINATION
March 18-23,
2019
Week 19 Submission of portfolios and compliance with other requirements
M arch 25-29.
2019
References Jovellanos, J. (2011). Notes in Philippine History and Government. Chrizam

Printing Press. Dagupan City.
Ayson, F. et. al. (2000). Fundamentals of Political Science. National Book
Store. Valenzuela City.
Mapua University. (2018). Mapua University-National Service Training
Program Manual. Manila.
Prepared by:
IRISH ARIANNE P. ROMERO

Instructor
Approved by:
AUGUSTUES P. LAMBINO
Academic Dean
WEEKS 1-2
NATIONAL SERVICE TRAINING PROGRAM AND LITERACY TRAINING SERVICE
I.Preliminaries
COURSE OVERVIEW
a. Relevance of the course
b. Grading system
Attendance-15%
Work Planning-30%
Internalization of Theories and C oncepts-25%
Plan Implementation-20%
Attitude Towards Work-10%
Total: 100
ATTENDANCE
Description Score
Complete attendance and often participates in 100
the class
1-2 absences but frequently participating 95
Perfect attendance but seldom does he/she 90
participates in class
3-5 absences and seldom does/he participates 88
in class.
6 and above and seldom does he/she 85
participates in class
Does not come to school or attend class 60 or dropped
ATTITUDE TOWARDS WORK

This component is determined during finals, when the students are preparing their portfolios.
Contribution (Provides useful ideas to the groups)-20
Performance (Provides fullest effort in the work assigned) -20
Supervision and leadership (Displays positive characteristics of a leader/team member)-20
Consistency (Provides consistent performance in line with the standards of the requirements) -20
Behavior (Does not disrupt/display the tasks)-20
Total: 100
c. Course Requirements
Quizzes, written works, performance tasks, portfolio,etc.
d. Classroom rules and regulations
II.Concept Notes/Reading Materials

LAW AND ITS PASSAGE
**This can be discussed as a backgrounder before proceeding to the main topics:
LAW – any rule of action or any system of uniformity
A. Aspects:
1. In strict legal sense, it is promulgated and enforced by the state.
2. In the non-legal sense, it is not promulgated and enforced by the state.
B. Characteristics:
1. It is a rule of conduct.
2. It is obligatory.
3. It is promulgated by the legitimate authority.
4. It is of common observance of benefit.
C. Purposes:
1. For internal order
2. To secure justice
3. To maintain social control
D. Sources:
1. Constitution
2. Legislative department
3. Administrative rules and regulations
4. Judicial decisions
5. Customs
6. Principles of justice and equity
7. Decisions of foreign tribunals
8. Opinions of experts
E.Passage of laws:
a. First Reading. Any member of either House may present a bill, signed by him, for
First Reading. The principal author of the bill may include additional authors thereof.
The bill is read by its number and title together with the name(s) of the author(s).
b. Referral to the appropriate committee-After the first reading, the bill is referred to the
proper committee/s for study and consideration. If disapproved by the committee, the
bill dies a natural death.
c. Second Reading-If the committee reports the bill favorably, the bill is forwarded to
the Committee on Rules so that it can be calendared for deliberation on Second
Reading. At this stage, the bill is read for the second time in its entirety together.
With the amendments, if any, proposed by the committee. The reading may be
dispensed with by a majority vote of the House.
d. Debates after Second Reading-After the Second Reading, a general debate is held in
the House. Amendments may be proposed by any member of the House. After that,
the House may either pass or “kill” the bill.
e. Printing and Distribution-If the bill is approved on Second Reading, it sis ordered
printed in its final form and copies of it are distributed among the members of the
House three days before its passage except in case of bulls certified by the President.
f. Transmittal to the Other House-If approved, the bill is then transmitted to the other
House where substantially the same procedure on three separate readings takes place.
g. Submission to Joint Committee-Differences, if any, between the House’s bill and the
Senate’s amended version, and vice versa, are submitted to the bicameral conference
committee of both Houses on the “disagreeing provisions” thereof.
h. Approval of Consolidated Bill by both Houses-The representatives of each House on

the committee will submit their report of their consolidated bill for approval by both
chambers. The sponsor of the bill which had already been approved on third reading
will move for the consideration of the bill as embodied in the bicameral conference
committee report.
i. Submission to the President-A bill on Third Reading by both Houses shall be printed.
After its authenticated with the signatures of the Senate President and the Speaker and
the Secretaries of both Chambers, it is forthwith transmitted to the President for his
approval or disapproval.
REPUBLIC ACT NO. 9163 (THE NSTP LAW)

Congress of the Philippines
Twelfth Congress
REPUBLIC ACT NO. 9163 January 23, 2002
AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP)

FOR TERTIARY LEVEL STUDENTS, AMENDING FOR THE PURPOSE REPUBLIC
ACT NO. 7077 AND PRESIDENTIAL DECREE NO. 1706, AND FOR OTHER
PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
Section 1. Short Title - This Act shall be known as the "National Service Training Program
(NSTP) Act of 2001".
Section 2. Declaration of Policy - It is hereby affirmed 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 of the State and in fulfillment thereof, the government may require each citizen to render
personal, military or civil service.
Recognizing the youth's vital role in nation-building, the State shall promote civic consciousness
among the youth and shall develop their physical, moral, spiritual, intellectual and social well-
being. It shall inculcate in the youth patriotism, nationalism, and advance their involvement in
public and civic affairs.
In pursuit of these goals, the youth, the most valuable resource of the nation, shall be motivated,
trained, organized and mobilized in military training, literacy, civic welfare and other similar
endeavors in the service of the nation.
Section 3. Definition of Terms - For purposes of this Act, the following are hereby defined as
follows:
(a) "National Service Training Program (NSTP)" is a 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 its three (3) program components. Its
various components are specially designed to enhance the youth's active contribution to
the general welfare.
(b) "Reserve Officers' Training Corps (ROTC)" is a program 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.
(c) "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.
(d) "Civic Welfare Training Service" refers to programs 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 morals of the citizenry.
(e) "Program component" shall refer to the service components of the NSTP as
enumerated in Section 4 of this Act.
Section 4. Establishment of the National Service Training Program. - There is hereby

established a National Service Training Program, which shall form part of the curricula of all
baccalaureate degree courses and of at least two (2)-year technical vocational courses and is a
requisite for graduation, consisting of the following service components:
(1) The Reserve Officers' Training Corps (ROTC), which is hereby made option and
voluntary upon the effectivity of this Act;
(2) The Literacy Training Service; and
(3) The Civic Welfare Training Service
The ROTC under the NSTP shall instill patriotism, moral virtues, respect for rights of
civilians, and adherence to the Constitution, among others. Citizenship training shall be
given emphasis in all three (3) program components.
The Commission on Higher Education (CHED) and Technical Education and Skills
Development Authority (TESDA), in consultation with the Department of National
Defense (DND), Philippine Association of State Universities and Colleges (PASUC),
Coordinating Council of Private Educational Associations of the Philippines
(COCOPEA) and other concerned government agencies, may design and implement such
other program components as may be necessary in consonance with the provisions of this
Act.
Section 5. Coverage - Students, male and female, of any baccalaureate degree course or at least
two (2)-year technical vocational courses in public and private educational institutions shall be
required to complete one (1) of the NSTP components as requisite for graduation.
Section 6. Duration and Equivalent Course Unit - Each of the aforementioned NSTP program
components shall be undertaken for an academic period of two (2) semesters.
In lieu of the two (2) semester program for any of the components of the NSTP, a one (1)-
summer program may be designed, formulated and adopted by the DND, CHED, and TESDA.
Section 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions - All

higher and technical-vocational institutions, public and private, must offer at least one of the
program components; Provided, that State universities and colleges shall offer the ROTC
component and at least one other component as provided herein; Provided, further, that private
higher and technical-vocational education institutions may also offer the ROTC if they have at
least three hundred and fifty (350) cadet students.
In offering the NSTP whether during the semestral or summer periods, clustering of affected
students from different educational institutions may be done, taking into account logistics,
branch of service and geographical considerations. Schools that do not meet the required number
of students to maintain the optional ROTC and any of the NSTP components shall allow their
students to cross-enroll to other schools irrespective of whether or not the NSTP components in
said schools are being administered by the same or another branch of service in the Armed
Forces of the Philippines (AFP), CHED and TESDA to which schools are identified.
Section 8. Fees and Incentives - Higher and technical vocational institutions shall not collect any
fee for any of the NSTP components except basic tuition fees, which shall not be more than fifty
percent (50%) of what is currently charged by schools per unit.
In the case of ROTC, the DND shall formulate and adopt a program of assistance and/or
incentive to those students who will take the said component.
The school authorities concerned, CHED and TESDA shall ensure that group insurance for
health and accident shall be provided for students enrolled in any of the NSTP components
.
Section 9. Scholarships - There is hereby created a Special Scholarship Program for qualified
students taking the NSTP which shall be administered by the CHED and TESDA. Funds for this
purpose shall be included in the annual regular appropriations of the CHED and TESDA.
Section 10. Management of the NSTP Components - The school authorities shall exercise
academic and administrative supervision over the design, forumulation, adoption and
implementation of the different NSTP components in their respective schools; Provided, That in
case a CHED- or TESDA-accredited non government organization (NGO) has been contracted to
formulate and administer a training module for any of the NSTP components, such academic and
administrative supervision shall be exercised jointly with that accredited NGO; Provided, further,
That such training module shall be accredited by the CHED and TESDA.
The CHED and TESDA regional offices shall oversee and monitor the implementation of the
NSTP under their jurisdiction to determine if the trainings are being conducted in consonance
with the objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA and
DND in this regard.
Section 11. Creation of the National Service Reserve Corps - There is hereby created a National
Service Reserve Corps, to be composed of the graduates of the non-ROTC components.
Members of this Corps may be tapped by the State for literacy and civic welfare activities
through the joint effort of the DND, CHED and TESDA.
Graduates of the ROTC shall form part of the Citizens' Armed Force, pursuant to Republic Act
No. 7077.
Section 12. Implementing Rules. - The DND, CHED and TESDA shall have the joint
responsibility for the adoption of the implementing rules of this Act within sixty (60) days from
the approval of this Act.
These three (3) agencies shall consult with other concerned government agencies, the PASUC
and COCOPEA, NGOs and recognized student organizations in drafting the implementing rules.
The implementing rules shall include the guideline for the adoption of the appropriate curriculum
for each of the NSTP components as well as for the accreditation of the same.
Section 13. Transitory Provisions - Students who have yet to complete the Basic ROTC, except
those falling under Section 14 of this Act, may either continue in the program component they
are currently enrolled or shift to any of the other program components of their choice; Provided,
That in case he shifts to another program component, the Basic ROTC course he has completed
shall be counted for the purpose of completing the NSTP requirement; Provided, further, That
once he has shifted to another program component, he shall complete the NSTP in component.
Section 14. Suspension of ROTC Requirement - The completion of ROTC training as a requisite
for graduation is hereby set aside for those students who despite completing all their academic
units as of the effectivity of this Act have not been allowed to graduate.
Section 15. Separability Clause - If any section or provision of this Act shall be declared
unconstitutional or invalid, the other sections or provisions not affected thereby shall remain in
full force and effect.
Section 16. Amendatory Clause - Section 35 of Commonwealth Act No. 1, Executive Order
No.207 of 1939, Sections 2 and 3 of Presidential Decree No. 1706, and Sections 38 and 39 or
Republic Act No. 7077, as well as all laws, decrees, orders, rules and regulations and other
issuances inconsistent with the provisions of this Act are hereby deemed amended and modified
accordingly.
Section 17. Effectivity - This Act shall take effect fifteen (15) days after its publication in two (2)
newspapers of national circulation, but the implementation of this Act shall commence in the
school year of 2002-2003.
Approved,
(Sgd
FRANKLIN M. DRILON
President of the Senate
(Sgd)
JOSE DE VENECIA, JR.
Speaker of the House of Representatives
This Act which is a consolidation of H.B. No. 3593 and S.B. No. 1824 was finally passed by the
House of Representatives and the Senate on December 19, 2001.
(Sgd)
OSCAR G. YABES
Secretary of the Senate
(Sgd)
ROBERTO P. NAZARENO
Secretary General
House of Representatives
Approved: January 23, 2002
(Sgd)
GLORIA MACAPAGAL-ARROYO
President of the Philippines
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 following
implementing rules and regulations in 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 fulfillment 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 wellbeing. 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;
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
anacademic 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;
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).
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
concernedgovernment 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 or 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
schoolof origin and the accepting school.
Section 8. Monitoring and Evaluation

A. Management
1. The school authorities shall exercise academic and administrative
2. A functional chart of the NSTP Office shall be structured based on the capability of the
institution to sustain the component program being offered based on the number of enrollees.
3. 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.
4. 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.
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
unprogrammed 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 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 (NSPC) 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 MISCELLA NEOUS PROVISIONS

Section 12. Certificate of Completion. Certificate of Completion with corresponding serial
number issuedby CHED, TESDA or DND, shall be awarded to students who have successfully
complied with the programrequirements.
Section 13. 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.
Section 14. 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 Sections 38 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. This Rules may be amended, modified, or replaced jointly by CHED, TESDA and DND, in
consultation with PASUC, COCOPEA, NGOs and recognized student organizations. Section 15.
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 16. Effectivity. This 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.
Adopted and Issued on day of 2006.
AVELINO CRUZ, JR. CARLITO S. PUNO, DPA
Sec.AGUSTO “BOBOY”SYJUCO
Secretary, DND Chairman, CHED Director General, TESDA
THE NATIONAL SERVICE TRAINING PROGRAM

FAQs
1. What is the legal basis of the National Service Training Program (NSTP)?
The National Service Training Program (NSTP) Law or RA 9163 also known as “An Act
Establishing theNational Service Training Program (NSTP) for tertiary level students, amending
for the purpose Republic ActNo. 7077 and Presidential Decree No. 1706, and for other
purposes.” was enacted last January 2002 toamend the Expanded ROTC. This program aimed to
enhance civic consciousness and defense preparednessin the youth by developing the ethics of
service and patriotism while undergoing training in any of its three(3) program components,
specifically designed to enhance the youth’s active contribution to the generalwelfare.
2. What are the components of the NSTP?

a. Reserve Officer’s Training Corps [ROTC] - refers to the program component, institutionalized
under Section 38 and 39 of Republic Act No. 7077, designed to provide military training
tomotivate, train organize and mobilize them for national defense preparedness.
b. Civic Welfare Training Service [CWTS] - refers to the program component or

activitiescontributory to the general welfare and the betterment of life for the members of
thecommunity or the enhancement of its facilities, especially those devoted to improving health,
education, environment, entrepreneurship, safety, recreation and moral of the citizenry andother
social welfare services.
c. Literacy Training Service [LTS] - refers to the program component designed to train
thestudents to teach literacy and numeracy skills to school children, out-of-school youth and
othersegments of society in need of their services.
3.Who are covered by the NSTP Law?

A. All incoming freshmen students, male, 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 graduationrequirement;
B. All higher and technical-vocational education institutions must at least offer one (1) of the
NSTP components;
C. State universities and colleges (SUC‟s), shall offer the ROTC component and at least one (1)
other NSTP component;
D. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA),
Philippine National Police Academy (PNPA), and other SUC‟s of similar nature, in view of the
special character of these institutions, are exempted from the NSTP; and
E. Private higher education and technical-vocational education institutions with at least 350
student cadets may offer the ROTC component and consequently establish / maintain
aDepartment Of Military Science and Tactics (DMST), subject to the existing rules
andregulations of the Armed Forces of the Philippines (AFP).
4.What is the duration and equivalent course unit of each of the NSTP Component?
Each of the NSTP components shall be undertaken for an academic period of two (2) semesters
for 54 to 90training hours per semester. It shall be credited for three (3) units per semester.
5.What fees shall be charged to students taking any of the NSTP components?
No other fees shall be collected except basic tuition fees, which should not be more than 50% of
thecharges of the school per academic unit.
6.Who are covered by the suspension of the ROTC requirement?

The completion of ROTC training as a requisite for graduation is set aside for students who have
completedall their academic requirements for their respective courses as certified by the school
on or before theeffectivity of the NSTP Act of 2001, which is March 23, 2002. The concerned
students may apply forgraduation in their respective schools.
7. What happens to male students who are currently enrolled and have not taken norcompleted
the ROTC requirements for graduation?
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
LawEnforcement Service (LES) 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 these Rules and have taken only one (1)
semester of Basic ROTC or E-ROTC/NSP shall take 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.
8. How are Clustering and Cross-Enrollment done?

a. Clustering of students from different education institutions during semestral or summerperiods
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; and
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 student shallallow
their students to cross-enroll in other schools irrespective of whether such school isunder CHED
or TESDA; and in the case the students taking the ROTC component irrespectiveof whether the
two semesters shall be taken from different schools whose ROTC is managedby different
branches of service of the Armed Forces of the Philippines (AFP).
9. What is NSTP-One Summer Program (NSTP-OSP)?

NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, especially Section 6 and jointly
devised,formulated and adopted by DND, CHED and TESDA.NSTP-OSP is established for the
three (3) components: ROTC, CWTS and LTS. This is intended forgraduating students in
baccalaureate or at least two-year technical-vocational or associate courses, whohave yet to
comply with the NSTP as a requirement for graduation, as well as for students, thus allow them
to concentrate on the academic subjects and other co- curricular concerns.
THE LITERACY TRAINING SERVICE

a.It refers to the service component of the National Service Training program which is designed
to train students to impart literacy and numeracy skills to school children, out-of-school youths
and other segments of society who are in need of their services. Also, it introduces and promotes
relevant societal concerns, the fundamentals of working with the community and project
development to students. It also provides students with sufficient knowledge of the various
principles and methods relevant to the teaching and learning process. It aims to strengthen the
knowledge, skills and values of the youth to make them more responsive in the pursuit of peace
and development.
b.The 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. It is created through Republic Act No. 9163, or the "National
Service Training Program (NSTP) Act of 2001".
What is literacy?
a.Literacy is crucial to the success of individuals in both their career aspirations and their quality
of life. It is more than a basic reading ability, but rather an indication of “how adults use written
information to function in society.”
Strong literacy skills are closely linked to the probability of having a good job, decent earnings,
and access to training opportunities. Individuals with weak literacy skills are more likely to be
unemployed or, if employed, to be in jobs that pay little or that offer poor hours or working .
b.Literacy is a basic human need and human right to knowledge. It has meaning only when it
leads to participation in cultural and social activities. It is empowerment which means ability to
make decisions and control affairs of ones own life, economically, socially and politically, it is
the first step in a life-long earning process of man and women. Life without literacy is life
without hope, security and freedom. It is the foundation of all skills and pre-requisite for
economic development. Moreover, according to Stromquist (1995) in modern societies literacy
skills are fundamental to informed decision-making, personal empowerment, active and passive
participation in local and global social community. Literacy is useful at the individual level in
inculcating humanistic etiquettes and manners. The human benefits from literature are related to
factors such as the improved self-esteem, empowerment, creativity and critical reflection that
participation in adult literacy programmes and the practice of literacy may produce. Human
benefits are intrinsically valuable and may also be instrumental in realizing other benefits of
literacy: improved health, increased political participation and so on (UNESCO, 2006)
c.Literacy is the ability to read and write. In modern context, the word means reading and writing
in a level adequate for written communication and generally a level that enables one to
successfully function at certain levels of a society. Numeracy is the ability to count and do
arithmetic.
III. Quizzes/Activities
1. Quiz in THE NSTP Law (R.A. 9163) – 25 pts
Provide what is being asked.
1-3.Components of NSTP
4. Part of a law that establishes its objectives and reasons for its implementation.
5. Duration of NSTP
6-7. Individuals covered by NSTP
8. Program designed to train students to become teachers of literacy and numeracy skills
9. TRUE OR FALSE: Youth plays a vital role in nation building.
10. Introduction of law
11. Used for referencing of laws
12. Prime duty of NSTP
13-15. Exceptions from the coverage of NSTP.
16. Full title of NSTP Law
17. Designed to provide military training to tertiary students for national defense and
preparedness.
18. TRUE OR FALSE: Graduates of ROTC shall form part of the Philippine Navy.
19. Hours needed to allot in taking up the NSTP course.
20. Programs or activities contributory to the general welfare and betterment of the society
21. Contains the “meat” or “substance” of a law
22. CWTS stands for __________.
23-25. Factors contributed by NSTP to the lives of the students
2. QUIZ IN LTS – 50 pts.

Read the questions carefully before answering briefly. Provide only what is being asked. (10 pts.
each)
1. Is literacy crucial to the success of individuals in both their career aspirations and their quality
of life? Support your answer.
2. To agree or disagree: “A highly literate population will be better able to deal with issues of
governance in a highly diverse community:. Defend your answer.
3. What is Literacy Training Service? Explain how it can be conducted in small societies.
4. Traditionally, literacy has referred to the ability to read, understand and use information. But
the term has come to take on a broader meaning today. Describe how the present society
understands this term.
5. What is the contribution and importance of the Literacy Training Service in our society?
Rubric for Essay Writing
Score
Description Score Description
10 Provided limited ideas
Has complete explanation, clarity of ideas, and good
4 related to the question
organization of thoughts
and lacks details.
8 Answers that are not so
Has clarity of ideas, good organization of thoughts but lacks
2 much related to the
important details
question
6 Has clarity of ideas but lacks good organization of thoughts
0 No Answer
and important details.
WEEK 3
SELECTED PROVISIONS OF THE CONSTITUTION
I.Concept Notes/Reading Materials

CONSTITUTION– set of fundamental principles or established precedents according to which
a state or other organization is governed, thus, the word itself means to be a part of the whole.
With the particular reference to the Constitution of the Philippines, it may be defined as that
written instrument by which the fundamental powers of the government are established, limited
and defined and by which these powers are distributed among the branches of the government.
A. Nature:
1. Serves as the supreme or fundamental law
2. Establishes basic framework and underlying principles of government
3. Designed to protect the basic rights of the people
B. Characteristics of a good written constitution:

1. Brief – not too detailed but substantial enough
2. Broad - covers the whole state and rights of the citizens as well as many future
contingencies
3. Definite – definitions and interpretations are definite
PREAMBLE
We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just
and humane society and establish a Government that shall embody our ideals and aspirations,
promote the common good, conserve and develop our patrimony, and secure to ourselves and our
posterity the blessings of independence and democracy under the rule of law and a regime of
truth, justice, freedom, love, equality, and peace, do ordain and promulgate this Constitution.
Preamble serves as the preface of the Constitution. The preamble is not really an integral portion of the
Constitution. However, according to Father Joaquin Bernas (2002: 1), a member of the 1986
Constitutional Commission, it identifies the origin, scope, and purpose of the constitution and it serves as
a source of light in ascertaining the meaning of ambiguous constitutional provisions.
ARTICLE I-National Territory

The national territory comprises the Philippine archipelago, with all the islands and waters
embraced therein, and all other territories over which the Philippines has sovereignty or
jurisdiction, consisting of its terrestrial, fluvial, and aerial domains, including its territorial sea,
the seabed, the subsoil, the insular shelves, and other submarine areas. The waters around,
between, and connecting the islands of the archipelago, regardless of their breadth and
dimensions, form part of the internal waters of the Philippines.
ARTICLE III-Bill of Rights
SECTION 1. No person shall be deprived of life, liberty, or property without due process of law,
nor shall any person be denied the equal protection of the laws.
SECTION 2. The right of the people to be secure in their persons, houses, papers, and effects
against unreasonable searches and seizures of whatever nature and for any purpose shall be
inviolable, and no search warrant or warrant of arrest shall issue except upon probable cause to
be determined personally by the judge after examination under oath or affirmation of the
complainant and the witnesses he may produce, and particularly describing the place to be
searched and the persons or things to be seized.
SECTION 3. (1) The privacy of communication and correspondence shall be inviolable except
upon lawful order of the court, or when public safety or order requires otherwise as prescribed by
law.
(2) Any evidence obtained in violation of this or the preceding section shall be inadmissible for
any purpose in any proceeding.
SECTION 4. No law shall be passed abridging the freedom of speech, of expression, or of the
press, or the right of the people peaceably to assemble and petition the government for redress of
grievances.
SECTION 5. No law shall be made respecting an establishment of religion, or prohibiting the

free exercise thereof. The free exercise and enjoyment of religious profession and worship,
without discrimination or preference, shall forever be allowed. No religious test shall be required
for the exercise of civil or political rights.
SECTION 6. The liberty of abode and of changing the same within the limits prescribed by law
shall not be impaired except upon lawful order of the court. Neither shall the right to travel be
impaired except in the interest of national security, public safety, or public health, as may be
provided by law.
SECTION 7. The right of the people to information on matters of public concern shall be
recognized. Access to official records, and to documents, and papers pertaining to official acts,
transactions, or decisions, as well as to government research data used as basis for policy
development, shall be afforded the citizen, subject to such limitations as may be provided by law.
SECTION 8. The right of the people, including those employed in the public and private sectors,
to form unions, associations, or societies for purposes not contrary to law shall not be abridged.
SECTION 9. Private property shall not be taken for public use without just compensation.
SECTION 10. No law impairing the obligation of contracts shall be passed.
SECTION 11. Free access to the courts and quasi-judicial bodies and adequate legal assistance
shall not be denied to any person by reason of poverty.
SECTION 12. (1) Any person under investigation for the commission of an offense shall have
the right to be informed of his right to remain silent and to have competent and independent
counsel preferably of his own choice. If the person cannot afford the services of counsel, he must
be provided with one. These rights cannot be waived except in writing and in the presence of
counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free will
shall be used against him. Secret detention places, solitary, incommunicado, or other similar
forms of detention are prohibited.
(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be
inadmissible in evidence against him.
(4) The law shall provide for penal and civil sanctions for violations of this section as well as
compensation to and rehabilitation of victims of torture or similar practices, and their families.
SECTION 13. All persons, except those charged with offenses punishable by reclusion perpetua
when evidence of guilt is strong, shall, before conviction, be bailable by sufficient sureties, or be
released on recognizance as may be provided by law. The right to bail shall not be impaired even
when the privilege of the writ of habeas corpus is suspended. Excessive bail shall not be
required.
SECTION 14. (1) No person shall be held to answer for a criminal offense without due process
of law.
(2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary is
proved, and shall enjoy the right to be heard by himself and counsel, to be informed of the nature
and cause of the accusation against him, to have a speedy, impartial, and public trial, to meet the
witnesses face to face, and to have compulsory process to secure the attendance of witnesses and
the production of evidence in his behalf. However, after arraignment, trial may proceed
notwithstanding the absence of the accused provided that he has been duly notified and his
failure to appear is unjustifiable.
SECTION 15. The privilege of the writ of habeas corpus shall not be suspended except in cases
of invasion or rebellion when the public safety requires it.
SECTION 16. All persons shall have the right to a speedy disposition of their cases before all
judicial, quasi-judicial, or administrative bodies.
SECTION 17. No person shall be compelled to be a witness against himself.
SECTION 18. (1) No person shall be detained solely by reason of his political beliefs and
aspirations.
(2) No involuntary servitude in any form shall exist except as a punishment for a crime whereof
the party shall have been duly convicted.
SECTION 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman
punishment inflicted. Neither shall death penalty be imposed, unless, for compelling reasons
involving heinous crimes, the Congress hereafter provides for it. Any death penalty already
imposed shall be reduced to reclusion perpetua.
(2) The employment of physical, psychological, or degrading punishment against any prisoner or
detainee or the use of substandard or inadequate penal facilities under subhuman conditions shall
be dealt with by law.
SECTION 20. No person shall be imprisoned for debt or non-payment of a poll tax.
SECTION 21. No person shall be twice put in jeopardy of punishment for the same offense. If an
act is punished by a law and an ordinance, conviction or acquittal under either shall constitute a
bar to another prosecution for the same act.
SECTION 22. No ex post facto law or bill of attainder shall be enacted.
ARTICLE IV-Citizenship
SECTION 1. The following are citizens of the Philippines:
(1) Those who are citizens of the Philippines at the time of the adoption of this Constitution;
(2) Those whose fathers or mothers are citizens of the Philippines;
(3) Those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship
upon reaching the age of majority; and
(4) Those who are naturalized in accordance with law.
SECTION 2. Natural-born citizens are those who are citizens of the Philippines from birth
without having to perform any act to acquire or perfect their Philippine citizenship. Those who
elect Philippine citizenship in accordance with paragraph (3), Section 1 hereof shall be deemed
natural-born citizens.
SECTION 3. Philippine citizenship may be lost or reacquired in the manner provided by law.
SECTION 4. Citizens of the Philippines who marry aliens shall retain their citizenship, unless by
their act or omission they are deemed, under the law, to have renounced it.
SECTION 5. Dual allegiance of citizens is inimical to the national interest and shall be dealt with
by law.
CITIZENSHIP. The idea of citizenship came from the Greeks during the golden age of Plato and
Aristotle. As understood by the Greeks, citizenship was membership in the political community –
the city-state – of a body of individuals who were entitled to participate in public affairs.
Membership in the city-state was a privilege attained by birth, for a Greek remained a citizen of
the city to which his parents belonged. Moreover, Greeks did not consider their citizenship as a
material possession; rather they viewed it as similar to membership in a family.
In Aristotle’s view, citizenship was a membership of an individual in the assembly and was
eligible for jury duty, a definition based on Athenian principle. Citizenship, therefore in
Aristotle’s thinking, was a privilege to participate in the government and hold public office.
Today, citizenship is defined as membership of an individual in a political economy enjoying

political and civil rights. The individual who enjoys these rights is called a citizen of the state. In
line with this, the membership of an individual implies a duty of allegiance on his part to the
state, and in turn, the state has the duty to protect its citizens.
For instance, to be a Filipino citizen, a person must belong to any of the classes of citizens as
enumerated below:
1. Those who are citizens of the Philippines at the time of the adoption of the 1987 Constitution;
2. Those whose fathers or mothers are citizens of the Philippines;
3. Those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship
upon reaching the age of majority; and
4. Those who are naturalized in accordance with the law.
MODES OF ACQUISITION. There are several ways by which an individual acquires his
citizenship. The most common of which are: by birth and naturalization.
Citizenship by birth. An individual acquires citizenship at the time of birth under two general
principles: jus sanguinis literally means “law of blood” and jus soli, “law of the soil”.
According to the principle of jus sanguinis, a child possesses from the time of his birth a
citizenship which is the same as that of his parents, or one of them, regardless of the place in
which he was born. Thus, a child born in the United States of Filipino parents is a Filipino
citizen under jus sanguinis.
Meanwhile, under the jus soli principle, the citizenship of the child is determined by the country
in which he was born regardless of the citizenship of his parents. This may bring about dual
citizenship, which could lead to conflicting jurisdiction in matters of military service, tax
obligations, political activities and protection in foreign countries.
Citizenship by naturalization. A person may acquire citizenship also by naturalization. In a

broad sense, naturalization is the formal adoption of an alien into the political body of a nation
vesting upon him most of the rights and privileges of a citizen. In its strict sense, naturalization is
the conferment by law of citizenship to a foreigner after ha has fulfilled all prescribed
conditions. There are four classifications --- the (1) individual whereas an alien wishes to
acquire citizenship of a country other than his own; (2) group which is done collectively; (3)
through judicial process where a foreigner is required to possess certain prescribed
qualifications based especially on age, residence in the state where he seeks citizenship,
willingness to obey the law and the constitution, good moral character, literacy and other
requirements; and (4) through the lawmaking body.
Distinction between natural-born and naturalized citizens. A natural-born citizen is one who is
already a citizen of the state at the time of birth. He does not need to perform an act to acquire
or perfect his citizenship. On the other hand, a naturalized citizen is one who is a citizen of one
country and who through an intervening act which in naturalization, becomes a citizen of
another country.
LOSS OF CITIZENSHIP. When a citizen gives up or loses his citizenship, the act is called
expatriation. There are several ways by which a citizenship: (1) naturalization in a foreign
country; (2) by expressed renunciation of citizenship; (3) service in the armed forces of another
country; (4) declaration by a competent authority of being a deserter from the armed forced of
his country; (5) cancellation of the certificate of naturalization for cause; and (6) by subscribing
to an oath of allegiance to support the constitution and laws of a foreign country upon attaining
21 years of age.
REACQUISITION OF LOST CITIZENSHIP. Lost citizenship may be acquired through

repatriation by any of the following means: (1) by naturalization; (2) by repatriating one’s self
and taking an oath of allegiance to the state; and (3) by direct act of legislation.
III. Activities/Quizzes
1. Quiz in Constitution and Map (mainly focusing on Philippine territorial boundaries)- 35 pts.
I. Fill in the blanks. (10 pts.)
PREAMBLE
We, the sovereign Filipino people, imploring the aid of (1) _________, in order to build a (2)
__________ and establish a government that shall embody our (3) __________________,
promote the (4) _________________, conserve and develop our (5) ________________, and
secure to ourselves and our (6) _______________________, the blessings of (7) ___________
and (8) ___________________ under the rule of law and a (9) )______________________,
justice, freedom, love equality and (10) ___________________, do ordain and promulgate this
Constitution.
II. Draw a map showing the boundaries of the Philippines national territory, complete with labels
and measurements. (15 pts.)
Rubric:
15 – Drawing clearly shows the boundaries, complete with labels and measurements.
12 – Drawing shows the boundaries, but is lacking some 1-2 labels.
10 – Drawing shows the boundaries but is lacking more than 3 labels.
5 – There is a drawing, but does not clearly shows the boundaries.
0 – No drawing.
III. Essay: What are the three fundamental rights of a person as provided under Section 1 of
Article II of 1987 Philippine Constitution? Enumerate and explain them in accordance with their
importance. (10 pts.)

Score
and lacks details.
important details
question
0 No Answer
2.Jingle
Students are tasked to prepare a 5-minute jingle about the Philippine Constitution.
Scoring Rubric:
Creativity – 40
Content – 25
Organization – 20
Audience Impact – 15
___________________
Total: 100
b. Case Studies
Students are given different case studies and questions to be answered.
1.Mr. and Mrs. Sixto Gonzales went to the United States on a working visa. After a year of stay,
their child Fey was born. Mr. and Mrs. Gonzales are natural-born Filipinos. What is the
citizenship of the child, Fey at the time of birth. Is it American or Filipino citizenship, or both?
Qualify your answer by citing the supporting principle or principles. (10 pts.)
2. Cris was born in the United States of a Chinese father and a Filipino mother. His parents never
applied for American citizenship. Applying the principles of jus sanguinis and jus soli, how
many citizenships did Cris have at the time of birth? Explain. (10 pts.)
3. How does a Constitution evolve? 10 pts.)

4. How does a formal Constitution differ from an effective Constitution? 10 pts.)
5. How do written and unwritten constitutions differ from each other? Discuss briefly. 10 pts.)
6. Former Senate President Jovito Salonga in one of his public appearances criticized the 1987
Constitution as suffering from verbosity, vagueness and contradictions. From this points of view,
what characteristics of a good written constitution does the present Charter lack? 10 pts.)
7. What is the essence of having our own Constitution? 10 pts.)
8. What do you think should be the changes made in our present Charter? Elaborate your answer.
10 pts.)

Score
and lacks details.
important details
question
0 No Answer
WEEK 4
THE FILIPINO CHARACTER

THE FILIPINO VALUE SYSTEM
What are values?
Before delving into the discussion of values – Filipino values, in particular – it is worth
analyzing the word itself. The word “value” has its root in the Latin word “valere” which means
to be strong and vigorous. This proceeds from the premise that a human person has to have
strength or valor in every endeavor. It is the basis on which his strength in facing the challenges
of life should be directed.
Dr. Tomas Q. D. Andres (1986) would define values as “things, persons, ideas or goals which
are importantto life; anything which enables life to be understood, evaluated, and directed.”
On the other hand, Edgar Sheffield Brightman defines value as “whatever is liked, prized,
esteemed, desired approved, or enjoyed by anyone at any time. It is the actual experience of
enjoying a desired object or activity. Hence, value is an existing realization of desire.”
Collectively, the values of a society would be the standards or principles for which an act is
judged to be what is right or wrong, correct or incorrect. As such, it is the goal set for every
member of the community to attain what is desirable. In other words, values in a society give
meaning and direction to every individual’s life and influence his human behavior.
Based on these definitions, we can say that values are those which are considered by the society
as desirable and important and have attained the status as moral impetus behind every action of
each member geared towards the desired end or goal.
What are Filipino Values?

Significantly, Filipino values would be the standards or principles set forth by the Filipino
society as basis for what is right or wrong, the principles on which every member of the Filipino
society should persevere to attain in order to reach the ultimate realization of his life, regarding
his person and in relation to his family and society in general.
Significance of Studying Filipino Values

Several studies have been made on Filipino Values. They have always been interested in
examining Filipino values because it influences a Filipino’s behavior in particular, and shaping
the Philippine Society in general. How Filipinos feel and motivated to do a specific task is
directed and evaluated by his set of values. In order to understand the Filipino culture and the
development of the Filipino individual, one has to understand the underlying values on which
every Filipino acts. Thus, a study on the Filipino values would provide us a deeper understanding
of the Filipino culture.
The shaping of the Philippine society into a successful and progressive nation would depend on
understanding and appreciating the positive side of Filipino values and how they are applied to
attain suchgoal. Thus, it is imperative that a full understanding and appreciation of the positive
side of our very ownprinciples be made and used for our personal and national success.
The purpose of this chapter, therefore, is to help us understand our Filipino values to enable us to
put the positive side of Filipino values in use and to disregard the negative ones. Thus, in the
end, through the development and use of positive Filipino values, we may bring out the best in
the Filipino society in general and the individual in particular.
Understanding Filipino Values and Culture

The Filipino society is composed of a mixture of different races and cultures, many of which
influenced the lifestyle and values being practiced in the Philippine community. Among those
who influenced the Filipino culture and values are our ancestors – the Malays and Indons, our
colonists – the Spaniards and the Americans, and nationals of other countries who have dealt
with the Philippine society through trade – the Chinese and the Indians. The resulting blend of
this mixture of influences, which are sometimes conflicting, is uniquely Filipino in character.
Most of the prominent Filipino values are the result of a blend of the rich Christian values of
Europe, the pragmatic and democratic values of America, and the spiritual values of Asia.
The basic social unit in the Philippine society is the family. It is here where values and principles
are nurtured and imbibed in each and every member of the family. The tradition of close family
ties has long been practiced and considered as the foundation of the Philippine society. So much
is the effect of this tradition that the members of the constitutional commission of the 1987
Philippine Constitution deemed it proper to include it as a State Policy and a chapter of the
fundamental law of the land. Thus, Article XV, Section 1 of the said constitution provides that
“The State recognizes the Filipino family as the foundation of the nation.”
It is in the family that the Filipino individual is introduced to the concept of structure and
hierarchy of power. He is always reminded to submit to the authoritarian familial set-up, where
roles are prescribed especially for younger members of the family. The Filipino family is
structured in a way that autocratic leadership rests on the elder members, where the young
submit themselves to the decision of family elders. He is indoctrinated of the tradition of primacy
of the extended family over that of the individual and that the only source of emotional,
economic, and moral support is the family.
The Filipino individual identifies himself with his family. Right from childhood he is made to
believe that he belongs to the family. The Filipino individual is always encouraged to get advice
from his parents and submit to his parents‟ direction, counsel and advice. He is admonished to be
good because any disgrace that he commits is a disgrace to the family. In times of misfortune, he
is assured of his family’s support, sympathy and love. Thus, Filipino society, in contrast with
Western societies, prefers a rather "structured" way of life, and not where he can be assertive of
his own individuality. However, modern era is catching up with the Filipino society. Changes
must occur if the Filipino society is to survive in a changing world. The Filipino society will
have to keep up with the changes brought about by modernization. The society must prepare
itself for a serious reevaluation of its values. In most instances, it will have to break away from
its past and adjust itself towards the future.
FILIPINO CHARACTERISTICS
The characteristic that makes a Filipino vary from different society is his uniquely blended
culture andvalues from different influences. Filipino values, for reason of several influences that
shaped its identity, are bipolar like a coin that has two sides. They may either be positive or
negative in polarity. Let us take for example the value of utang na loob, or debt of gratitude. The
value of utang na loob, the altruistic drawing of interior goodness of a person by returning a debt
of gratitude, is by itself positive. However, when one is coerced to honor a debt of gratitude and
return the favor, then it becomes negative. Due to this ambivalence of Filipino values, they have
the potential of being used for good or evil. They may either help or hinder personal and national
development, depending on how they are understood or practiced or lived.
In order to shape the Filipino society into a successful and progressive nation, there is a need to
reevaluate the different values that influence every Filipino individual’s action to a set of
circumstances. We need to identify the positive side of every Filipino value and develop them in
order to yield a more successful and developed society.
Let us then try to discuss some of the values in the Filipino society and re-evaluate them to
develop a more positive value for the Filipino individual.
Utang na Loob
There is no specific translation that can approximate the meaning of this Filipino value of utang
na loob. Debt of gratitude is a lean excuse of a translation because it does not even approximate
the fertile concept of the Filipino loob.
Utang na loob is a situation where an individual is required to return a favor or service received.
However, the return of such service or favor cannot be translated into monetary equivalent, and
may reciprocated in a month of service or even a lifetime.
For example, a congressman proudly gives a town a new chapel, a bridge, or a waiting shed (no
matter whether the money came from his pocket or from the government), this makes the people
indebted to him. And when elections come, he recites the litany of his projects and people
“ought” to repay these through their votes. Not to repay this form of debt means that those who
were benefited are walang utang na loob.
After having been elected, the people would approach this congressman for return of the favor by
seeking employment for them. Thus, this would end into a vicious cycle, where the person na
pinagkakautangan ng loob becomes the giver and the giver becomes the person na may utang na
loob. However, utang na loob may be interpreted in a positive outlook. If it is used with the
concept of justice, truth and human dignity, it would reflect the beautiful aspect of the Filipino
character. Thus, this altruistic feeling must voluntarily come from within the person himself,
kusang loob; and should not be demanded by coercing the person who has utang na loob, so as
blind his sense of judgment. Furthermore, this value should be used discriminately. The
pagtatanaw ng utang na loob should emerge from within the self of an individual with sense of
justice so as to repay the person for the favor or services rendered.
We should always remember that in demanding for the return of indebtedness, the golden rule
“Do unto other as you would want them to do unto you.” By demanding the return of the favor,
would you wish to become indebted in return? And when indebted, would you want that person
to act the same way when they are demanding the return of the favor?
Bahala na
Filipinos, by nature, are a religious group of people. They firmly believe in the supernatural and
in all kinds of spirit dwelling in individual persons, places or things. They believe in a Supreme
Being who will take care of things for them. The Filipino is very religious who has a saint to
pray to each day of the week.
The term bahala na comes from the words Bathala na. It reflects the Filipino‟s dependence on
the supernatural being and on fate. This tends to move toward the commonly conceived
procrastination character of the Filipino.
Strengths of the Filipino Character

1. Pakikipagkapwa–Tao -Camaraderie and feeling of closeness to one another; foundation for
unity as well as sense of social justice.
2. Family Oriented -Feeling of belongingness and rootedness and a basic sense of security.
3. Joy and Humor- Emotional balance, optimism, a healthy disrespect for power and office and
the capacity to survive.
4. Flexibility and Adaptability-Productivity, innovation, entrepreneurship, equanimity and

survival.
5. Hardwork and Industry- Productivity and entrepreneurship for some and survival despite
poverty for others.
6. Faith and Religiosity-Courage, daring, optimism, inner peace, as well as the capacity to
genuinely accept tragedy and death.
7. Ability to Survive- Bravely live through the harshest economic and social circumstances.
Weaknesses of the Filipino

1.Extreme Personalism -Leads to graft and corruption.
2. Extreme Family Centeredness -Lack of concern for the common good and acts as the block to
Nationalconsciousness.
3. Lack of Discipline-Inefficient and wasteful work systems, violation of rules leading to

more serious transgressions and a casual work ethics leading to carelessness and lack of follow-
through.
4. Passivity and Lack of Initiative-Easily resigned to one’s fate and thus easily oppressed and
exploited.
5. Colonial Mentality-Basic feeling of national inferiority that makes it difficult for them to
relate as equal to Westerners.
6. Kanya-kanya Syndrome-Dampening of cooperative and community spirit and in the trampling

upon of the rights of others.
7. Lack of Self- Analysis and Self –Reflection-Emphasis on form more than substance
WEEK 5
NATURE OF SELF AND SELF-AWARENESS

THE HUMAN PERSON: OVERVIEW
What is a human person? What is the nature of a human person? How does a person attain his
highest potential that can create a positive result towards society?
Even during ancient times, these questions had been consistently raised and evaluated. Brilliant
psychologists, philosophers, theologians, and even natural scientists had written and made in-
depth analyses on the topic of human nature using wide range of theories and observations.
It is essentially difficult to define man. This perspective aims to revisit and challenge, in all
humility, our perception of human nature; and the possibility of achieving a productive society
through the actualization of a person’s highest potential.
THE HUMAN PERSON: REVISITED

When we talk about the human person, it is obviously everything that pertains to man - physical,
spiritual, emotional and intellectual attributes. There are several definitions of a human person
based on different perspectives:
Aristotle and Boethius described man as a rational being. As rational being, a person is able to
know, reason out and apply what he knows.
Theologians describe a human person as a substance of physical and spiritual. Spiritual in nature
because man has a soul and is created by a Superior Being with a divine purpose. Physical in
nature, because a person is created with body and faculty that correspond to his relationship with
society. Dictionaries define a human person as a living, self-conscious animal or a thing.
WHO AM I?
To fully understand the meaning of a person, let us re-evaluate and understand the characteristics
of a person:
Characteristics of a Person
Eddie Babor discussed in his book “The Human Person, Not Real But Existing” that the human
person have several characteristics, among which are the following:
1. Rational - Every person is a rational being. This is what distinguishes a person from all other
creatures in the world. As a rational being, a person is free to think and has the capacity to
reason. He can distinguish what is right and what is wrong because he has intellect.
2. Free - All human beings are born free. A person has the freedom to do or not to do a specific
action. However, every person must be responsible for his own action. In other words, a person
can do whatever he pleases but not to the extent of doing harm to his co-creatures.
3. Unique - Every person is unique. Every person has his own identity such that no two persons
are the same. Generally speaking, human beings have the same characteristics and physical
features and but no two persons are the same because every person has its own perception, has
differentsets of values and priorities in life.
4. Social being - Every person is intrinsically a social being. He cannot detach his “being” from
others and all other creatures in the universe. Human nature is characterized by his togetherness
and relationship towards other creatures; be it a thing, object or his fellowman.
5. Sexual - All created living things are sexual in nature but the uniqueness of expression of a
person’s sexuality makes it all different. The expression of a person’s emotions, attitudes,
feelings, actions and thoughts in sexual activity best exemplifies his uniqueness from animals.
Considering the characteristics, and their definitions, given above, it can be deduced that a
human person is the ultimate expression of the Supreme Being that has the freedom, capacity and
ability to reason, reflect and relate to his co-existence.
THE ESSENCE OF A PERSON

By understanding the character and the definition of a person, the next question would be “how
are we going to maximize these characteristics to be able to create a positive result?” There are
several guiding principles in realizing a person’s competence and ability. The totality of the
person is best explored in the field of humanistic psychology. This study theorized that a
person’s behavior and relationship with others is shaped by his inner feelings and self-image.
One of the foundations of humanistic psychology is Abraham Maslow and his theory on the
hierarchy of needs as illustrated below:
The hierarchy of needs has five levels, namely:

1. Physiological Level - these are biological needs such as food, water and clothing. They are the
strongest needs because when a person is deprived of these, the person will ultimately find ways
to fulfill its satisfaction.
2. Safety - when physiological needs are met, the person transcends in finding security and
protection from physical and emotional harm.
3. Social and Belongingness - when the needs for physiological and safety had been satisfied, the
desire for affection, belonging, friendship can become active. Maslow states that people seek to
overcome feeling of loneliness and alienation.
4. Esteem - there are two esteem needs: The self-esteem that include achievement, mastery,
confidence and the esteem the person gets from others. These include recognition, respect,
attention etc. When these needs are satisfied, the person feels self-confident and valuable as a
person in the world. However, when these needs are not met, the person may feel inferior, weak,
helpless and worthless.
5. Self-Actualization - it is the highest form of motivation. Maslow describes this need as

reaching the person’s peak potential.
As discussed above, Maslow’s theory pointed out that a person must satisfy first the other lower
needs before he can actually realize his self-worth and potential. Accordingly, when lower needs
are unmet, theperson cannot fully devote himself to fulfilling his potentials (Boeree;1988). He
theorized that self -actualization is the driving force of human personality. Thus, a person cannot
appreciate intellectual and aesthetic learning when the person is hungry and his safety is difficult
to obtain. “Artistic and scientific endeavors do not flourish in a society where people must
struggle for food, shelter and safety. The highest motive - self-actualization - can only be
fulfilled after all other needs are fulfilled” (Intro to Psych 10th ed by Atkinson, Smith, Bem, p.
525).
Following Maslow’s theory, Carl Rogers (1902-1987) in his person- centered therapy theory,
believed that every person has within him an inherent desire towards a positive transformation
and development of his capacity. Furthermore, he came to believe that man is basically good and
inherently possesses a seed of goodness no matter how imprudent his actions are. The theory of
person - centered therapy of Carl Rogers explained that persons are the only ones able to change
the direction of their lives and which path to take. The therapist’s role is to act as a “sounding
board” while the person himself explores and analyzes his problem (Intro to Psych 10th ed by
Atkinson, Smith, Bem, p 523).
In accordance with the view of Roger’s theory, the writer of this article personally believes that
the therapist being referred to should not be restricted to psychologists only, but must also be
identified with the person’s environment and the people surrounding him. In other words, the
role of our society should be a “sounding board” of our reflections in life to be able for the
individual to realize his problem and create his own solutions for it. It is the individual who will
eventually direct his own life and not the people around him.
The definition and characteristics of a person, the presumptions of Carl Rogers, Abraham
Maslow and Erik Erikson that had been analyzed are simply guiding principles and motivations
to better understand ourselves and examine our potentials. As JFT Bugental pointed out, “man’s
life has greater possibilities but not realized”. In other words, there are many opportunities await
each person and he is blind enough not to notice those opportunities.
As discussed previously, the person himself is the best qualified in changing and directing his
life. He has always been given an alternative whether to do or not to do an act but this action
should be accompanied by responsibility.
Being human, our dealings may not always be positive but that does not negate our value as a
person. Self-actualized persons allow their innate positive values to transform further and realize
that by understanding his self-first is the best way that he can effectively relate to others.
Furthermore, every person must be guided by the understanding that he exists in this world
achieving his temporary assignments. Each person should start now by utilizing his gifts and
talents in obtaining his goals to positively transform and help others realize their worth as person
themselves. He must make use of it and fulfill the greatest challenge that the Supreme Being has
bestowed upon him--what is right or wrong, correct or incorrect. As such, it is the goal set for
every member of the community to attain what is desirable. In other words, values in a society
give meaning and direction to every individual’s life and influence his human behavior.
Based on these definitions, we can say that values are those which are considered by the society
asdesirable and important and have attained the status as moral impetus behind every action of
each membergeared towards the desired end or goal.
II.Activities/Quizzes
Vision and Mission– 10 pts.
The students are required to create their own vision and mission in line with the ends of LTS.
5 pts for each vision and mission.
Rubric:
5 – Has clarity of ideas and complete relation to the topic.
3 – Has clarity of ideas but not so much related to the question.
0 – No mission/vision.
Total: 5
WEEK 6-PRELIMINARY EXAMINATION

WEEK 7
THE COMMUNITY

COMMUNITY DEFINED
a.“A set of interrelationships among social institutions in a locality” (Bell and Newby, p.19).
b.“A community is said to exist when interaction between individuals has the purpose of
meeting individual needs and obtaining group goals…a limited geographical area is another
feature…the features of social interaction, structures for the gratification of physical, social and
physical needs, and limited geographical area are basic to the definitions of community.”
(Sussman, in Bell and Newby, pp. 29 and 30).
c.“Community is, first, a place, and second, a configuration as a way of life, both as to how
people do things and what they want, to say, their institutions and goals” (Kaufman in Bell and
Newby, p. 30).
d.“Community is a number of families residing in a relatively small area within which they have
developed a more or less complete socio-cultural definitions imbued with collective
identifications and by means of which they resolve problems arising from the sharing of an area”
(Sutton and Kolaja, in Bell and Newby, p. 31).
e.“Community refers to a structure of relationships through which a localized population

provides its daily requirements” (Hawley in Bell and Newby, p. 34).
f.“Community is a collection of people who share a common territory and meet their basic
physical and social needs through daily interaction with one another” (in Allan Johnson, Human
Arrangements, Harcourt Brace Jovanovich Publishers: Orlando, 1986, p. 692).
g.“Community is a social group with a common territorial base; those in the group share interests
and have a sense of belonging to the group” (Robert Stebbins, Sociology. The Study of Society,
Harper and Row: New York, 1987, p. 534).
h.“Community is a body of people living in the same locality…Alternatively, a sense of identity

and belonging shared among people living in the same locality…, Also, the set of social relations
found in a particular bounded area” (Sylvia Dale, Controversies in Sociology. A Canadian
Introduction, Copp, Clark and Pitman: Toronto, 1990, p. 562).
Systems Perspective
From a systems perspective, a community is similar to a living creature, comprising different
parts that represent specialized functions, activities, or interests, each operating within specific
boundaries to meet community needs. For example, schools focus on education, the
transportation sector focuses on moving people and products, economic entities focus on
enterprise and employment, faith organizations focus on the spiritual and physical well-being of
people, and health care agencies focus on the prevention and treatment of diseases and injuries
(Henry, 2011). For the community to function well, each part has to effectively carry out its role
in relation to the whole organism. A healthy community has well-connected, interdependent
sectors that share responsibility for recognizing and resolving problems and enhancing its well-
being. Successfully addressing a community’s complex problems requires integration,
collaboration, and coordination of resources from all parts (Thompson et al., 1990). From a
systems perspective, then, collaboration is a logical approach to health improvement.
Social Perspective
A community can also be defined by describing the social and political networks that link
individuals, community organizations, and leaders. Understanding these networks is critical to
planning efforts in engagement. For example, tracing social ties among individuals may help
engagement leaders to identify a community’s leadership, understand its behavior patterns,
identify its high-risk groups, and strengthen its networks (Minkler et al., 1997). Chapter 6
explores this approach to understanding a community in greater depth.
Virtual Perspective
Some communities map onto geographically defined areas, but today, individuals rely more and
more on computer-mediated communications to access information, meet people, and make
decisions that affect their lives (Kozinets, 2002). Examples of computer-mediated forms of
communication include email, instant or text messaging, e-chat rooms, and social networking
sites such as Facebook, YouTube, and Twitter (Flavian et al., 2005). Social groups or groups
with a common interest that interact in an organized fashion on the Internet are considered
“virtual communities” (Rheingold, 2000; Ridings et al., 2002). Without question, these virtual
communities are potential partners for community-engaged health promotion and research.
Chapter 6 focuses on social networking and expands on the virtual perspective.
Individual Perspective
Individuals have their own sense of community membership that is beyond the definitions of
community applied by researchers and engagement leaders. Moreover, they may have a sense of
belonging to more than one community. In addition, their sense of membership can change over
time and may affect their participation in community activities (Minkler et al., 2004).
The philosopher and psychologist William James shed light on this issue in his writings. James
thought it important to consider two perspectives on identity: the “I,” or how a person thinks
about himself or herself, and the “me,” or how others see and think about that person. Sometimes
these two views agree and result in a shared sense of an identity, but other times they do not.
People should not make assumptions about identity based on appearance, language, or cultural
origin; nor should they make assumptions about an individual’s perspective based on his or her
identity (James, 1890). Today, the multiple communities that might be relevant for any
individual — including families, workplace, and social, religious, and political associations —
suggest that individuals are thinking about themselves in more complex ways than was the norm
in years past.
The eligibility criteria that scientists, policy makers, and others develop for social programs and
research projects reflect one way that people perceive a group of proposed participants, but how
much those criteria reflect the participants’ actual view of themselves is uncertain. Practitioners
of community engagement need to learn how individuals understand their identity and
connections, enter into relationships, and form communities.
CHARACTERISTICS OF A COMMUNITY
The term community is one of the most elusive and vague in sociology and is by now largely
without specific meaning. At the minimum it refers to a collection of people in a geographical
area. Three other elements may also be present in any usage.
(1)Communities may be thought of as collections of people with a particular social structure;

there are, therefore, collections which are not communities. Such a notion often equates
community with rural or pre-industrial society and may, in addition, treat urban or industrial
society as positively destructive. (2) A sense of belonging or community spirit. (3) All the daily
activities of a community, work and non work, take place within the geographical area, which is
self contained. Different accounts of community will contain any or all of these additional
elements.
(2)We can list out the characteristics of a community as follows:

Territory
Close and informal relationships
Mutuality
Common values and beliefs
Organized interaction
Strong group feeling
Cultural similarity
Talcott Parsons defined community as collectivity the members of which share a common
territorial area as their base of operation for daily activities. According to Tonnies community is
defined as an organic natural kind of social group whose members are bound together by the
sense of belonging, created out of everyday contacts covering the whole range of human
activities. He has presented ideal-typical pictures of the forms of social associations contrasting
the solidarity nature of the social relations in the community with the large scale and impersonal
relations thought to characterize industrializing societies. Kingsley Davis defined it as the
smallest territorial group that can embrace all aspects of social life. For Karl Mannheim
community is any circle of people who live together and belong together in such a way that they
do not share this or that particular interest only but a whole set of interests.
THEORIES ON DEVELOPMENT OF COMMUNITIES

Man has always lived in groups. It was not however until human groups began living a more or
less sedentary life that settlements or communities appeared. The eminent economic historian
N.S.B Gras propounded the theory that a nomadic economy and the latter preceded the village
community by a collectional economy that was the most primitive. Villages developed into
towns when a class of traders settled permanently in the villages and began trading from their
homes. Finally when conditions were favorable the towns developed into metropolises or large
cities that according to Gras appeared with the rise of empires and nation states. Gras contended
that the following conditions must be present in order for a metropolis to arise- considerable
natural resources, good transportation conditions-land that lends itself to the construction of
highways with a location near navigation water but a considerable distance from other large
cities and a temperate climate. Charles Cooley put forth the theory that the development of large
cities is primarily due to a break in transportation that is an interruption in the movement of
goods for the purpose of transferring them from one type of conveyance to another. He
distinguished two types of Breaks the physical and commercial both of which may be involved at
the same time.
By the first he meant mere physical transfer or storage of goods and by the second a change in
ownership. Transfer necessitates various activities that bring people together. People cooperate
to unload and store the commodities and to complete the financial transactions involved in the
transfer of ownership. This procedure requires warehouses and financial institutions each with its
personnel. The person engaged in various tasks the primary workers attract other secondary
workers who cater to their needs.
Consequently houses have to be built and hotels, shops have to be established. Institutions and
organizations of all types must befounded to satisfy the need of the people. The more extensive
the activities connected with the break in transportation the greater is the number of people
involved. The concentration of people and activities stimulates production.
Commercialdevelopment induces industrial activity. Metropolitanism manifests itself in a
remarkable development of subordinate communities around a central city or their orientation
towards it so as to give the arrangement more or less of an integrated unity.R.D McKenzie in the
Metropolitan Community showed that the development of each of the three types of
transportation- water, rail and motor had a specific influence upon the course of city
development in United States. These three types of transportation played effective roles in
certain periods corresponding to phases of urbandevelopment. The water transportation period
was important upto 1850 and marked the development of urban communities along the seacoasts,
lakes and navigable rivers. Rail transportation made possible the growth of cities and towns at
Junction Island.
COMMUNITY DEVELOMENT DEFINED

Community development is a process where community members come together to take
collective action and generate solutions to common problems. Community wellbeing (economic,
social, environmental and cultural) often evolves from this type of collective action being taken
at a grassroots level. Community development ranges from small initiatives within a small group
to large initiatives that involve the broader community.
A.Effective community development should be:

a long-term endeavour
well-planned
inclusive and equitable
holistic and integrated into the bigger picture
initiated and supported by community members
of benefit to the community
grounded in experience that leads to best practices
B.Community development is a grassroots process by which communities:

become more responsible
organize and plan together
develop healthy lifestyle options
empower themselves
reduce poverty and suffering
create employment and economic opportunities
achieve social, economic, cultural and environmental goals
C.Community development seeks to improve quality of life. Effective community development

results in mutual benefit and shared responsibility among community members. Such
development recognizes:
the connection between social, cultural, environmental and economic matters
the diversity of interests within a community
its relationship to building capacity
Community development helps to build community capacity in order to address issues and take
advantage of opportunities, find common ground and balance competing interests. It doesn’t just
happen – capacity building requires both a conscious and a conscientious effort to do something
(or many things) to improve the community.
WHAT IS A COMMUNITY PROBLEM?

This covers a lot of ground. There's a long list of nominees. And you probably know some of the
main contenders. Can you name the leading problems in your own community? Chances are you
can at least start the list.
Below are examples of community problems:
Example Community Problems: Adolescent pregnancy, access to clean drinking water, child
abuse and neglect, crime, domestic violence, drug use, environmental contamination, ethnic
conflict, health disparities, HIV/ AIDS, hunger, inadequate emergency services, inequality, jobs,
lack of affordable housing, poverty, racism, transportation, violence.
WHAT OTHERS WOULD YOU ADD?

Rather than aim for a complete problem list, here are some criteria you may consider when
identifying community problems:
The problem occurs too frequently (frequency)

The problem has lasted for a while (duration)
The problem affects many people (scope, or range)
The problem is disrupting to personal or community life, and possibly intense (severity)
The problem deprives people of legal or moral rights (equity)
The issue is perceived as a problem (perception)
This last criterion -- perception -- is an important one, and can also help indicate readiness for
addressing the issue within the community.
Keep in mind that what is seen as a problem can vary from place to place, and from group to
group in the same place. Although there's no official definition of a community problem, the
above examples and criteria above should help you begin to name and analyze community
problems.
WHAT IS ANALYZING COMMUNITY PROBLEMS ALL ABOUT?

Analyzing community problems is a way of thinking carefully about a problem or issue before
acting on a solution. It first involves identifying reasons a problem exists, and then (and only
then) identifying possible solutions and a plan for improvement. The techniques for analyzing
community problems require simple logic, and sometimes the collection of evidence.
WHY SHOULD I ANALYZE A COMMUNITY PROBLEM?

To better identify what the problem or issue is.
Kids gather on a street. Sometimes they drink; sometimes they get rowdy. What is the problem
here? The drinking? The rowdiness? The gathering itself? Or, the possible fact that kids have
nowhere else to go and few positive alternatives for engagement? Before looking for solutions,
you would want to clarify just what is the problem (or problems) here. Unless you are clear, it's
hard to move forward.
To understand what is at the heart of a problem.
A problem is usually caused by something; what is that something? We should find out. And
often the problem we see is a symptom of something else.
To determine the barriers and resources associated with addressing the problem.
It's good practice and planning to anticipate barriers and obstacles before they might rise up. By
doing so, you can get around them. Analyzing community problems can also help you
understand the resources you need. And the better equipped you are with the right resources, the
greater your chances of success.
To develop the best action steps for addressing the problem.
Having a plan of action is always better than taking a few random shots at the problem. If you
know where you are going, you are more likely to get there.
In general, when you tackle a problem, it's almost always smarter to analyze it before you begin.
That way, you've got a deeper understanding of the problem; and you've covered your bases.
There's nothing worse for member involvement and morale than starting to work on a problem,
and running up against lots of obstacles -- especially when they are avoidable.
When you take a little time to examine a problem first, you can anticipate some of these
obstacles before they come up, and give yourself and your members better odds of coming up
with a successful solution.
WHEN SHOULD I ANALYZE A COMMUNITY PROBLEM?
Every community problem should benefit from analysis. The only possible exception is when the
problem is an immediate crisis that requires action this very moment. And even then, analysis
should help later.
However, there are conditions when analysis is especially important. And these are:
When the community problem is not defined very clearly

When little is known about the community problem, or its possible consequences
When you want to find causes that may improve the chance of successfully addressing the
problem
When people are jumping to solutions much too soon
When you need to identify actions to address the problem, and find collaborative partners for
taking action.
HOW SHOULD I ANALYZE A COMMUNITY PROBLEM?

The ultimate goal is - to understand the problem better and to deal with it more effectively, so the
method you choose should accomplish that goal. We'll offer some step-by-step guidelines here
and go over a couple of specific ways to determine the causes of the problem.
1. Justify the choice of the problem.
Apply the criteria we’ve listed above – frequency, duration, range, severity, equity, perception –
as well as asking yourself whether your organization or another can address it effectively, in
order to decide whether the problem is one that you should focus on.
Let’s take the problem we used as an example earlier: The percentage of overweight and obese
children in the community has been steadily increasing, and now approaches 25%. Since we
know that childhood obesity tends to lead to adult obesity, and that obesity and being overweight
are linked to chronic conditions – diabetes, heart disease, stroke – this is a problem that needs to
be addressed now. Our organization has the will and the ability to do it.
2. Frame the problem.
State the problem without implying a solution or blaming anyone, so that you can analyze it
without any assumptions and build consensus around whatever solution you arrive at. One way
is to state it in terms of a lack of a positive behavior, condition, or other factor, or the presence
or size of a negative behavior, condition, or other factor.
There are too many children in the community who are overweight or obese. The problem is
particularly serious among low-income families.
3. Identify whose behavior and/or what and how environmental factors need to change for the
problem to begin to be solved.
This can be as straightforward as individuals changing their behavior from smoking to not
smoking, or as complex as persuading legislators to change laws and policies (e.g., non-smoking
ordinances) in order to change others’ behavior (smokers don’t smoke in buildings or enclosed
spaces used by the public) in order to benefit yet another group by changing the environment
(children are protected from secondhand smoke in public.)
All, and particularly low-income, children should have the opportunity and the motivation to eat
more healthily and exercise more. Parents may need to change their children’s – and perhaps
their own – diets, and schools may need to adjust their lunch programs and exercise schedules. In
low-income neighborhoods, there needs to be greater access to healthy food and more safe places
for children to play or participate in sports, both outdoors and indoors.
4. Analyze the root causes of the problem.
The real cause of a problem may not be immediately apparent. It may be a function of a social
or political system, or may be rooted in a behavior or situation that may at first glance seem
unrelated to it. In order to find the underlying cause, you may have to use one or more analytical
methods, including critical thinking and the “But Why?” technique.
Very briefly, the latter consists of stating the problem as you perceive it and asking “But why?”
The next step is to answer that question as well as you can and then asking again, “But why?” By
continuing this process until you get an answer that can’t be reduced further, you can often get to
the underlying cause of the problem, which will tell you where to direct your efforts to solve it.
The difference between recognizing a problem and finding its root cause is similar to the
difference between a doctor’s treating the symptoms of a disease and actually curing the disease.
Once a disease is understood well enough to cure, it is often also understood well enough to
prevent or eliminate. Similarly, once you understand the root causes of a community problem,
you may be able not only to solve it, but to establish systems or policies that prevent its return.
There are too many children in the community who are overweight or obese. The problem is
particularly serious among low-income families. (But why?)
Because many low-income children don’t eat a healthy diet and don’t exercise enough. (But
why?)
Because their parents, in many cases, don’t have the knowledge of what a healthy diet consists
of, and because, even if they did, they lack access in their neighborhoods to healthy foods – no
supermarkets, produce markets, farmers’ markets, or restaurants serving healthy food – and
therefore shop at convenience stores and eat out at fast food places. Kids don’t play outside
because it’s too dangerous – gang activity and drug dealing make the street no place for children.
(But why?)
Parents may never have been exposed to information about healthy food – they simply don’t
have the knowledge. Market owners view low-income neighborhoods as unprofitable and
dangerous places to do business. The streets are dangerous because there are few job
opportunities in the community, and young men turn to making money in any way possible.
By this point, you should have a fair understanding of why kids don’t eat healthily or get enough
exercise. As you continue to question, you may begin to think about advocacy with local
officials for incentives to bring supermarkets to low-income neighborhoods, or for after-school
programs that involve physical exercise, or for parent nutrition education or for anti-gang
programs…or for all of these and other efforts besides. Or continued questioning may reveal
deeper causes that you feel your organization can tackle.
5. Identify the restraining and driving forces that affect the problem.
This is called a force field analysis. It means looking at the restraining forces that act to keep the
problem from changing (social structures, cultural traditions, ideology, politics, lack of
knowledge, lack of access to healthy conditions, etc.) and the driving forces that push it toward
change (dissatisfaction with the way things are, public opinion, policy change, ongoing public
education efforts, existing alternatives to unhealthy or unacceptable activity or conditions, etc.)
Consider how you can use your understanding of these forces in devising solutions to the
problem.
Forces restraining change here include:
The desirability and availability of junk food – kids like it because it tastes good (we’re
programmed as a species to like fat, salt, and sugar), and you can get it on every corner in
practically any neighborhood.
The reluctance of supermarket chains to open stores in low-income neighborhoods.
The domination of the streets by gangs and drug dealers.
Some forces driving change might be:
Parents’ concern about their children’s weight.

Children’s desire to participate in sports or simply to be outdoors.
Media stories about the problem of childhood obesity and its consequences for children, both
now and in their later lives.
A full force field analysis probably would include many more forces in each category.
6. Find any relationships that exist among the problem you’re concerned with and others in the
community.
In analyzing root causes, you may have already completed this step. It may be that other
problems stem from the same root cause, and that there are other organizations with whom you
could partner. Understanding the relationships among community issues can be an important step
toward resolving them.
We’ve already seen connections to lack of education, unemployment, lack of after-school

programs, and gang violence and crime, among other issues. Other organizations may be
working on one or more of these, and a collaboration might help both of you to reach your goals.
7. Identify personal factors that may contribute to the problem.
Whether the problem involves individual behavior or community conditions, each individual
affected by it brings a whole collection of knowledge (some perhaps accurate, some perhaps
not), beliefs, skills, education, background, experience, culture, and assumptions about the world
and others, as well as biological and genetic traits. Any or all of these might contribute to the
problem or to its solution…or both.
A few examples:
Genetic predisposition for diabetes and other conditions.

Lack of knowledge about healthy nutrition.
Lack of knowledge/ skills for preparing healthy foods.
8. Identify environmental factors that may contribute to the problem.
Just as there are factors relating to individuals that may contribute to or help to solve the problem
you’re concerned with, there are also factors within the community environment that may do the
same. These might include the availability or lack of services, information, and other support; the
degree of accessibility and barriers to, and opportunities for services, information, and other
support; the social, financial, and other costs and benefits of change; and such overarching
factors as poverty, living conditions, official policy, and economic conditions.
Sample environmental factors:
Poverty
Lack of employment and hope for young men in low-income neighborhoods
Lack of availability of healthy food in low-income neighborhoods
General availability – at school as well as elsewhere – of snack foods high in salt, sugar, and fat
Constant media bombardment of advertising of unhealthy snacks, drinks, and fast food
9. Identify targets and agents of change for addressing the problem.
Whom should you focus your efforts on, and who has the power to improve the situation? Often,
these may be the same people. The best solution to a particular problem may be policy change of
some sort, for instance, and the best route to that may be to mount an advocacy effort aimed at
officials who can make it happen. People who are suffering from lack of skills or services may
be the ones who can do the most to change their situation. In other cases, your targets may be
people whose behavior or circumstances need to change, and you may want to recruit agents of
change to work with you in your effort. The point of this step is to understand where and how to
direct your work most effectively.
Targets of change might include:
Parents of children in low-income neighborhoods (or all parents in the community) for education
purposes
The children themselves
Elementary and middle school teachers
School officials responsible for school food programs
Executives and Public Relations officers of supermarket chains
Gang members and youth at risk of becoming gang members
A short list of potential agents of change:
Parents of children in low-income neighborhoods (or all parents in the community) as controllers
of their children’s diets
The Superintendent of Schools, School Committee, and school administrators, as well as those
directly responsible for school food programs
Local public officials who could create incentives for markets to move into underserved
neighborhoods
Community Recreation Commissions, school officials, YMCAs, and other entities that might
create safe outdoor and indoor physical activity programs for children
Community hospitals, clinics, and private medical practices
Public relations offices of national or regional fast food restaurant chains
With your analysis complete, you can develop a strategic plan that speaks to the real causes of
the problem and focuses on those targets and/or agents of change that are most likely to
contribute to improving the situation.
GOING BEYOND THE BASICS -- DOES ANALYSIS REALLY WORK?

Try this analysis out with a current problem in your own community setting.
What do you conclude? We hope you'll find some value in analysis. We do know that when we
have tried this method with real problems in our own communities, we have drawn some
additional conclusions of our own, going beyond the basics:
Analyzing community problems can be hard work. It takes real mental effort. We're not used to
sitting down and thinking deeply about a problem. (We're too busy!)
Real community problems are likely to be complex. Economic development may depend on the
global economy, a force you can't have much effect on. You may have opposition, either from
within the community itself, or from powerful forces trying to protect their own interests.
When you go looking for reasons and underlying causes for significant problems, you are likely
to find more than one. Several different reasons may be influencing the problem, in different
amounts, all at the same time. It may not be an easy task to untangle all the reasons and their
relative strengths, but it may be necessary in order to reach a solution.
The problem may not only have more than one reason; it may have more than one solution too.
Problems often call for multi-pronged solutions. That is, difficult problems often must be
approached from more than one direction. So in revitalizing the downtown, you might want to
(a) beautify the streets; (b) expand the staff of the chamber of commerce; (c) run sidewalk sales;
(d) look for outside loans; and (e) recruit new businesses. These are all parts of the solution.
Many different types of actions might be necessary for revitalization.
When analyzing real community problems, the analysis may show multiple reasons behind the
problem. The analysis may not always be easy. The solution may be more difficult still.
But that's why problems are problems. Community problems exist precisely because they often
resist clear analysis and solution. They persist despite our efforts. They can be real challenges.
Yet this doesn't mean we are helpless. Analysis, including the analytic methods we have
described, can take you a long way. With good analysis, some resources, and enough
determination, we believe even the most troublesome problems can be addressed, and ultimately,
solved.
WHAT ARE SOCIAL DETERMINANTS OF HEALTH AND DEVELOPMENT?

“Social determinants” refer to broader social factors, such as income inequality or social
exclusion, that lead to or influence health and development outcomes. In Section 4 of this
chapter, for instance, a development worker in Mexico tells of realizing that one of the major
causes of malnutrition in the area where he was working was not that there simply wasn’t enough
food. Sharecropping farmers were able to grow enough to feed their families, but had to borrow
seed from the landowner to plant their crops. The terms of the loan were that, for every liter of
maize borrowed at planting time, three liters had to be repaid from the harvest. With this high
interest rate, peasants went deeper and deeper into debt, and had to use more of their crop each
year to pay the landowner. Without power, group solidarity, and influence, the farmers were
unable to create conditions that assured the health and well-being of their families.
There is a great deal of research on the social determinants of health. Most of it points to three
overarching factors:
Income inequality. Once a country has reached the point of development where most deaths
come not from infectious diseases (tuberculosis, dysentery, cholera, malaria, flu, pneumonia,
etc.), but from chronic diseases (heart disease, diabetes, cancer), the economic and social
equality within the society is a greater determinant of death rates and average lifespan than the
country’s position with regard to others. The United States, for instance, lags behind Japan,
Sweden, Canada, and many other less affluent countries in the life expectancy of its citizens. The
difference seems to be the size of the gap between the most and least affluent segments of the
society.
Social connectedness. Many studies indicate that “belonging” – whether to a large extended
family, a network of friends, a social or volunteer organization, or a faith community – is related
to longer life and better health, as well as to community participation.
Sense of personal or collective efficacy. This refers to people’s sense of control over their lives.
People with a higher sense or stronger history of efficacy tend to live longer, maintain better
health, and participate more vigorously in civic life.
Many of the social determinants listed below are specific forms of or contributors to these three
categories. At a community level, it may be difficult to influence income inequality directly, but
a non-governmental or community-based organization may be able to approach it through
addressing a particular issue. A small organization may be able to have more effect on social
connectedness and the sense of efficacy, since collective action can influence both social ties and
the experience of changing communities and systems.
The World Health Organization, in its publication The Solid Facts, recognizes the need to break
these factors down into more manageable pieces. It lists ten factors that affect health and life
expectancy, and advocates addressing each within a comprehensive program of social protection
that addresses all of them within a society. These ten factors are:
The social gradient (extent of equity or the difference in wealth and opportunity between those
with the most and those with the least)
Stress
Early life experience
Social exclusion (the opposite of social connectedness)
Work
Unemployment
Social support
Addiction
Food
Transport
The factors listed below are, in most cases, more specific than the three broader determinants
discussed above. In addressing social determinants, however, keep in mind these broader factors,
and gear programs and policies toward influencing them at whatever level you can, given the
resources and scope of your organization.
As listed above, there are modifiable factors that can greatly influence community members’
health and quality of life. Let’s look at a video that describes some of these factors:
The social determinants of a particular community health or development issue may be unique to
a particular community or group, or may be part of the larger society. People from different
immigrant cultures, different social classes, or with different levels of education might
experience the same issue very differently because of different social factors.
There are three major ways in which social determinants may affect specific populations. These
can also be viewed as levers – points of intervention – that can be used to address those social
determinants and lessen their effects.
1. Differences in exposure. Certain population groups, because of economics, geography, or

other factors, may be more likely than others to encounter particular health risks. People in
poverty, for example, are likely to be exposed to higher levels of stress, economic uncertainty,
and unhealthy conditions than their wealthier countrymen.
A specific example: in developing, or even middle-income, countries, poor rural villages may get
all their water – for drinking, washing, waste disposal, and other uses – from a single, above-
ground source, such as a lake or stream. In that case, the villagers are far more apt to be exposed
to water-borne diseases and pollutants than wealthier neighbors who can afford to buy bottled
water or drill a well.
2. Differences in vulnerability. Because of their poverty, their exposure to stress and uncertainty,
or other factors, those same population groups might find themselves more vulnerable than
others to health problems. The inability to pay for regular health care or medical treatment
increases the possibility of chronic illness. In the example of the village above, poor nutrition, as
a result of poverty, could increase villagers’ vulnerability to water-borne disease, as would the
inability to organize to finance a village well.
3. Differences in consequences. Differences in wealth, social standing, connectedness, and other

factors can lead to very different outcomes where health issues are concerned. For a middle- or
upper-class family in many countries, a minor health problem – missing a few days of work,
paying a modest sum for treatment – might be just an annoyance. For a poor family, it might be
the difference between a roof over their heads and homelessness, or between children attending
school and dropping out to go to work. Discrimination, high stress levels, employment
conditions, and other factors can result in disparities in health and health care among different
groups.
There are a number of social factors to address to improve conditions for health and
development. Some of the more common factors to be addressed are:
ECONOMIC FACTORS.
The unemployment rate, for example, has a great influence on such issues as domestic violence,
substance abuse, depression, or physical illness. Economic inequality affects people’s stress
levels, exposure to violence and toxins, educational prospects, access to services, high-risk
behavior, and mortality rates.
SOCIAL INCLUSION.
Social connectedness and the cohesion of the community have been shown to have a direct
relationship to good health and lower mortality rates. These factors can also encourage civic
participation in changing conditions that affect group goals.
EDUCATION.
More education means not only better jobs and more affluence, but also a greater sense of
control over one’s life. People with more education have more choices in health, housing,
careers, and other areas that affect the quality of their lives.
RACIAL OR ETHNIC BIAS.

Social exclusion can be the result of prejudice, which results in different access to health care,
education, or other services.
SOCIAL NORMS OF ACCEPTANCE OF PARTICULAR BEHAVIORS OR PRACTICES.

Smoking, or even alcohol abuse, may be an accepted part of the culture of a community. In that
case, many more people will adopt it than in a community where it is frowned upon.
CULTURAL FACTORS.
There are many elements of culture that might have a bearing on social inclusion, efficacy, and
income inequality.
Gender roles in different cultures may lead to differences in opportunities for men and women,
and to disparities in nutrition, health, education, and life opportunities for their children as well.
Food preferences in different cultures may have profound health effects. For centuries, for
instance, the Japanese ate a diet consisting largely of rice, vegetables, and fish, and, at least
partly as a result, experienced fewer heart health problems than the meat-and-potato eaters in the
United States.
In many cases, people only one generation removed from rural poverty – as typified by many
Eastern European immigrants to the U.S. in the early 20th century – may eat more fat because
being able to eat fatty foods, such as meat, symbolizes wealth in peasant cultures. Many turn-of-
the-20th-century immigrants to the U. S. – the grandparents of contemporary Americans –
thought fat children were healthy children, because fat children clearly get enough to eat, as
opposed to going hungry. Starvation was a real danger in the time and place of their childhoods.
Religion can have profound effects on both health and development issues.
Attitudes toward mainstream culture can influence everything from medical care to whether or
not high school students can attend dances. This, in turn, affects the type and amount of health
care received, the sense of connectedness within a community, and many other factors.
Language barriers can cut people off from health care and other services, make it difficult for
them to find and keep decent jobs, and affect their children’s education.
THE INFLUENCE OF MASS MEDIA.

The media, particularly television, can send powerful messages about community health and
development. In the 1950s in the U.S., smoking was portrayed in movies, magazines, and TV as
glamorous and sophisticated. Now, there are no TV ads for cigarettes, virtually no one in the
movies smokes, and anti-smoking messages are everywhere. These conditions both reflect and
are partially responsible for the fact that fewer than 25% of adults in the U.S. now smoke.
The media can help or hinder other efforts to improve health (through programming that shows
people exercising as a matter of course, for instance, or that shows the same people eating fatty
fast food or drinking too much). They can also, similarly, encourage or discourage tolerance for
others, push a political agenda, or condone or condemn such behavior as solving disputes with
violence and engaging in unsafe sex.
POLITICS.
It is probably fair to say that all community issues are political to some degree. If a factory is
poisoning town wells with its effluent, for example, local officials are faced with the choice of
not dealing with the actual cause of the problem (the dumping of waste) and endangering
citizens’ health, or addressing the dumping and endangering citizens’ jobs. Politicians with larger
constituencies, using poll data, may pander to what they perceive as people’s selfishness and
prejudice, passing legislation or instituting policies that discriminate against one group or
another, or fly in the face of the public interest. Even honest differences of political opinion –
over whether the government should be responsible for providing social services or not, for
instance – can have enormous consequences in the community.
LIVING CONDITIONS.
Run-down or inadequate housing, dangerous streets, noise, and blighted neighborhoods all have
their effects on those who experience them every day, as do manicured landscapes and calm
environments. The stress of living in a difficult situation carries over into many other areas of
life.
GEOGRAPHY.
Location may have a great deal to do with whether people receive services or not. In developing
countries, children from isolated villages in the mountains or on the seacoast may have no
opportunity for school or medical care, for instance. In the U.S., as mentioned earlier, access to
medical care and other services may depend on the availability of transportation. In urban areas,
that access may have a lot to do with the neighborhood in which the services are located: another
gang’s turf or a neighborhood perceived as hostile may be as effective in denying services as if
they didn’t exist at all.
WHY ADDRESS SOCIAL DETERMINANTS OF HEALTH AND DEVELOPMENT?

Reasons for addressing the social determinants of an issue include:
If you want to solve or prevent a problem for the long term, you have to deal with its root causes.
If you address the root causes, you’re more likely to successfully address the issue for the short
term as well. To cure a disease, you have to treat more than the symptoms – but you usually have
to treat the symptoms, too. Dealing with social determinants will not only resolve the issue over
the long term, but will make alleviating the current effects of the issue possible also.
To eliminate cholera, one of the most important steps is to provide people with clean drinking
water. During the London cholera epidemic of 1854, John Snow, a physician, mapped the houses
where the disease struck. He learned that many of the stricken were drawing water from a pump
that tapped a filthy part of the Thames River, because conventional wisdom said it was better
than the piped water also available to them – which actually came from a cleaner area. He was
able to close the pump and substitute piped for pumped water, almost immediately ending the
outbreak. Snow’s insights about the social determinants of cholera, along with the later work of
others, eventually helped to eliminate the disease as a threat in most of the developed world. But
they also served to stop the 1854 epidemic.
WHO SHOULD ADDRESS SOCIAL DETERMINANTS OF COMMUNITY HEALTH

AND DEVELOPMENT?
Those directly affected by, or at risk for, a particular health condition or community development
issue.
Policy makers, legislators, officials, or others who can affect the issue.
Human services staff, administrators, and others (such as police officers, teachers, and coalition
members) who are responsible for dealing with the issue at hand.
Respected local figures, including advocates, clergy, and others in the community to whom
people turn for support.
Members of groups that may be asked to change or sacrifice or take action in order to address the
issue. Employers, landlords and other property owners, health and human service workers,
police, and teachers all might fall into this category.
WHEN SHOULD YOU ADDRESS SOCIAL DETERMINANTS OF COMMUNITY

HEALTH AND DEVELOPMENT?
You should always look at the social factors that play a role in community issues, but there are
some times when analysis of those factors is particularly important.
When it’s clear that simply focusing on the issue isn’t enough. As cities have found again and
again, all the enforcement in the world won’t really stop youth violence. There has to be a
change in the culture that creates that violence.
In the late 1960s, Philadelphia was a city of gangs. One night in 1969 in North Philadelphia,
there were five shootings in a one-square-block area. The neighborhood was crawling with
police who were apparently powerless to stop the string of attempted revenge killings
(“attempted” only because only three of the shootings were fatal). What eventually succeeded, a
couple of years later, was a peacemaking effort that involved the gang leaders and that addressed
the social issues that lay behind the existence of gangs and violence in the neighborhood: the
isolation and alienation of black youth from the society at large, the lack of jobs, and the
irrelevance of school to kids whose main concern was getting home alive. Gang members
formed entrepreneurial businesses – making films, developing clothing lines – and school
became relevant because education was necessary to run a business successfully. Community
violence lessened as truces were signed and hope for a reasonable life grew.
When you’re advocating for legislation, policy change, or funding to address a community issue.
The legislation, policy, or funding – and therefore your advocacy – should address the
underlying causes of the problem you’re trying to solve, as well as its symptoms. Otherwise,
you’ll be dealing with the symptoms forever.
When you’re trying to demonstrate that fundamental change is needed. Change is difficult for
everyone. Trying to get a whole community to change its attitudes and/or behavior is even more
difficult. Being able to explain clearly how the changes are related to positive results can make
things easier.
When you’re looking for long-term solutions to long-term problems. Long-term solutions are
impossible without taking into account the root causes of the problems you want to solve.
Analyzing the social determinants of those problems makes it possible to address them, and
come to real, permanent solutions.
When your focus is on community wellness and prevention. Whether you’re trying to guard
against a disease or debilitating condition, or trying to create a healthy community, you have to
look at the issue as a whole in order to be successful. You can’t lower your blood pressure, for
instance, without adjusting your diet, exercise, stress levels, and daily activities, all of which may
be governed, to some extent, by social as well as personal factors. By the same token, you can’t
alter racial tensions in a community without somehow addressing all the history that led to those
tensions, the preconceptions and misconceptions on both sides, personal experiences, the
attitudes of community officials and police, the racial prejudice endemic in the society, etc.
HOW DO YOU ADDRESS SOCIAL DETERMINANTS OF COMMUNITY HEALTH

AND DEVELOPMENT?
Now that you’re convinced that addressing the social factors that cause or influence community
health and development issues is important, how do you go about doing so? There are really two
parts to addressing social determinants. The first is identifying how various social factors affect
the issue you’re concerned with, and the second is developing and implementing an action plan
based on an understanding of how, and from what angle, to approach them successfully in order
to change the way the issue plays out in the community and, ultimately, resolve the problem.
II. Activities/Quizzes
Tower Building – 15 pts.
Students will be tasked to create a tower using newspapers for 20 minutes. After the given time,
the teacher will be testing the strength of the towers built by the students.
Rubric:
5 - Teamwork
5 - Durability
5 – Structure
Total: 15
WEEKS 8-9
BLIGHTED COMMUNITY

BLIGHT DEFINED
What does blight mean?

If an area is described as “blighted” what does that mean?
The legal term “blight” describes a wide array of urban problems, which can range from physical
deterioration of buildings and the environment, to health, social and economic problems in a
particular area. According to Colorado State Statute (CRS 31-25-103[2]), the presence of at least
four (4) of the following factors (five [5] if the Authority intends to use eminent domain) are
required for an urban renewal designation:
Slum, deteriorated, or deteriorating structures;

Predominance of defective or inadequate street layout;
Faulty lot layout in relation to size, adequacy, accessibility, or usefulness;
Unsanitary or unsafe conditions;
Deterioration of site or other improvements;
Unusual topography or inadequate public improvements or utilities;
Defective or unusual conditions of title rendering the title non-marketable;
The existence of conditions that endanger life or property by fire or other causes;
Buildings that are unsafe or unhealthy for persons to live or work in because of building code
violations, dilapidation, deterioration, defective design, physical constructions, or faulty or
inadequate facilities;
Environmental contamination of buildings or property;
The existence of health, safety, or welfare factors requiring high levels of municipal services or
substantial physical underutilization or vacancy of sites, buildings or other improvements;
If there is no objection of such property owner or owners and the tenant or tenants of such owner
or owners, if and, to the inclusion of such property in an urban renewal area, “blighted area” also
means an area that, in its present condition and use and, by reason of the presence of any one of
the factors specified above, substantially impairs or arrests the sound growth of the municipality,
retards the provision of housing accommodations, or constitutes an economic or social liability,
and is a menace to the public health, safety, morals or welfare. For purposes of this paragraph,
the fact that an owner of an interest in such property does not object to the inclusion of such
property in the urban renewal area does not mean that the owner has waived any rights of such
owner in connection with laws governing condemnation. eighborhood blight and the presence of
vacant and abandoned properties have profound negative impacts on afflicted communities.
Blighted properties decrease surrounding property values, erode the health of local housing
markets, pose safety hazards, and reduce local tax revenue. On November 2, 2017, the Federal
Reserve System presented “Solutions for Mitigating Neighborhood Blight: Innovations and
Policy Strategies,” a webinar in which panelists discussed current research and described
successful programs to mitigate the impact of blight and promote neighborhood revitalization.
THE IMPACT OF BLIGHT
Blight affects all types of communities — rural, urban, and suburban, said panelist Kim Graziani,
vice president and director of national technical assistance at the nonprofit Center for
Community Progress (CCP). Economic disinvestment and the withdrawal of industry increase
unemployment and worker migration, which lead to vacancy and deterioration, explained
Graziani. The vacancies, in turn, reduce tax revenue for local governments, which respond by
reducing public services and functions such as code enforcement, making the area less attractive
and fueling further population loss. Buyers have difficulty obtaining mortgages for homes in
neighborhoods with blighted properties and low sales because of underappraisal.
Underappraisal, or an appraisal gap, happens when the market price of a property is higher than
its appraised value because of a lack of recent comparable sales in the area. Because lenders
rarely approve a mortgage for more than a property’s appraised value, the appraisal gap
phenomenon results in market conditions that are more attractive to investors than to owner
occupiers, hampering market recovery and replicating ownership circumstances that are more
likely to result in abandonment and disrepair.
Graziani highlighted two recent CCP studies on the effects of blight in Atlanta, Georgia, and
Toledo, Ohio, which found that blight costs hundreds of millions of dollars in reduced property
values and lost tax revenue and requires millions in safety-related spending. “Vacant and
blighted properties make people feel less safe and less proud of their neighborhoods,” Graziani
reported. In addition to its negative effects on crime rates and property values, blight causes
social problems and environmental health issues.
EFFECTIVE WAYS TO COMBAT BLIGHT

Successful Remediation Programs
Blight’s wide-ranging effects are complicated to address, but stakeholders across the nation are
developing and implementing strategies to combat it. Panelist Steve Lockwood, executive
director of the Frayser Community Development Corporation (FCDC) in Memphis, Tennessee,
described the nonprofit’s success targeting “tipping point” neighborhoods — areas threatened by
blight but which still have many healthy properties. Frayser, a community in northern Memphis,
has suffered more foreclosures and bankruptcies than any other place in Tennessee, according to
Lockwood. In 2012, after obtaining funding from the Tennessee Housing Development Agency,
FCDC began a campaign in the Grandview North neighborhood, a community of approximately
460 houses that FCDC identified as a tipping point neighborhood, theorizing that its mix of
blighted and healthy properties would allow the organization to “tip the balance” of the
neighborhood toward restored health with a limited number of renovations. After spending $1
million to acquire and restore 18 houses with a rehabilitation budget of approximately $46,000
per house, the area’s housing market was reinvigorated. Ultimately, the Grandview North
neighborhood gained $6 million in real estate value, resulting in increased annual taxes of
$112,000 and a 12 percent return on investment. “Addressing blight pays social and financial
dividends,” stressed Lockwood. “Investments must be strategically located in tipping point
neighborhoods.” FCDC is examining new ways to identify tipping point neighborhoods to help
stakeholders throughout the country mitigate local blight.
Launched in 2016, the Detroit Home Mortgage (DHM) program — an initiative encompassing
nonprofits, the state of Michigan, and eight banks — addresses the appraisal gap in the Detroit
housing market. Panelist Krysta Pate of Detroit’s Community Reinvestment Fund USA
explained that the city is in a cyclical cash market, which leads to perpetually undervalued
properties and makes obtaining mortgage loans difficult. The DHM program addresses this
problem directly; participating banks issue two mortgages, one for 96.5 percent of the property’s
appraised value and the other for up to $75,000 above the appraised value. Because the program
is completely privately funded, it has no income requirements or limits. “The goal is to be a
market catalyst and reset neighborhood value,” said Pate, describing the outcomes of the
program. Since it began, the DHM program has served more than 250 people, closing 116
property sales as of November 2017. Mortgaged home sales have increased each year since
2015, and Pate reports that the program is expected to run for three to five years, working with
programs citywide to get the local housing market back on track.
Pursuing Policy Solutions

In addition to existing programs, the panelists also discussed possible policy solutions to the
problems of blight, vacancy, and abandonment. Although blight by its nature is a local problem,
policies at the national and state levels can have a positive impact. Panelist Matthew Josephs,
senior vice president of the Local Initiatives Support Corporation, emphasized the potential
impact of national legislation and described a new proposed federal tax credit, the Neighborhood
Homes Investment Act (NHIA). This credit is designed to attract capital to distressed
neighborhoods by encouraging new construction or substantial rehabilitation of one- to four-
family houses that are owner occupied. Josephs’ organization is hopeful that NHIA or a similar
law could close the appraisal gap, reduce blight and vacancies, improve tax revenue for
localities, and more. The significant economic, social, environmental, and safety effects of blight
make it a crucial issue for neighborhoods across the country to address. Although blight is a
challenging problem, tools and strategies do exist to help communities combat it and restore the
health of local markets.
There’s a difference in what President Donald Trump prescribes for restoring “the middle class”
and fixing “the inner city.” Each of those demographics are, respectively, stand-in terms for the
white small towns and suburbs that voted for him, and the black urban neighborhoods that didn’t.
In both cases, he calls for bringing back jobs, particularly in the manufacturing sector, and
increasing wages. But when addressing black communities—or “inner cities”—Trump talks
about policing and blight.
Delivering his “New Deal for African Americans” at a black church congregation in Charlotte
last year, Trump said:
I will … propose tax holidays for inner-city investment, and new tax incentives to get foreign
companies to relocate in blighted American neighborhoods. I will further empower cities and
states to seek a federal disaster designation for blighted communities in order to initiate the
rebuilding of vital infrastructure, the demolition of abandoned properties, and the increased
presence of law enforcement.
His repeated centering of “blight” is worth interrogating. For pretty much all of the 20th century,
that word has been used in close association with cities, and usually as a pretext for some kind of
drastic project that results in massive displacement. For example, it was a blight designation that
led to the gutting of Pittsburgh’s historic Hill District in the 1950s that uprooted thousands of
families. For cities, blight lands louder than a bomb.
WASTELANDS
Wasted spaces, wasted buildings, wasted efforts
Why the term is applied to urban spaces has a lot to do with who lives in these places and who
doesn’t.
To explain why, it’s important to unpack what the word once meant. The etymology of blight
dates to the late 1500s, when it was used primarily by farmers—“any baleful influence of
atmospheric or invisible origin,” says the Oxford English Dictionary, ”that suddenly blasts, nips,
or destroys plants.” So how did a term with agrarian origins come to be synonymous with cities?
To find out, I contacted the lexicographer Grant Barrett, co-host of the public radio show “A
Way with Words." In an email, he explained that the migration of “blight” from rural to urban
settings was a case of transference—when a term’s meaning is modified, though still influenced
by the original meaning. Here’s how Barrett diagrammed the transference path for “blight”:
[O]ne of a variety of overwhelming (visible) diseases of plants and nature, or the thing which
causes such diseases > overwhelming problem, failure, or other negative condition (of a person,
place, institution, etc.) > visible signs of decline of social systems, infrastructure, population, etc.
of a place
The Vacant Properties Research Network, a project of Virginia Tech’s Metropolitan Institute,
released a literature review study on the “multiple meanings of blight” in 2015 that further
explains how blight became an urban problem.
“There was no singular discovery of something called ‘blight’ in U.S. cities,” the report states.
And there’s still no common understanding of the term across cities. Some jurisdictions might
view graffiti as a sign of blight; another thinks that the term refers to a concentration of
abandoned buildings. Reads the report:
Urban reformers in the first quarter of the 20th century started to use the language of blight as a
metaphor in their descriptions of vast numbers of problems they noticed in cities. They borrowed
the term from ecological studies of plant blight with the intent to make their studies of cities
seem as rigorous as those of traditional sciences. The term stuck.
Writing on the “public menace of blight” for the Yale Law & Policy Review in 2003, University
of Pennsylvania property law scholar Wendell E. Pritchett explains that the urbanized use of the
word was pioneered by the Chicago school of sociology, where urban poverty was a focus area
of research during the Progressive Era. The school compared cities to living organisms and
argued that “urban change occurred in natural patterns.” However, urban reformers soon after
morphed that meaning into one that would focus more on private interests. Writes Pritchett:
To secure political and judicial approval for their efforts, renewal advocates created a new
language of urban decline: a discourse of blight. Blight, renewal proponents argued, was a
disease that threatened to turn healthy areas into slums. A vague, amorphous term, blight was a
rhetorical device that enabled renewal advocates to reorganize property ownership by declaring
certain real estate dangerous to the future of the city. To make the case for renewal programs,
advocates contrasted the existing, deteriorated state of urban areas with the modern, efficient city
that would replace them. Urban revitalization required the condemnation of blighted properties
and the transfer of this real estate to developers who would use it more productively.
Today, the term is closely associated with crime. The much-disputed “broken windows theory”
descends directly from this strain of blight discourse. The idea of broken glass as a gateway drug
to neighborhood chaos was the impetus for police departments to more aggressively stalk
residents—African Americans disproportionately—to stop, question, and frisk them in the
streets. Such tactics did not make crime go down, but they helped African-American
incarceration rates go up.
“I can get a grant to do something if I use this word ‘blight’ to describe my community.”
The word “blight” might only be a more polite way to say “ghetto”—another word that no longer
has one universal definition, but we all know what it is and who it is when we see it. Such terms
have historically been applied mostly to spaces where white, Christian families don’t live. It was
the forced crowding of Jews into certain city neighborhoods throughout Europe up to the 19th
century; the similar clustering of Eastern European immigrants in certain sections of U.S. cities
throughout the early 20th century; and the segregating and redlining of African Americans and
Latinos into the worst city quarters ever since. All of these spaces have been spoken of, socially
and politically, in pathogenic and metastatic terms.
And, it still is today—this is what Trump means when he says that crime and "infectious disease
is pouring across the border." Such terminology also helps explain why the inner city—or what
people like Trump think is the inner city— gets treated with disaster designations, demolition,
and heavy-handed policing instead of promises to restore factory jobs. As Pritchett wrote in his
“Public Menace of Blight,” paper:
Blight was a facially neutral term infused with racial and ethnic prejudice. While it purportedly
assessed the state of urban infrastructure, blight was often used to describe the negative impact of
certain residents on city neighborhoods. This “scientific” method of understanding urban decline
was used to justify the removal of blacks and other minorities from certain parts of the city. By
selecting racially changing neighborhoods as blighted areas and designating them for
redevelopment, the urban renewal program enabled institutional and political elites to relocate
minority populations and entrench racial segregation.
Which is why, as New York City urban planner Justin Garrett Moore stated in a 2015 essay, we
now need a new word for blight. Wrote Moore:
Why do I consider ‘blight’ a problematic word when it comes to describing our cities and
communities?... The violence of urban renewal (versions 1.0, 2.0 and now 3.0 beta) used this
terminology of disease to describe a place and its people to justify the use of constitutional police
power “the betterment of the health, safety, morals” to take property and wealth, remove people,
and to literally destroy places.
Think about cities and communities where there is geographic decline and disinvestment. What
exactly is the disease? Vacant Buildings? Untended naturalizing lots? Poor people? Brown
people? How is the disease treated? Historically the response has been at various scales of action
and impact to wipe it out and start again with something new.
A year and a half later, Moore says that he still hasn’t come to terms with what that new
language should be—if for no other reason that the word now serves so many interests. But
rarely does it serve the interests of people who aren’t white.
“I can get a grant or funding to do something if I use this word ‘blight’ to describe my
community,” Moore tells me. “It becomes a very effective meme, of sorts, that takes on this very
powerful presence without a lot of people questioning the intent and focus of the term and what
it carries.”
As the Vacant Properties Research Network wrote in its report:
“Blight” does not shed light, as it should, on the actions and processes that contribute to the
blighting of particular places or the underlying socioeconomic drivers of conditions that cause or
generate different types of blight. Governmental and nongovernmental (i.e., philanthropic)
funders continue to direct resources to projects that target something called “blight” and all 50
states and the District of Columbia have adopted anti-blight legislation. What these groups are
really talking about, however, is spatial change and how to manage it.
The VPRN report recommends that policymakers and developers refrain from using the word
“blight” as a summary description of an entire space, especially where people are involved, and
instead apply it only to specific things that show decay or abandon—a “blighted property” as
opposed to “neighborhood blight” or a “blighted community,” as Trump said. It’s well
documented what happens throughout history when people become affixed with negative labels.
“That same thinking and mindset is how slavery happened,” says Moore. “Someone said,
‘Among these human beings, these people are darker than the other, and there’s something bad
about that.’ It creates a whole set of dynamics that are very powerful in determining outcomes,
and how people think and relate. The naming of something is a part of the way power structures
play out.”
II.Suggested Activities/Quizzes
1.Ocular survey/inspection of blighted communities
The students will be tasked to choose a blighted community to visit and inspect. After the
inspection, they have to prepare a reflection or narrative paper about it.
Rubric:
Content- 40
Structure- 20
Syntax- 10
Clarity of Ideas – 30
Total: 100
From this activity, the students should start deciding if such chosen blighted community will be
their adopted community/institution for their future fieldwork.
2.Show-and-tell (Symbolism of chosen blighted community)

Students are requireded to provide an oral presentation, showing the symbol they have decided
for their chosen blighted community.
Scoring rubric:
Content/Relevance -40
Quality of Voice/Presentation -25
Organization/Clarity of ideas- 15
Creativity/Originality -20
Total: 100
3. Human Knot
Students played the game, “Human Knot” and are given only 15 minutes to untangle themselves
from each other.
Scoring rubric:
15 – Solved the puzzle within 5 minutes
12 – Solved the puzzle within 10 minutes
10 – Solved the puzzle within 15 minutes and beyond
WEEKS 10-11
LEADERSHIP

LEADERSHIP SKILLS
1. Communication
As a leader, you need to be able to clearly and succinctly explain to your employees everything
from organizational goals to specific tasks. Leaders must master all forms of communication,
including one-on-one, departmental, and full-staff conversations, as well as communication via
the phone, email, and social media.
A large part of communication involves listening. Therefore, leaders should establish a steady
flow of communication between themselves and their staff or team members, either through an
open-door policy or regular conversations with workers. Leaders should make themselves
regularly available to discuss issues and concerns with employees. Other skills related to
communication include:
Active listening
Articulating
Business storytelling
Clarity
Concision
Correspondence
Editing
Explaining
Expression
Facilitating group conversations
Nonverbal communication
Presentation
Public speaking
Reading body language
Reducing ambiguity
Verbal communication
Written communication
2. Motivation
Leaders need to inspire their workers to go the extra mile for their organizations; just paying a
fair salary to employees is typically not enough inspiration (although it is important too). There
are a number of ways to motivate your workers: you may build employee self-esteem through
recognition and rewards, or by giving employees new responsibilities to increase their
investment in the company.
Leaders must learn what motivators work best for their employees or team members to
encourage productivity and passion. Skills related to effective motivation include:
Allowing employee autonomy
Asking for input
Assessing the interests of staff
Convincing
Mentoring
Open to employee concerns
Persuasive
Providing productive and challenging work
Providing rewards
Recognizing others
Setting effective goals
Team-building
Thanking staff
Understanding employee differences
3. Delegating
Leaders who try to take on too many tasks by themselves will struggle to get anything done.
These leaders often fear that delegating tasks is a sign of weakness, when in fact it is a sign of a
strong leader.
Therefore, you need to identify the skills of each of your employees, and assign duties to each
employee based on his or her skill set. By delegating tasks to staff members, you can focus on
other important tasks. Some skills that make a good delegator include:
Accepting feedback from employees
Allotting resources for employees
Assessing employee strengths and weaknesses
Defining expectations
Evaluating employee performance
Identifying measurable outcomes
Matching the task to the right employee
Prioritizing tasks
Setting expectations
Teamwork
Time management
Training
Trust in employees
4. Positivity
A positive attitude can go a long way in an office. You should be able to laugh at yourself when
something doesn't go quite as planned; this helps create a happy and healthy work environment,
even during busy, stressful periods. Simple acts like asking employees about their vacation plans
will develop a positive atmosphere in the office, and raise morale among staff members. If
employees feel that they work in a positive environment, they will be more likely to want to be at
work, and will therefore be more willing to put in the long hours when needed.
Some skills that help make for a positive atmosphere in the workplace include:
Caring
Conflict management
Developing rapport
Diplomacy
Encouraging
Empathetic
Friendliness
Helping others
Humor
Interpersonal
Positive reinforcement
Respect
Social
5. Trustworthiness
Employees need to be able to feel comfortable coming to their manager or leader with questions
and concerns. It is important for you to demonstrate your integrity – employees will only trust
leaders they respect.
By being open and honest, you will encourage the same sort of honesty in your employees. Here
are some skills and qualities that will help you convey your trustworthiness as a leader:
Ability to apologize
Accountability
Business ethics
Confidentiality
Conscientious
Consistent in behavior towards employees
Credibility
Emotional intelligence
Empathy
Honesty
Integrity
Moral compass
Reliability
Respectfulness
Standing up for what is right
Thoughtful
6. Creativity
As a leader, you have to make a number of decisions that do not have a clear answer; you
therefore need to be able to think outside of the box.
Learning to try nontraditional solutions, or approaching problems in nontraditional ways, will

help you to solve an otherwise unsolvable problem. Most employees will also be impressed and
inspired by a leader who doesn't always choose the safe, conventional path. Here are some skills
related to creative thinking:
Analytical
Cognitive flexibility
Conceptualization
Critical thinking
Curiosity
Embracing different cultural perspectives
Foresight
Identifying patterns
Imaginative
Innovative
Listening to others’ ideas
Making abstract connections
Observation
Open-mindedness
Problem solving
Sound judgment
Synthesizing
Visionary
7. Feedback
Leaders should constantly look for opportunities to deliver useful information to team members
about their performance. However, there is a fine line between offering employees advice and
assistance, and micromanaging. By teaching employees how to improve their work and make
their own decisions, you will feel more confident delegating tasks to your staff.
Employees will also respect a leader who provides feedback in a clear but empathetic way. Some
skills for giving clear feedback include:
Being open to receiving feedback
Building confidence in employees
Clarity
Clearly laying out expectations
Coaching
Following up
Frequent feedback
Listening to employees’ responses
Mentoring
Positive reinforcement
Providing specific advice
Respectful
8. Responsibility
A leader is responsible for both the successes and failures of his or her team. Therefore, you need
to be willing to accept blame when something does not go correctly.
If your employees see their leader pointing fingers and blaming others, they will lose respect for
you. Accept mistakes and failures, and then devise clear solutions for improvement. Here are
some skills and qualities that help leaders convey their responsibility:
Acknowledging mistakes
Being open to customer feedback
Evaluating best solutions
Forecasting
Learning from past mistakes
Listening to feedback from employees and managers
Project planning
Reflectiveness
Resolving problems
Transparency
Trouble shooting
9. Commitment
It is important for leaders to follow through with what they agree to do. You should be willing to
put in the extra hours to complete an assignment; employees will see this commitment and
follow your example.
Similarly, when you promise your staff a reward, such as an office party, you should always
follow through. A leader cannot expect employees to commit to their jobs and their tasks if he or
she cannot do the same. Some skills related to commitment in the workplace include:
Applying feedback
Commitment to company objectives
Determination
Embracing professional development
Following through
Keeping promises
Passion
Perseverance
Prioritization
Professionalism
Team player
Work ethic
10. Flexibility
Mishaps and last-minute changes always occur at work. Leaders need to be flexible, accepting
whatever changes come their way. Employees will appreciate your ability to accept changes in
stride and creatively problem solve.
Similarly, leaders must be open to suggestions and feedback. If your staff is dissatisfied with an
aspect of the office environment, listen to their concern and be open to making necessary
changes. Employees will appreciate a leader's ability to accept appropriate feedback. Skills
related to flexibility include:
Ability to learn new skills
Ability to respond to new problems or issues
Adaptability
Improvising
Negotiating
Open to feedback
Recognizing individuals’ strengths and skills
Treating employees as individuals
LEADERSHIP STYLES
Transformational leadership
Often considered among the most desirable employees, people who show transformational
leadership typically inspire staff through effective communication and by creating an
environment of intellectual stimulation.
However, these individuals are often blue-sky thinkers and may require more detail-oriented
managers to successfully implement their strategic visions.
Transactional leadership
Transactional leadership is focused on group organisation, establishing a clear chain of command
and implementing a carrot-and-stick approach to management activities.
Transformational Leadership creates an environment intellectual. stimulation

It is considered transactional because leaders offer an exchange; they reward good performances,
while punishing bad practice.
While this can be an effective way of completing short-term tasks, employees are unlikely to
reach their full creative potential in such conditions.
Servant leadership
People who practice servant leadership prefer power-sharing models of authority, prioritising the
needs of their team and encouraging collective decision-making.
Research by Catalyst has claimed this style, described as altruistic leadership by the company,
can improve diversity and boost morale.
However, detractors suggest servant leaders lack authority and suffer a conflict of interest by
putting their employees ahead of business objectives.
Autocratic leadership
A more extreme version of transactional leadership, autocratic leaders have significant control
over staff and rarely consider worker suggestions or share power.
“Ruling with an iron fist is rarely appreciated by staff, which can lead to high turnover and
absenteeism.”
There can also be a lack of creativity due to strategic direction coming from a single individual.
This leadership style is best suited to environments where jobs are fairly routine or require
limited skills. It is also common in military organisations.
Laissez-faire leadership
More commonly used to describe economic environments, laissez-faire literally means “let them
do” in French. This is typically translated to “let it be”.
As such:
Laissez-faire leaders are characterised by their hands-off approach, allowing employees to get on
with tasks as they see fit.
This can be effective in creative jobs or workplaces where employees are very experienced.
However, it is important that leaders monitor performance and effectively communicate
expectations to prevent work standards slipping.
Democratic leadership
Also known as participative leadership, this style – as the name suggests – means leaders often
ask for input from team members before making a final decision.
“Workers usually report higher levels of job satisfaction in these environments and the company
can benefit from better creativity.”
On the downside, the democratic process is normally slower and may not function well in
workplaces where quick decision-making is crucial.
Bureaucratic leadership
Bureaucratic leadership models are most often implemented in highly regulated or administrative
environments, where adherence to the rules and a defined hierarchy are important.
“These leaders ensure people follow the rules and carry out tasks by the book.”
Naturally, this works well in certain roles – such as health and safety – but can stifle innovation
and creativity in more agile, fast-paced companies.
Charismatic leadership
There is a certain amount of overlap between charismatic and transformational leadership. Both
styles rely heavily on the positive charm and personality of the leader in question.
However, charismatic leadership is usually considered less favourable, largely because the
success of projects and initiatives is closely linked to the presence of the leader.
While transformational leaders build confidence in a team that remains when they move on, the
removal of a charismatic leader typically leaves a power vacuum.
Situational leadership
Developed by management experts Paul Hersey and Ken Blanchard in 1969, situational
leadership is a theory that the best leaders utilise a range of different styles depending on the
environment.
Factors such as worker seniority, the business process being performed and the complexity of
relevant tasks all play an important role in what leadership style to adopt for any given situation.
For example, situational leaders may adopt a democratic leadership style when discussing
commercial direction with senior executives, but switch to a bureaucratic strategy when relaying
new factory protocols to workers.
However, many people have a natural leadership style, which can make switching between roles
challenging.
It can also be difficult to gauge what style is most suitable for certain circumstances, holding up
decision-making processes.
COMPLACENY IN LEADERSHIP
The Dangers Of Complacent Leadership
Leadership is in danger; complacency is becoming the new normal. With the mounting pressure
and demands of change management, leaders must carefully pick and choose their battles. In
their efforts to propel action and secure the required investments, many grow frustrated as
measureable progress towards moving the conversation forward gets caught in the corporate
noise that surrounds them. More than ever, leadership has become an exercise in survival of the
fittest – and as a consequence, those leaders who have grown more complacent, are finding it
difficult to maintain their competitive edge and thought-leadership footing.
Leadership in the 21st century requires mental toughness, stamina and patience. Being a market
leader demands a new breed of leadership that can withstand the punishment of the daily grind
and the people pressures along the way. As industries reinvent themselves and the demands of
new government regulations work their way into the fold, leaders are not only challenged to
manage the ongoing dynamics of the business and demands of its people – but they must also
implement compliance requirements while anticipating their impact on corporate best practices.
Leadership is a journey and the best leaders know how to pace themselves accordingly.
It’s easy for market leaders to grow complacent when they feel the alternative is to take two
steps back before taking one step forward in an effort to find their footing in today’s changing
terrain. As a result, larger corporations in particular become more vulnerable to competitive
pressures because they lose strategic focus and don’t see the opportunities their emerging
competitors are seeing and seizing.
Changing times require a change in one’s leadership style and approach. Here are a few early
warning signs to avoid the dangers of complacent leadership.
1. Fear Settles In
When leaders begin to fear what is required to move the company’s agenda forward – this is
cause for concern. For example, many leaders don’t want to manage through the political and/or
employee dynamics that are associated with changing times for fear of being left exposed and
placed in a vulnerable position.
While many leaders may not admit to being fearful, it is becoming more common as the market
becomes more uncertain. As a leader, uncertainty must become your best friend and you must
tackle it head on by anticipating the unexpected and taking action to solve for what lies ahead
rather than waiting for others to determine your fate. Adversity can make or break you, but it
primarily reveals you. Fear is a by-product of not always knowing what the consequences of
your actions will be in a changing marketplace.
2. Attention to Detail Fades

When the pressures mount, details fade. This is an early warning sign that complacency is
kicking in. Managing the details is critical to maintaining your focus and keeping your eyes
locked-in on the moving parts around you.
You can see the lack of attention to detail in meetings and in a leader’s preparation – or lack
thereof. When leaders cut corners, quality erodes. If they don’t know how to manage speed in
execution, their good intentions can spiral out of control and they can potentially create negative
consequences for the team and organization they serve.
The devil is in the details. Don’t allow them to escape by becoming a complacent leader.
3. Tension Unknowingly Begins to Mount

When leaders grow fearful of becoming exposed and begin to lose the required attention to detail
to effectively perform, they begin to unknowingly create tension with others. When this happens,
leaders lose executive presence, and become disruptive and restless from the mounting demands
of their growing complacency – which begins to reverberate throughout the rest of the team and
amongst their colleagues.
Leaders are always in the spotlight and collectively everyone is watching everything they say
and do. Don’t allow complacency to disrupt your momentum.
4. Reactive Thinking
Leaders are expected to be proactive and timely with their decisions, their outlook for the
business, and the potential of their people. When leaders are complacent, they become slower,
less decisive, they begin to accumulate bad habits and the lens with which they see through gets
blurry and full of blind spots. As such, over the course of time they become reactive rather than
proactive to the opportunities that are right in front of them.
Complacency can cloud a leader’s thinking – making it more likely for them to miss a potential
opportunity.
5. Stop Leading
Complacency can reach a point where a leader begins to follow more than lead. Over time,
complacent leaders begin to play it too safe -- losing respect, trust and loyalty from their
employees as well as other leaders in the organization. When this happens, they begin to lose
confidence in their own abilities, trust in themselves and in others. This behavioral shift makes
them feel too vulnerable to lead and more comfortable following.
Complacency can mark the end of a leader’s reign when people stop valuing and respecting their
authority.
Leadership expert Warren Bennis, who passed away last week and wrote one of the most popular
books on leadership, “On Becoming a Leader,” was well ahead of his time when it came to not
giving in to the dangers of becoming a complacent leader. These are the types of leaders who
“get companies stuck in outmoded ways of doing things while the world changed around them,”
he said, according to his obituary in the LA Times, 8/3/2014.
Looking at things from this point of view, complacency makes you more of a manager than a
leader. And as he often said: “The manager does things right and has their eye on the bottom
line; the leader does the right thing and has their eye on the horizon.”
NELSON MANDELA’S 8 LESSONS IN LEADERSHIP

Nelson Mandela has assembled from his time spent with and observing Nelson Mandela, a Time
magazine article, Mandela: His 8 Lessons of Leadership. In brief, the 8 lessons are:
1.Courage is not the absence of fear — it's inspiring others to move beyond it
"I can't pretend that I'm brave and that I can beat the whole world." But as a leader, you cannot
let people know. "You must put up a front." He knew that he was a model for others, and that
gave him the strength to triumph over his own fear.
2.Lead from the front — but don't leave your base behind
For Mandela, refusing to negotiate was about tactics, not principles. Throughout his life, he has
always made that distinction. His unwavering principle — the overthrow of apartheid and the
achievement of one man, one vote — was immutable, but almost anything that helped him get to
that goal he regarded as a tactic. He is the most pragmatic of idealists.
3.Lead from the back — and let others believe they are in front
Mandela loved to reminisce about his boyhood and his lazy afternoons herding cattle. "You
know," he would say, "you can only lead them from behind." He would then raise his eyebrows
to make sure I got the analogy. The trick of leadership is allowing yourself to be led too. "It is
wise," he said, "to persuade people to do things and make them think it was their own idea."
4.Know your enemy — and learn about his favorite sport

As far back as the 1960s, Mandela began studying Afrikaans, the language of the white South
Africans who created apartheid. His comrades in the ANC teased him about it, but he wanted to
understand the Afrikaner's worldview; he knew that one day he would be fighting them or
negotiating with them, and either way, his destiny was tied to theirs. He even brushed up on his
knowledge of rugby, the Afrikaners' beloved sport, so he would be able to compare notes on
teams and players.
5.Keep your friends close — and your rivals even closer

Mandela is a man of invincible charm — and he has often used that charm to even greater effect
on his rivals than on his allies. He cherished loyalty, but he was never obsessed by it. After all,
he used to say, "people act in their own interest." It was simply a fact of human nature, not a flaw
or a defect. The flip side of being an optimist — and he is one — is trusting people too much.
But Mandela recognized that the way to deal with those he didn't trust was to neutralize them
with charm.
6.Appearances matter — and remember to smile

When Mandela was running for the presidency in 1994, he knew that symbols mattered as much
as substance. He was never a great public speaker, and people often tuned out what he was
saying after the first few minutes. But more important was that dazzling, beatific, all-inclusive
smile. For white South Africans, the smile symbolized Mandela's lack of bitterness and
suggested that he was sympathetic to them. To black voters, it said, I am the happy warrior, and
we will triumph.
7.Nothing is black or white

Mandela is comfortable with contradiction. As a politician, he was a pragmatist who saw the
world as infinitely nuanced. Every problem has many causes. Mandela's calculus was always,
What is the end that I seek, and what is the most practical way to get there?
8.Quitting is leading too

Knowing how to abandon a failed idea, task or relationship is often the most difficult kind of
decision a leader has to make. He knows that leaders lead as much by what they choose not to do
as what they do.
FIVE PRACTICES OF EXEMPLARY LEADERSHIP

Kouzes and Posner conducted extensive research, collecting thousands of “personal best”
anecdotes from real-life leaders, while trying to determine exactly what goes into the people who
get things done. While every anecdote is different, Kouzes and Posner discovered five patterns of
behavior exhibited by extraordinary leaders. They dubbed these patterns of behavior The Five
Practices of Exemplary Leadership.
1.Model the Way.

Leaders establish principles concerning the way people (constituents, peers, colleagues, and
customers alike) should be treated and the way goals should be pursued. They create standards of
excellence and then set an example for others to follow. Because the prospect of complex change
can overwhelm people and stifle action, they set interim goals so that people can achieve small
wins as they work toward larger objectives. They unravel bureaucracy when it impedes action;
they put up signposts when people are unsure of where to go or how to get there; and they create
opportunities for victory.
2.Inspire a Shared Vision.

Leaders passionately believe that they can make a difference. They envision the future, creating
an ideal and unique image of what the organization can become. Through their magnetism and
quiet persuasion, leaders enlist others in their dreams. They breathe life into their visions and get
people to see exciting possibilities for the future.
3.Challenge the Process.

Leaders search for opportunities to change the status quo. They look for innovative ways to
improve the organization. In doing so, they experiment and take risks. And because leaders know
that risk taking involves mistakes and failures, they accept the inevitable disappointments as
learning opportunities.
4.Enable Others to Act.

Leaders foster collaboration and build spirited teams. They actively involve others. Leaders
understand that mutual respect is what sustains extraordinary efforts; they strive to create an
atmosphere of trust and human dignity. They strengthen others, making each person feel capable
and powerful.
5.Encourage the Heart.

Accomplishing extraordinary things in organizations is hard work. To keep hope and
determination alive, leaders recognize contributions that individuals make. In every winning
team, the members need to share in the rewards of their efforts, so leaders celebrate
accomplishments. They make people feel like heroes.
THE ART OF WAR

The Art of War was written by a Chinese general named Sun Tzu more than 2,500 years ago,
possibly in the 6th Century BC. The book has long been heralded for its advice on military
success. And this advice has since been co-opted by legions of armchair soldiers and generals in
the business world.
The book is composed of 13 chapters, each of which focuses on a different aspect of war. It's a
smart book. It's also poetic, repetitive, and arcane. So we've boiled down the highlights,
compiling quotes from throughout the book.
ON MANAGEMENT: Care about your team, but also be tough

There are five dangerous faults which may affect a general:
recklessness, which leads to destruction;
cowardice, which leads to capture;
a hasty temper, which can be provoked by insults;
a delicacy of honor, which is sensitive to shame;
over-solicitude for his men, which exposes him to worry and trouble.
Regard your soldiers as your children, and they will follow you into the deepest valleys; look
upon them as your own beloved sons, and they will stand by you even unto death.
If, however, you are indulgent, but unable to make your authority felt; kind-hearted, but unable
to enforce your commands; and incapable, moreover, of quelling disorder: then your soldiers
must be likened to spoilt children; they are useless for any practical purpose.
When the general is weak and without authority; when his orders are not clear and distinct; when
there are no fixed duties assigned to officers and men, and the ranks are formed in a slovenly
haphazard manner, the result is utter disorganization.
Hire great people, because weak, frustrated subordinates will cripple you.
When the common soldiers are too strong and their officers too weak, the result is
insubordination. When the officers are too strong and the common soldiers too weak, the result is
collapse.
When the higher officers are angry and insubordinate, and on meeting the enemy give battle on
their own account from a feeling of resentment, before the commander-in-chief can tell whether
or not he is in a position to fight, the result is ruin.
THE PRINCE
The Prince is an extended analysis of how to acquire and maintain political power. It includes 26
chapters and an opening dedication to Lorenzo de Medici. The dedication declares Machiavelli's
intention to discuss in plain language the conduct of great men and the principles of princely
government. He does so in hope of pleasing and enlightening the Medici family.
The book's 26 chapters can be divided into four sections: Chapters 1-11 discuss the different
types of principalities or states, Chapters 12-14 discuss the different types of armies and the
proper conduct of a prince as military leader, Chapters 15-23 discuss the character and behavior
of the prince, and Chapters 24-26 discuss Italy's desperate political situation. The final chapter is
a plea for the Medici family to supply the prince who will lead Italy out of humiliation.
The types of principalities

Machiavelli lists four types of principalities:
Hereditary principalities, which are inherited by the ruler

Mixed principalities, territories that are annexed to the ruler's existing territories
New principalities, which may be acquired by several methods: by one's own power, by the
power of others, by criminal acts or extreme cruelty, or by the will of the people (civic
principalities)
Ecclesiastical principalities, namely the Papal States belonging to the Catholic church
The types of armies
A prince must always pay close attention to military affairs if he wants to remain in power.
Machiavelli lists four types of armies:
Mercenaries or hired soldiers, which are dangerous and unreliable
Auxiliaries, troops that are loaned to you by other rulers—also dangerous and unreliable
Native troops, composed of one's own citizens or subjects—by far the most desirable kind
Mixed troops, a combination of native troops and mercenaries or auxiliaries—still less desirable
than a completely native army
The character and behavior of the prince
Machiavelli recommends the following character and behavior for princes:

It is better to be stingy than generous.
It is better to be cruel than merciful.
It is better to break promises if keeping them would be against one's interests.
Princes must avoid making themselves hated and despised; the goodwill of the people is a better
defense than any fortress.
Princes should undertake great projects to enhance their reputation.
Princes should choose wise advisors and avoid flatterers.
Italy's political situation
Machiavelli outlines and recommends the following:

The rulers of Italy have lost their states by ignoring the political and military principles
Machiavelli enumerates.
Fortune controls half of human affairs, but free will controls the rest, leaving the prince free to
act. However, few princes can adapt their actions to the times.
The final chapter is an exhortation to the Medici family to follow Machiavelli's principles and
thereby free Italy from foreign dominant.
48 LAWS OF POWER
Law 1: Never outshine the master
Make your masters appear more brilliant than they are and you will attain the heights of power
When it comes to power, outshining the master is perhaps the worst mistake of all.
Never take your position for granted and never let any favors you receive go to your head.
Law 2: Never put too much trust in friends, learn how to use enemies
But hire a former enemy and he will be more loyal than a friend, because he has more to prove.
In fact, you have more to fear from friends than from enemies. If you have no enemies, find a
way to make them
Since honesty rarely strengthens friendship, you may never know how a friend truly feels.
Friends will say that they love your poetry, adore your music, envy your taste in clothes—
maybe they mean it, often they do not.
The key to power, then, is the ability to judge who is best able to further your interests in all
situations. Keep friends for friendship, but work with the skilled and competent.
Law 3: Conceal Your Intentions

Use decoyed objects and desires and red herrings to throw people off the scent
Hide your intentions not by closing up (with the risk of appearing secretive, and making people
suspicious) but by talking endlessly about your desires and goals— just not your real ones. You
will kill three birds with one stone: You appear friendly, open, and trusting; you conceal your
intentions; and you send your rivals on time-consuming wild-goose chases.
Use smoke screens to disguise your actions. This derives from a simple truth: people can only
focus on one thing at a time. It is really too difficult for them to imagine that the bland and
harmless person they are dealing with is simultaneously setting up something else
As Kierkegaard wrote, “The world wants to be deceived.”

Law 4: Always say less than necessary
One oft-told tale about Kissinger… involved a report that Winston Lord had worked on for days.
After giving it to Kissinger, he got it back with the notation, “Is this the best you can do?” Lord
rewrote and polished and finally resubmitted it; back it came with the same curt question. After
redrafting it one more time— and once again getting the same question from Kissinger-Lord
snapped, “Damn it, yes, it’s the best I can do. ” To which Kissinger replied: “Fine, then I guess
I’ll read it this time. ”
Persons who cannot control his words shows that he cannot control himself, and is unworthy of
respect. But the human tongue is a beast that few can master. It strains constantly to break out of
its cage, and if it is not tamed, it will run wild and cause you grief. Power cannot accrue to those
who squander their treasure of words.
Power is in many ways a game of appearances, and when you say less than necessary, you
inevitably appear greater and more powerful than you are.
Learn the lesson: Once the words are out, you cannot take them back. Keep them under control.
Be particularly careful with sarcasm: The momentary satisfaction you gain with your biting
words will be outweighed by the price you pay.
Law 5: So much depends on reputation, guard it with your life

Always be alert to potential attacks and thwart them before they happen. Meanwhile, learn to
destroy your enemies by opening holes in their own reputations. Then stand aside and let public
opinion hang them.
Doubt is a powerful weapon: Once you let it out of the bag with insidious rumors, your
opponents are in a horrible dilemma.
Once you have a solid base of respect, ridiculing your opponent both puts him on the defensive
and draws more attention to you, enhancing your own reputation.
Law 6: Court attention at all costs

Surround your name with the sensational and the scandalous.
Better to be slandered and attacked than ignored.
Every crowd has a silver lining.
At the start of your career, you must attach your name and reputation to a quality, an image, that
sets you apart from other people.
Create an air of mystery.
Remember: Most people are upfront, can be read like an open book, take little care to control
their words or image, and are hopelessly predictable. By simply holding back, keeping silent,
occasionally uttering ambiguous phrases, deliberately appearing inconsistent, and acting odd in
the subtlest of ways, you will emanate an aura of mystery. The people around you will then
magnify that aura by constantly trying to interpret you
Do something that cannot be easily explained or interpreted
Law 7: Get others to do the work for you, but always take the credit
Law 8: Make other people come to you, use bait if necessary

For negotiations or meetings, it is always wise to lure others into your territory, or the territory of
your choice. You have your bearings, while they see nothing familiar and are subtly placed on
the defensive.
Law 9: Win through your actions, never through argument
Law 10: Infection: Avoid the unhappy or the unlucky

When you suspect you are in the presence of an infector, don’t argue, don’t try to help, don’t
pass the person on to your friends, or you will become enmeshed. Flee the infector’s presence or
suffer the consequences.
Law 11: Learn to keep people dependent on you
Law 12: Use selective honesty and generosity to disarm your victim
Law 13: When asking for help, appeal to people’s self-interest, never their mercy or gratitude
Law 14: Pose as a friend, work as a spy
Law 15: Crush your enemy totally
Law 16: Use absence to increase strength and honor

The more you are seen and heard from, the more common you appear. If you are already
established in a group, temporary withdrawal from it will make you more talked about, even
more admired. You must learn when to leave. Create value through scarcity.
At the start of an affair, you need to heighten your presence in the eyes of the other. If you absent
yourself too early, you may be forgotten. But once your lover’s emotions are engaged, and the
feeling of love has crystallized, absence inflames and excites. Giving no reason for your absence
excites even more.
Law 17: Keep others in suspended terror, cultivate an air of unpredictability

Too much unpredictability will be seen as a sign of indecisiveness, or even of some more serious
psychic problem. Patterns are powerful, and you can terrify people by disrupting them. Such
power should only be used judiciously.
Law 18: Do not build a fortress to protect yourself, isolation is dangerous

Law 19: Know who you’re dealing with, do not offend the wrong person
Law 20: Do not commit to anyone

Do not commit to anyone, but be courted by all.
When you hold yourself back, you incur not anger but a kind of respect. You instantly seem
powerful because you make yourself ungraspable, rather than succumbing to the group, or to the
relationship, as most people do.
People who rush to the support of others tend to gain little respect in the process, for their help is
so easily obtained, while those who stand back find themselves besieged with supplicants.
Do not commit to anyone, stay above the fray.
Remember: You have only so much energy and so much time. Every moment wasted on the
affairs of others subtracts from your strength.
Law 21: Play a sucker to catch a sucker, seem dumber than your mark
Given how important the idea of intelligence is to most people’s vanity, it is critical never
inadvertently to insult or impugn a person’s brain power.
Law 22: Use the surrender tactic: transform weakness into power
People trying to make a show of their authority are easily deceived by the surrender tactic.
It is always our first instinct to react, to meet aggression with some other kind of aggression. But
the next time someone pushes you and you find yourself starting to react, try this: Do not resist
or fight back, but yield, turn the other cheek, bend.
If you surrender instead, you have an opportunity to coil around your enemy and strike with your
fangs from close up.
Law 23: Concentrate your forces

intensity defeats extensity every time.
Law 24: Play the perfect courtier

The laws of court politics:
Avoid ostentation. Practice nonchalance. Be frugal with flattery. Arrange to be noticed. Alter
your style and language according to the person you are dealing with. Never be the bearer of bad
news. Never affect friendliness and intimacy with your master. Never criticize those above you
directly. Be frugal in asking those above you for favors. Never joke about appearances of tastes.
Do not be the court cynic. Be self-observant. Master your emotions. Fit the spirits of the times.
Be the source of pleasure.
Law 25: Re-Create Yourself

Be the master of your own image rather than letting others define it for you.
The world wants to assign you a role in life. And once you accept that role you are doomed.
Remake yourself into a character of power. Working on yourself like clay should be one of your
greatest and most pleasurable life tasks.
The first step in the process of self-creation is self-consciousness— being aware of yourself as an
actor and taking control of your appearance and emotions.
The second step in the process of self-creation is a variation on the George Sand strategy: the
creation of a memorable character, one that compels attention, that stands out above the other
players on the stage.
Law 26: Keep your hands clean

Conceal your mistakes, have a scapegoat around to blame.
Make use of the cats paw.
Law 27: Play on people’s need to believe to create a cult like following
Five rules of cult making
Keep it vague, keep it simpleEmphasize the visual and sensational over the intellectualBorrow
the forms of organized religion to structure the groupDisguise your source of incomeSet up an us
vs them dynamic
Law 28: Enter action with boldness

The bolder lie the better.
Lions circle the hesitant prey.
Boldness strikes fear, fear creates authority.
Going halfway with half a heart digs a deeper grave.
Hesitation creates gaps, boldness obliterates them.
Audacity separates you from the herd.
When you are as small and obscure as David was, you must find a Goliath to attack. The larger
the target, the more attention you gain.
Law 29: Plan all the way to the end
Law 30: Make your accomplishments seem effortless
Law 31: Control the options, get others to play with the cards you deal
You give people a sense of how things will fall apart without you, and you offer them a
“choice”: I stay away and you suffer the consequences, or I return under circumstances that I
dictate.
Color the choices, propose three or four choices of action for each situation, and would present
them in such a way that the one he preferred always seemed the best solution compared to the
others.
Force the resister, Push them to “choose” what you want them to do by appearing to advocate the
opposite.
Alter the playing field.
The shrinking options: A variation on this technique is to raise the price every time the buyer
hesitates and another day goes by. This is an excellent negotiating ploy to use on the chronically
indecisive, who will fall for the idea that they are getting a better deal today than if they wait till
tomorrow.
The weak man on the precipice: This tactic is similar to “Color the Choices,” but with the weak
you have to be more aggressive. Work on their emotions— use fear and terror to propel them
into action. Try reason and they will always find a way to procrastinate.
Brothers in Crime: You attract your victims to some criminal scheme, creating a bond of blood
and guilt between you.
The horns of a dilemma: The lawyer leads the witnesses to decide between two possible
explanations of an event, both of which poke a hole in their story. They have to answer the
lawyer’s questions, but whatever they say they hurt themselves. The key to this move is to strike
quickly: Deny the victim the time to think of an escape. As they wriggle between the horns of the
dilemma, they dig their own grave.
Law 32: Play to people’s fantasies

People rarely believe that their problems arise from their own misdeeds and stupidity. Someone
or something out there is to blame— the other, the world, the gods— and so salvation comes
from the outside as well.
Law 33: Discover each man’s thumbscrew

Everyone has a weakness, a gap in the castle wall. That weakness is usually an insecurity, an
uncontrollable emotion or need; it can also be a small secret pleasure. Either way, once found, it
is a thumbscrew you can turn to your advantage.
Finding the thumbscrews
Pay attention to gestures and unconscious signalsFind the helpless child, look to their
childhoodLook for contrasts, an overt trait often reveals its oppositeFind the weak link,Fill their
emotional voidFeed on their uncontrollable emotion
Always look for passions and obsessions that cannot be controlled. What people cannot control,
you can control for them.
Law 34: Be royal in your own fashion. Act like a king to be treated like one
Law 35: Master the art of timing
Law 36: Disdain things you cannot have, ignoring them is the best revenge
Remember: You choose to let things bother you. You can just as easily choose not to notice the
irritating offender, to consider the matter trivial and unworthy of your interest. That is the
powerful move.
Desire often creates paradoxical effects: The more you want something, the more you chase after
it, the more it eludes you. The more interest you show, the more you repel the object of your
desire. This is because your interest is too strong— it makes people awkward, even fearful.
Uncontrollable desire makes you seem weak, unworthy, pathetic.
Law 37: Create compelling spectacles
Law 38: Think as you like but behave like others

If Machiavelli had had a prince for disciple, the first thing he would have recommended him to
do would have been to write a book against Machiavellism.
Law 39: Stir up waters to catch fish

Anger and emotion are strategically counterproductive. You must always stay calm and
objective. But if you can make your enemies angry while staying calm yourself, you gain a
decided advantage.
Law 40: Despise the free lunch

The worth of money is not in its possession, but in its use.
Law 41: Avoid stepping into a great man’s shoes
Law 42: Strike the shepherd and the sheep will scatter
Within any group, trouble can most often be traced to a single source, the unhappy, chronically
dissatisfied one who will always stir up dissension and infect the group with his or her ill ease.
Before you know what hit you the dissatisfaction spreads. Act before it becomes impossible to
disentangle
Once you recognize who the stirrer is, pointing it out to other people will accomplish a great
deal.
43: Work on the hearts and minds of others

Remember: The key to persuasion is softening people up and breaking them down, gently.
Seduce them with a two-pronged approach: Work on their emotions and play on their intellectual
weaknesses.
44: Disarm and infuriate with the mirror effect

When you mirror your enemies, doing exactly as they do, they cannot figure out your strategy.
The Mirror Effect mocks and humiliates them, making them overreact. By holding up a mirror to
their psyches, you seduce them with the illusion that you share their values; by holding up a
mirror to their actions, you teach them a lesson.
45: Preach the need to change, but never reform too much at once
If change is necessary, make it feel like a gentle improvement on the past.
Even while people understand the need for change, knowing how important it is for institutions
and individuals to be occasionally renewed, they are also irritated and upset by changes that
affect them personally.
46: Never appear too perfect

Envy creates silent enemies. It is smart to occasionally display defects, and admit to harmless
vices, in order to deflect envy and appear more human and approachable.
Do not try to help or do favors for those who envy you; they will think you are condescending to
them.
47: Do not go past the mark you aimed for. In victory, know when to stop
48: Assume formlessness

By taking a shape, by having a visible plan, you open yourself to attack. Instead of taking a form
for your enemy to grasp, keep yourself adaptable and on the move. Accept the fact that nothing
is certain and no law is fixed. The best way to protect yourself is to be as fluid and formless as
water; never bet on stability or lasting order. Everything changes..
CHALLENGES/PROBLEMS IN LEADERSHIP
Humility during success.
Confidence during setbacks.
Stepping back so others can step up.
Putting plans into action – Follow through. Experience shows up to 90 percent of strategic plans
never achieve execution.
Leading change. Leaders don’t just do things, they change things.
Admitting mistakes. One contributor suggests that self-awareness and honesty are essential to
saying, “I was wrong.” (See more comments on Facebook)
Listening with the goal of learning.
Encouraging constructive dissent.
Learning from criticism.
Asking for feedback.
Maintaining focus on the future.
Building the team.
You not situations:
Leadership challenges always involve changing situations. You, however, are the common
factor. Your ability to lead yourself is your greatest ability.
Situations come and go but you are always there.
Building the team:

Produce the most fruit by leading yourself to build the team. Success depends on your ability to
attract, develop, and retain top talent.
How to spot top talent?
Top talent wants to:
Know where you are going so they can find alignment. Tell them the goal?
Develop plans with you. Once they align with the goal, don’t give them the plan, develop it with
them. Top talent wants a hand in making plans.
Make meaningful contribution. They ask, “Where do I fit in?” They need meaningful
contribution. Drifting isn’t enough for top talent.
Work with others. Lone Rangers have a place, but never on great teams.
Rise to challenges.
Key qualities:
Determine the nonnegotiable qualities you expect from your team members. Go with their
strengths; compensate for their weaknesses.
LEADERSHIP BEYOND BUSINESS BOUNDARIES

Today's business challenges reach way beyond traditional job boundaries. So too must today's
leadership.
The most important and most complex business challenges require leadership that operates
outside the boxes and lines of the organizational chart. Rather than assuming boundaries to be
barriers, truly collaborative leaders work best where boundaries intersect, overlap and bump up
against one another. Boundary-spanning leaders bridge organizational and cultural divides;
vertical and horizontal gaps; and stakeholder, demographic and geographic groupings. They
thrive at finding innovative outcomes at the intersections where groups can work productively
together.
Senior executives know the importance of boundary-spanning leadership. A Center for Creative
Leadership study I conducted with my colleagues Jeffrey Yip and Michael Campbell this year
found that 86% of executives considered it "extremely important" that they collaborate
effectively across boundaries in their current leadership roles. But just 7% of those executives
believed they were "very effective" at doing so.
Closing this gap is both a critical challenge and a hidden opportunity. To improve your
organization's boundary-spanning capacity, you and other leaders need to play six interlocking
roles. Each role builds on the others, and in combination they enable you to tap into the elusive
but powerful value of cross-boundary collaboration.
1. Conductor. Bringing previously competitive or divided groups together across horizontal

boundaries can trigger an atmosphere of threat and a palpable loss of identity. Likewise, when
groups come together across vertical boundaries, issues of authority, status and power become
very sensitive. Conductors are attuned to such hazards. "I learned as a mid-level leader how
important it is to bridge between senior leaders and entry-level leaders across the organization," a
high-ranking U.S. public-sector executive told us. As a conductor, your role is to monitor
boundaries and orchestrate interactions between groups. Conductors become conduits for
information, resources and people flowing across boundaries. They enable groups to feel a sense
of psychological safety.
2. Ambassador. When bringing together groups that have little or bad history together, it is
critical to address head-on the mindsets, beliefs and perceptions that differentiate "Us" from
"Them." In the ambassador role, your work is to represent the expertise, experience and values of
one group to another. Ambassadors lead by accepting current boundaries, including long-
standing or entrenched differences, and finding constructive ways to reflect, describe and openly
discuss them. When President Obama gave a speech in Cairo on Muslim-U.S. relations last June,
he played the boundary-spanning role of ambassador. He called for a "sustained effort to listen to
each other, to learn from each other, to respect one another and to seek common ground."
3. Connector. Connectors create neutral zones to link people together and emphasize
commonality. For example, an executive we spoke with at a global energy company was able to
make headway on an intractable regional environmental problem by convening stakeholder
groups in a neutral location and fostering interaction at a person-to-person, rather than group-to-
group, level. Connectors often use after-work events, social or sports activities, or personal ties
to remove assumptions and stereotypes, create collaborative relationships and build trust across
groups.
4. Narrator. A shared mission, vision or goal enables groups to redraw and expand the
boundaries that previously divided them. The narrator's role is to help define and give meaning
to a new, unfolding purpose. When the Chinese computer company Lenovo purchased IBM's
global personal computer operation in 2005, its senior leaders moved quickly to define Lenovo
as a "New World Company" that would synthesize the best of East and West. They scrapped
symbols, roles, processes and language that they viewed as "legacy IBM" or "legacy Lenovo" to
make room for the new Lenovo storyline.
5. Mediator. Mediators focus on the borderlands, intentionally leading at the juncture where
similarities and differences meet. When Ingrid Srinath became the chief executive of Child
Rights and You, a large nonprofit in India, she set aside her, in her words, "impatient and
unreasonable" leadership style to become a mediator. On behalf of a sweeping change initiative,
she asked people throughout the organization to "bring their differences into the room." People
representing diverse geographic regions, ethnic and religious groups, genders and castes
participated in deep and honest discussions about the organization's future direction. By tapping
group differences and acting on commonalities, Ingrid successfully brought all CRY's groups
along on the change journey.
6. Inventor. Inventors systematically cross-cut, mix and weave multiple boundaries in the service
of organizational innovation, renewal and transformation. Whereas the mediator role looks to
reconcile and integrate existing boundaries, inventors seek to open up current boundaries to
change. One project manager at a U.S.-based financial services firm successfully harnessed the
tensions within a geographically dispersed team to develop and launch a new service
simultaneously across the Americas, Europe and Asia, all within six months. She composed a
team that crisscrossed the organization representing a range of organization levels and functions,
regions and nationalities and demographic characteristics, as well as suppliers and a customer
panel. "The more my teams are capable of remaining open to disparate views, areas of expertise,
and diverse experience, the greater is our transformative potential for innovative solutions," she
said.
When leaders take on these six roles, boundaries become bridges to innovative and
transformative solutions. As organizations around the globe wrestle with complex challenges,
those that fill their ranks with boundary-spanning leaders will have the advantage.
Chris Ernst is senior enterprise associate with the Center for Creative Leadership and co-author
of the forthcoming book Boundary Spanning Leadership. A white paper on his work is available
at www.ccl.org.
For more articles from the Center for Creative Leadership on Forbes.com, click here.
Leadership Beyond Bounds

By Chris Ernst
Today's business challenges reach way beyond traditional job boundaries. So too must today's
leadership.
The most important and most complex business challenges require leadership that operates
outside the boxes and lines of the organizational chart. Rather than assuming boundaries to be
barriers, truly collaborative leaders work best where boundaries intersect, overlap and bump up
against one another. Boundary-spanning leaders bridge organizational and cultural divides;
vertical and horizontal gaps; and stakeholder, demographic and geographic groupings. They
thrive at finding innovative outcomes at the intersections where groups can work productively
together.
Senior executives know the importance of boundary-spanning leadership. A Center for Creative
Leadership study I conducted with my colleagues Jeffrey Yip and Michael Campbell this year
found that 86% of executives considered it "extremely important" that they collaborate
effectively across boundaries in their current leadership roles. But just 7% of those executives
believed they were "very effective" at doing so.
Closing this gap is both a critical challenge and a hidden opportunity. To improve your
organization's boundary-spanning capacity, you and other leaders need to play six interlocking
roles. Each role builds on the others, and in combination they enable you to tap into the elusive
but powerful value of cross-boundary collaboration.
1. Conductor. Bringing previously competitive or divided groups together across horizontal

boundaries can trigger an atmosphere of threat and a palpable loss of identity. Likewise, when
groups come together across vertical boundaries, issues of authority, status and power become
very sensitive. Conductors are attuned to such hazards. "I learned as a mid-level leader how
important it is to bridge between senior leaders and entry-level leaders across the organization," a
high-ranking U.S. public-sector executive told us. As a conductor, your role is to monitor
boundaries and orchestrate interactions between groups. Conductors become conduits for
information, resources and people flowing across boundaries. They enable groups to feel a sense
of psychological safety.
2. Ambassador. When bringing together groups that have little or bad history together, it is
critical to address head-on the mindsets, beliefs and perceptions that differentiate "Us" from
"Them." In the ambassador role, your work is to represent the expertise, experience and values of
one group to another. Ambassadors lead by accepting current boundaries, including long-
standing or entrenched differences, and finding constructive ways to reflect, describe and openly
discuss them. When President Obama gave a speech in Cairo on Muslim-U.S. relations last June,
he played the boundary-spanning role of ambassador. He called for a "sustained effort to listen to
each other, to learn from each other, to respect one another and to seek common ground."
3. Connector. Connectors create neutral zones to link people together and emphasize
commonality. For example, an executive we spoke with at a global energy company was able to
make headway on an intractable regional environmental problem by convening stakeholder
groups in a neutral location and fostering interaction at a person-to-person, rather than group-to-
group, level. Connectors often use after-work events, social or sports activities, or personal ties
to remove assumptions and stereotypes, create collaborative relationships and build trust across
groups.
4. Narrator. A shared mission, vision or goal enables groups to redraw and expand the
boundaries that previously divided them. The narrator's role is to help define and give meaning
to a new, unfolding purpose. When the Chinese computer company Lenovo purchased IBM's
global personal computer operation in 2005, its senior leaders moved quickly to define Lenovo
as a "New World Company" that would synthesize the best of East and West. They scrapped
symbols, roles, processes and language that they viewed as "legacy IBM" or "legacy Lenovo" to
make room for the new Lenovo storyline.
5. Mediator. Mediators focus on the borderlands, intentionally leading at the juncture where
similarities and differences meet. When Ingrid Srinath became the chief executive of Child
Rights and You, a large nonprofit in India, she set aside her, in her words, "impatient and
unreasonable" leadership style to become a mediator. On behalf of a sweeping change initiative,
she asked people throughout the organization to "bring their differences into the room." People
representing diverse geographic regions, ethnic and religious groups, genders and castes
participated in deep and honest discussions about the organization's future direction. By tapping
group differences and acting on commonalities, Ingrid successfully brought all CRY's groups
along on the change journey.
6. Inventor. Inventors systematically cross-cut, mix and weave multiple boundaries in the service
of organizational innovation, renewal and transformation. Whereas the mediator role looks to
reconcile and integrate existing boundaries, inventors seek to open up current boundaries to
change. One project manager at a U.S.-based financial services firm successfully harnessed the
tensions within a geographically dispersed team to develop and launch a new service
simultaneously across the Americas, Europe and Asia, all within six months. She composed a
team that crisscrossed the organization representing a range of organization levels and functions,
regions and nationalities and demographic characteristics, as well as suppliers and a customer
panel. "The more my teams are capable of remaining open to disparate views, areas of expertise,
and diverse experience, the greater is our transformative potential for innovative solutions," she
said.
When leaders take on these six roles, boundaries become bridges to innovative and
transformative solutions. As organizations around the globe wrestle with complex challenges,
those that fill their ranks with boundary-spanning leaders will have the advantage.
1. Qualities of a Leader – 100 pts.
Students were tasked to write an essay about what are the qualities that a leader should possess.
Rubric:
Content- 40
Structure- 20
Syntax- 10
Total: 100
2.Leadership Goals – 100 pts.

Students were tasked to identify several leadership goals; and provide what will be the steps that
are needed to be done, in an essay.
Rubric:
Content- 40
Structure- 20
Syntax- 10
Total: 100
3. Leadership skills
Students are asked to write an essay about the skills that a leader should possess.
Rubric:
Content- 40
Structure- 20
Syntax- 10
Total: 100
4. Mandela’s 8 Lessons – 70 pts.

Students are given a quiz about Mandela’s 8 Lessons on Leadership. See attached paper for the
test questionnaire.

Score
and lacks details.
important details
question
0 No Answer
5. Business Leaders – 100 pts.

Students were required to write a reflection paper about the role of business leaders.
Rubric:
Content- 40
Structure- 20
Syntax- 10
Total: 100
WEEK 12-MIDTERM EXAMINATION

WEEKS 13-15
THE TEACHING PROCESS

**See the succeeding pages.
Discuss about the

a. Fundamental laws/theories of learning
b. Conditions affecting/facilitating learning
c. Psychology of the learner
d. Lesson plan-making
e. Classroom management
II.Activtities/Quizzes
1.Students were given a topic that will be the basis of their lesson plan.
Rubric:
Objectives - 10
Presentation - 10
Introduction – 20
Instruction - 15
Lesson – 20
Closure – 15
Format – 10
Total: 100
2. Students are required to prepare the lessons plans that they will be using for their NSTP II
fieldwork.
Rubric:
Objectives - 10
Presentation - 10
Introduction – 20
Instruction - 15
Lesson – 20
Closure – 15
Format – 10
Total: 100
3. a. Classroom Management – 100 pts

Students were given the following situations, and they have to prepare a roleplay that will show
how are they going to solve such situation.
1. You have assigned online discussion groups for your class. You are reviewing student
postings and discover inappropriate language and sexual references to persons being discussed.
2. A student approaches you and tells you that he has ADHD (Attention Deficit Hyperactive
Disorder). He cannot take the test within the time allotted, cannot turn in assignments on time, or
cannot take notes, etc. He is requesting special consideration. Other students in the class
overhear your conversation and start to whisper among themselves.
3. For the second time, a student arrives to your classroom late, who is in a wheelchair. Your
syllabus specifies a reduction in points for repeated tardiness.
4. A student misses a midterm examination worth of 40% of her grade. She tells you she was in
the hospital. You have a “NO MAKE-UP EXAM” policy and the student appears to be in good
health.
5. You are so frustrated with the lack of motivation in your students. You feel that if you will
assign students a chapter to read and have them answer questions at the end of the chapter, they
will be able to complete the assignment. However, 50% of the students are currently near failing
her course.
6. You have been teaching Accountancy for two years already. During an in-class small team
assignment, you notice Malou Wang has her head on her desk while her partners are working
through the assignment. After asking her, what is wrong, she replies that the group work is “a
waste of time and I don’t care if I fail this subject”.
7. You believe that a student is cheating during an exam, and you suspect that others are trying to
cheat while you are not looking.
8. You have a student named Abe Normal, who consistently challenges your instruction and
classroom management and bullies the other students. He is a know-it-all and calls the attention
when you make a mistake. You spend the majority of the fifth period, addressing Abe’s antics.
9. You have a high percentage of students with special needs in your classroom. You failed to
plan interesting and innovative lessons because you have negative and low expectations from
said students. You feel that you are babysitting these students.
10. Many of your students come from different cultures with different ethnic and linguistic
backgrounds. You have been lecturing and students are complaining that they cannot understand
you or follow your logic.
Scoring Rubric:
Creativity – 40
Content – 25
Organization – 20
Audience Impact – 15
___________________
Total: 100
WEEKS 16-17
I.Community visits and portfolio preparation

1. Preparation of schedule of activities
2. Preparation and signing of approval letter
3. Communicating of approval letter
4. Portfolio preparation/completion
1.Reflection Paper – 100 pts.
Students were tasked to write a reflection paper about their experience and learnings from the
NSTP I subject.
Rubric:
Content- 40
Structure- 20
Syntax- 10
Total: 100
2. Summary Report and Action Plan – 100 pts.

Students were required to prepare their NSTP portfolio, their final requirement of the subject.
Scoring Rubric:
Completeness (The portfolio contains all the requirements.) – 10%
Organization (All items are easy to locate and read; detailed and grammatically correct.)– 10%
Presentation (The portfolio is in the correct and proper size. All entries are neatly written, typed
or printed, could also be using different graphic organizers)– 15%
Activities (Samples of outputs and documentation of the activities done are present.)– 15%
Reflections (Existence of at least 10 reflections done, all clearly demonstrating the students’
learnings.)– 10%
Lesson Plans (Lesson plans are well-written and detailed, adaptable to the diverse needs and
capabilities of students.)– 40%
Total: 100
WEEK 19-SUBMISSION OF FINAL OUTPUT

WEEK 18- FINAL EXAMINATION
REFLECTION
National Service Training Program I (NSTP 1) has been taught three years ago. And as for
someone who has no background in teaching this subject, I admit that I was left in the dark. All I
have as my arsenals are the course syllabus and course plan. I was advised that I should stick
with what are the contents. But, as someone who always does things unconventionally,
sometimes; I followed the course plan, mostly. Several teachers find this style difficult, but I find
it helpful and more effective.
As such, I altered and added things to the lessons. The students today needed to learn more, in a
different way. Do not stick only to the contents of this portfolio, as well as the reference or
sources cited herein. Knowledge is abundant and it can be found anywhere. Be equipped with a
large array of books in teaching.
Aside from that, there are other problems I have encountered while teaching this subject. One is
that students do not have the grit to study, as this is only a minor subject. Therefore, during the
first sessions of the class, establish in their minds that they need to take NSTP 1, not just because
they are required to by their curriculum; but it is because they needed to as it is their
responsibility and training as a citizen of our country.
Lastly and most important of all, there will be times that the subject will need to have lengthy
discussions. Be ready with activities so that the students’ interest will be piqued; and they will
want to learn more things, and give better performance. Lectures be done in an exciting manner
by conducting debates and film-showing as ways of introducing or supplementing lessons.

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KINGFISHER SCHOOL OF BUSINESS AND FINANCE

Dagupan City, Pangasinan

2ndSemester, A.Y. 2018-2019

NATIONAL SERVICE TRAINING PROGRAM I-

Schedule Topics Lists of Students’

THE NATIONAL TRAINING SERVICE Quiz on Literacy

Tied-up knot (Dr.

References Jovellanos, J. (2011). Notes in Philippine History and Government. Chrizam

IRISH ARIANNE P. ROMERO

ATTITUDE TOWARDS WORK

d. Classroom rules and regulations

II.Concept Notes/Reading Materials

h. Approval of Consolidated Bill by both Houses-The representatives of each House on

REPUBLIC ACT NO. 9163 (THE NSTP LAW)

REPUBLIC ACT NO. 9163 January 23, 2002

AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP)

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

Section 4. Establishment of the National Service Training Program. - There is hereby

Section 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions - All

Approved: January 23, 2002

REVISED IMPLEMENTING RULES AND REGULATIONS OF THE NATIONAL

Section 2. Role of the Youth

Rule II DEFINITION OF TERMS

b. “Reserve Officers’ Training Corps” (ROTC) – refers to the Program component,

e. “Program Component” – refers to the service components of NSTP as defined herein;

h. “Non-Government Organization” (NGO) – refers to any private organization duly accredited

a.3 Foreign students or aliens;

Section 5.Program Components

Section 6. Duration and Equivalent Course Unit

Section 7. Clustering and Cross-Enrolment

Section 8. Monitoring and Evaluation

Section 10. Incentive, Insurance and Protection

B. Insurance and Protection

Rule V ORGANIZATION OF NSTP GRADUATES

Rule VI MISCELLA NEOUS PROVISIONS

Section 14. Amendatory Clause

Adopted and Issued on day of 2006.

AVELINO CRUZ, JR. CARLITO S. PUNO, DPA

THE NATIONAL SERVICE TRAINING PROGRAM

2. What are the components of the NSTP?

b. Civic Welfare Training Service [CWTS] - refers to the program component or

3.Who are covered by the NSTP Law?

6.Who are covered by the suspension of the ROTC requirement?

8. How are Clustering and Cross-Enrollment done?

9. What is NSTP-One Summer Program (NSTP-OSP)?

THE LITERACY TRAINING SERVICE

2. QUIZ IN LTS – 50 pts.

I.Concept Notes/Reading Materials

B. Characteristics of a good written constitution:

ARTICLE I-National Territory

SECTION 5. No law shall be made respecting an establishment of religion, or prohibiting the

SECTION 10. No law impairing the obligation of contracts shall be passed.

SECTION 17. No person shall be compelled to be a witness against himself.

SECTION 22. No ex post facto law or bill of attainder shall be enacted.

Today, citizenship is defined as membership of an individual in a political economy enjoying

Citizenship by naturalization. A person may acquire citizenship also by naturalization. In a

REACQUISITION OF LOST CITIZENSHIP. Lost citizenship may be acquired through

Rubric for Essay Writing