NSTP-CWTS Modules 1-15 (1) PDF

**MODULE 1 -- GOOD CITIZENSHIP** **Who are the Citizens of the Philippines?** Section 1 of the Philippine Constitution provides that the following are citizens of The Philippines: - Those who are citizens of the Philippines at the time of the adoption of this Constitution; - Those whose fathers or mothers are citizens of the Philippines - Those born before January 17, 1973, of Filipino mothers, who elect Philippine Citizenship upon reaching the age of majority; and - Those who are naturalized in accordance with law **What are the duties and obligations of Citizens?** - To be loyal to the Republic - This means that we have faith and confidence in the Republic and love and devotion to the country - We have to be proud being Filipinos, respect our customs, traditions language and institutions - To defend the State - Considering the fact that our country is our home, it is prime duty to love and defend the state at all costs regardless of our creed, religious beliefs, and wisdom - Loving one's country can be shown not by words but by deeds - It should be a continuous flame of love considering the fact that we receive the benefits and protection from the State of which we are a part. In return, it is our primary and honorable duty to defend it against any peril whether from within or from without. - To contribute to the development and welfare of the State - We can do this in the form of paying our taxes willingly and promptly, by helping maintain peace and order, conserving natural resources, the promotion of social justice by suggesting supportive measures beneficial to the people as a whole, by patronizing local products and trade and by engaging in productive work. - To uphold the Constitution and obey the laws - It is our prime obligation to uphold the Constitution and obey laws. If the people would disregard them, our country would collapse and we will not have peace and order - To cooperate with duly constituted authorities - In every organization, there is always a leader to manage the affairs of all constituents. If the members will not cooperate, we can never expect to become successful in all undertakings that our government would like to do for the good of its citizens. - To exercise rights responsibly and with due regard for the rights of others - No man is an island and we have to live with others. In the exercise of our rights, we have to see to it that we also respect the rights of other people. If we do this, we can expect harmonious relationship among members of the society. - To engage in gainful work - It is stated in the Bible that if we want to eat, we have to work. It is our obligation as citizens of our country to become productive, by engaging in gainful work so that we can provide the basic needs of our family and ourselves as well. - To registered and vote - It is our prime duty as citizens of the Philippines to register and vote. Suffrage is both a privilege and a duty which every qualified citizen must perform. - It is not sufficient to just register and vote, but it is coupled with intellectual judgment during election. We have to consider the different political issues by different candidates, so that, at least, we can choose the right person to manage government affairs. **How can we become Good Citizens?** We can become good citizens by living in accordance with good citizenship values which can be derive from the preamble of the Philippine Constitutions such as: - - Faith in God - Patriotism - Work - Respect for Life - Respect for Law and Government - Truth - Justice - Freedom - Love - Equality - Peace - Promotion of the Common Good - Concern for the Family and Future Generations - Concern for the Environment and Order - **Preamble of the 1987 Philippine Constitution** 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 prosperity, the blessings of **independence** and **democracy** under the **rule of law** and a regime of **truth, justice, freedom, love, equality and peace,** to ordain and promulgate this Constitution. **The Basic Values of the Filipino People** +-----------------------------------+-----------------------------------+ | **OUR BASIC VALUES** | **WHAT IT MEANS** | +===================================+===================================+ | 1. **Unity** | We want to be as one people. We | | | cherish oneness- as co-citizens | | | of our country, as members of our | | | family, as co-workers in an | | | institution. | +-----------------------------------+-----------------------------------+ | 2. **Patriotism** | We want the best of our country. | | | We want our country be respected | | | and honored its citizenry and by | | | the whole world. | +-----------------------------------+-----------------------------------+ | 3. **Faith in Almighty God** | We want to have God present in | | | our lives. We want to have a | | | relationship of trust in him. We | | | want to ask for God's help beyond | | | what we ourselves can do. | +-----------------------------------+-----------------------------------+ | 4. **Respect for life** | We want all human life to be | | | preserved, nurtured and | | | safeguarded. | +-----------------------------------+-----------------------------------+ | 5. **Respect for Law and | We want that the rule of law be | | Government** | upheld by all and at all times, | | | that Government be accorded | | | respect and all laws be complied | | | with. | +-----------------------------------+-----------------------------------+ | 6. **Truth** | We want that we ourselves and | | | others be true; that the truth | | | reign in our land. | +-----------------------------------+-----------------------------------+ | 7. **Justice** | We want that everyone be given | | | what is due him/her as a human | | | being, and that what governs all | | | relationships is morally and | | | legally upright. | +-----------------------------------+-----------------------------------+ | 8. **Freedom** | We want that each one of us be | | | able to experience our freedom of | | | will. | +-----------------------------------+-----------------------------------+ | 9. **Love** | We want that each one of us | | | desire to love and be loved. Love | | | begets love. If love reigns in | | | our hearts, the harmonious | | | relationship of all the people | | | will prevail. | +-----------------------------------+-----------------------------------+ | 10. **Equality** | We want that each one of us have | | | the opportunity to be fully | | | human, and that no one be victim | | | of prejudices or biases of any | | | kin, and that the interest of one | | | not be sacrificed against his | | | will for the good of another. | +-----------------------------------+-----------------------------------+ | 11. **Peace** | We want to live in a serene and | | | secure community, with a | | | harmonious relationship with our | | | neighbors. A place which tranquil | | | could expect harmony among others | | | and ourselves as well as with the | | | environment. | +-----------------------------------+-----------------------------------+ | 12. **Promotion of the Common | We want all Filipinos to meet | | Good** | their basic minimum needs and to | | | have opportunities to develop and | | | use our god-given potentials. | +-----------------------------------+-----------------------------------+ | 13. **Concern for the Family and | We want what is best for our | | Future Generations** | family and for very single member | | | in the present and future | | | generations. | +-----------------------------------+-----------------------------------+ | 14. **Concern for the Environment | We want the environment to be | | and Order** | preserved and nurtured, and for | | | ourselves and others to be good | | | stewards of the environment. | +-----------------------------------+-----------------------------------+ | 15. **Order** | We want organizations, system, | | | and predictability in all aspects | | | of our daily lives and our life | | | as a nation. | +-----------------------------------+-----------------------------------+ | 16. **Work** | Everybody wants to have a job to | | | support the basic needs of his | | | family. | +-----------------------------------+-----------------------------------+ **MODULE 2 -- VALUES EDUCATION** **Values Formation Through Community Service** Values are said to be worth the importance we connect to different factors in our lives. The word values come from the Latin word "valere" which means to measure the worth of something. These are ideas and norms man considers relevant and good. **A value has been defined as any object, activity or frame of mind that a person considers to be very important to his life**. Unconsciously, values emerge as list of priorities in a person's life. However, in most cases, people have different priorities depending on how they look at life and how they interpret survival. That is why it is important to check what the youth values nowadays, because values taken together are called a Value System which exists not only on individuals but to community as well. By this, students will be of great help to the community where they will be assigned in shaping a **positive corporate culture**. Values are especially important to understanding human behavior. Conflicts between them are often based on differences in values. When you seem to be at odds with another person, take a look at how your basic values differ. And when you seem in conflict with the members of the group, examine the group's value system against your own. Values education is founded on a sound philosophy of the human person with all its philosophical ramifications and implications. The supreme and overarching value that characterizes education is HUMAN DIGNITY. **The Meaning of Man as a Person** The term person cannot be exclusively attached to human being since not all persons are considered human beings and vice versa. To speak of man as being- with-others is to speak of man as a person which also means that he is unique and has his permanent trademark in the world. Since man is person, his "being-with" existence means he is never alone in his survival in the world. Man's "being-with-others" can be viewed from two standpoints -- the general and specific. Generally, man's "being-with-others" as a person is man's fundamental "being-with" to both things and man's fellow human person. Specifically, man's "being-with-others" as a person is man's irrefutable "being with" because in reality, man needs to co-exist with fellow human beings. Man's co-existence with others does not require a learning process or experience because it is inherent in his being as a person. However, the quality of his relationship with others needs a process to make it worthy and lasting. Man establishes a relationship with his fellowman in three levels: I -- it, I -- he/she, and I -- thou. It is in this principle that a person is expected to manifest his Love of God, of Oneself, of Neighbor, and of Country to evidently show his being and living with others. Likewise, a persons' sets of values is not merely dictated by the need to harmoniously live with others but should be governed by the biblical perspective that sets the greatest commandment that stated in Matthew 22: 35-40 which says, "Love the Lord your God with all your heart, with all your soul and with all your mind", and, "Love your neighbor as you love yourself". **The Self** Everybody has an obligation to himself, but there are times that we are facing difficulties in understanding these obligations. One of the reasons is how we understand exactly what "self" is. One way of understanding oneself is to consider it as a personal role that one plays in the general drama of life. In the totality of human account, each person has his own unique role to play because of the presence of individual differences. It is a role that includes various responsibilities that are to be faced, decisions that are to be made, relationships and involvements that are to be lived and work that is to be performed. In understanding our selfhood there are certain moral obligations that arise. If a person has a particular life to live then he has a basic responsibility toward that life. He has the obligation to see that life is "lived" to its fullest. He should play his role as best as he can and not neglect it. **Where Values Come From** Our personal values are formed in early childhood and are affected strongly by both the values of our parents, the environment, the school, the church and the government. The place and time of the first few years of our lives have a great effect on the formation of our values. **Core Related Values** Ideally, values should be consistently present in all the dimensions of human existence. To attain such values is relatively hard but still achievable. Hence, each student is encouraged to make sure that they know the different human dimensions and the values needed to live peacefully and productively. +-----------------------------------+-----------------------------------+ | **DIMENSIONS** | **VALUES** | +===================================+===================================+ | 1\. Physical | Health | | | | | | - Physical Fitness | | | | | | - Cleanliness | | | | | | - Harmony with Material | | | Universe | | | | | | - Art & Beauty | +-----------------------------------+-----------------------------------+ | 2\. Intellectual | Truth | | | | | | - Knowledge | | | | | | - Creative & Critical Thinking | +-----------------------------------+-----------------------------------+ | 3\. Moral | Love | | | | | | - Integrity | | | | | | - Honesty | | | | | | - Self-worth | | | | | | - Self-esteem | | | | | | - Personal Discipline | +-----------------------------------+-----------------------------------+ | 4\. Spiritual | Spirituality | | | | | | - Faith in God | +-----------------------------------+-----------------------------------+ | 5\. Social | Social Responsibility | | | | | Family | - Mutual Love | | | | | Society | - Respect | | | | | | - Fidelity | | | | | | - Responsible Parenthood | | | | | | - Concern for Others/Common | | | Good | | | | | | - Freedom/Equality | | | | | | - Social Justice/Respect for | | | Human Rights | | | | | | - Peace/Active Non-Violence | | | | | | - Popular Participation | +-----------------------------------+-----------------------------------+ | 6\. Economic | Economic Efficiency & Thrift | | | Conservation of Resources | | | | | | - Work Ethics | | | | | | - Self-Reliance | | | | | | - Productivity | | | | | | - Scientific and Technological | | | Knowledge | | | | | | - Vocational Efficiency | | | | | | - Entrepreneurship | +-----------------------------------+-----------------------------------+ | 7\. Political | Nationalism | | | | | | - Common Identity | | | | | | - National Unity | | | | | | - Esteem | | | | | | - Commitment | | | | | | - Civic Consciousness/Pride | | | | | | - Bayanihan/Solidarity | | | | | | - Loyalty to Country | +-----------------------------------+-----------------------------------+ **MODULE 3 - LEADERSHIP CHALLENGES FOR THE YOUTH TODAY** **The Youth** **Characteristics of a Filipino Youth** - 15 to 30 years old (as stated in Republic Act No. 8044 on Youth in Nation Building Act) - Mentally and physically fit - A dreamer - Has a strong drive to fulfill his dreams and uplift his status in all aspects as well as those around him The Filipino youth comprise more or less 40% of the total Philippine population. If there are 80 million Filipinos (latest survey, 2003), then there are at least 30 million Filipino youth in the country. ***In 2007, the projected population is 88.7 M. So 40 % of 88.7M is equivalent to 35.48M Filipino Youth in the country.*** The youth sector is composed of the youth worker, youth farmer, youth student and the youth in the community. **Provision in the Constitution** According to the Constitution Article II Section 13, "The State recognizes the vital role of the youth in nation building and shall promote and protect their physical, moral, spiritual, intellectual and social well-being. I shall inculcate in the youth patriotism and nationalism and encourage their involvement in public civic affairs." If this is the case, they should be given a chance to make their importance felt; to be given protection in their physical, spiritual, intellectual and moral states. **The Art of Leadership** According to Elihu Root (1856 -- 1937, U.S. lawyer and Statesman): "there are two entirely different theories according to which individual men seek to get on in the world. One theory leads a man to pull down everybody around in order to climb up on them to higher place; the other leads a man to help him in order that he may go up with them. **The true essence of being a leader** is the one who helps everybody around him in order that he may go up with them. Simple (dictionary) definitions of a leader: - one who shows the way - one who acts as guide - one who directs the affairs or actions - one who influences or controls the opinions, thoughts or actions **Leadership Defined** **Leadership** is the ability to persuade others to seek defined objectives enthusiastically. It is a human factor that binds a group together and motivates it towards the attainment of desired objectives. **Leadership** is the process of influencing the activities of an organized group in its efforts toward goal setting and goal achievement. (Rachmann, 1987). **Leadership** is the process of inducing a subordinate to behave in a desired manner (Donnelly, 1981). **Leadership** is one form of ***[dominance]***, in which the followers more or less willingly accept direction and control by another person. (Kuhn, 1990). **Leadership** is the ability that brings to success the potentials in an organization, community and its people. **Understanding the Basics of Leadership** **Giving Vision** The leader has a clear idea of what he wants to do -- professionally and personally -- and the strength to persist in the face of setbacks, even failures. Unless you know where you are going, and why you cannot possibly get there. **Passion** The underlying passion for the passion of life, combined with a very particular passion for a vocation, a profession, and a course of action. The leader loves what he does and loves doing it. Without hope, we cannot survive; much less progress. The leader who communicates passion gives hope and inspiration to other people. **Integrity** Know yourself is the key word. The leader never lies to himself, especially about himself, knows his flaws as well as his assets, and deals with them directly. **Maturity** It is important for a leader to be matured, for the needs to have experienced, and grown through that experience. **Trust** It is not as much an ingredient of leadership, as it is a product of leadership. It is a quality that cannot be acquired, but it is earned. It is given by co-workers and followers, and without it, the leader cannot function. **Curiosity and Daring** The leader wonders about everything, wants to learn as much as he can, is willing to take risks, experiment, and try new things. He does not worry about failure, but embraces errors, knowing he will learn from them. **Leader is Like a Preacher** He has the capacity to convince others, through his eloquence, through his communication skills. He ought to be one who is able to relate well with sincerity. **Functions of Leadership** 1. ***[The Leader as an Executive:]*** The most obvious role of the leader in any group is, he is the top coordinator of the activities of the group. In his executive capacity, the leader does not ordinary carry out the necessary work; he assigns it to other group members. 2. ***[The Leader as a Planner]***: The leader often assumes the role of planner deciding the ways and means by which the group shall achieve its ends. This may involve both the determination of immediate steps and the long-range planning of the future steps to attain goals and objectives. 3. ***[The Leader as Policy Maker:]*** One of the most important criticisms of leader's functions is the establishment of group goals and policies. a. From "above" that is dictated by the authorities' super ordinate to the given group. b. From "below" that is dictated by the decision of the group membership as a whole. c. From the leader himself when he has autonomy to make policy decision. 4. ***[The Leader as Expert:]*** The leader is often distinguished as a source of readily available information and skills. 5. ***[The Leader as Controller of Internal Relations:]*** More than any other member, the leader governs that specific details of group structure and by so doing he may function as the controller of the in-group relations. 6. ***[The Leader as Surveyor of Rewards and Punishment:]*** Particularly significant from a member's point of view is the leader's power to apply reward and punishment, which enables him to exercise control over the group members. Sometimes the rewards and punishment are concerned with relatively external thins, e.g., when a gang divides stolen loot or when a worker is given an unpleasant task his foreman. 7. ***[The Leader as Arbitrator and Mediator:]*** It is his task to act as both judge and conciliator. It is within the power of the leader to reduce or to encourage factionalism within the group, depending upon what personal aims he seeks to achieve. 8. ***[The Leader as an Exemplar:]*** In some kinds of groups, the leader may serve as a model of behavior for the group members thus providing them with a concrete indication of what they should be and do. 9. ***[The Leader as a Symbol of the Group:]*** Group unity is likely to be exchanged by any factor that makes the groups distinct entity. 10. ***[The Leader as a Substitute for Individual Responsibility:]*** Not common in certain types of groups, the leader plays an extremely important role for the individual member in relieving him of responsibility for personal decisions and act that he wishes to avoid. 11. ***[The Leader as Ideologist:]*** It is the leader to furnish the ideology; he serves as the source of beliefs, value and norms of the individual members. 12. ***[The Leader as the Father Figure:]*** The leader serves as the perfect focus for the positive emotional feelings of the individual. He is the ideal object for identification for transference and for feeling of sub-missioners. **Principles of Leadership** **A Leader...** - Does not create fear among his followers, but create enthusiasm. - Does not only have goals; but also has a vision, a dream. - Does not only know how to discipline others but also knows to discipline him/her. - Does not only hear, but delegates work among his followers, but also empowers them and makes them fruitful. - Does not only decide on what is right, but discerns what is right. - Does not only provide an open atmosphere, but also creates open mind. - Is not only keen on winning, but also sees failures as opportunities for success. **GUIDEPOST FOR EFFECTIVE LEADERSHIP** - Be flexible - Be consistent in setting policies. - Strive for a good match between leaders and tasks of situations. - Choose the most appropriate strategy for making decisions. - Always remember: subordinates expect you to help. **Guidelines for Effective Leadership** 1\. The leader's awareness of self. **LEADER** -- ------------ 2\. Understanding the group's characteristics i.e. skills, maturity, expectations, norms, size and cohesiveness 3\. Understanding individual characteristics i.e. recognizing differences of opinions, background, etc. 4\. Flexible of approach i.e. the ability to use one style of leadership to other 5\. Understanding motivation i.e. what drives one to move 6\. A sense of mission i.e. the belief to lead, the love to work, devotion to people/organization, etc 7\. High character i.e. honest, courageous, sincere, dependable, etc. 8\. Job competence i.e. the leader should know what he /she is doing 9\. Good Judgment i.e. the ability to recognize which is important and which is not 10\. Energy i.e. to always have the zest to do a task expected of him at all times **Skills of a Leader** 1\. Working with people i.e. listen, help, encourage, motivates, etc. 2\. Defining issues/priorities 3\. Handling of meetings i.e. setting of agenda, dealing with problems, encouraging participants, etc 4\. Organizing 5\. Financial Skills 6\. Communication skills 7\. Training people 8\. Political skills 9\. Public speaking 10\. Supervision skills **Additional Things to Remember** - A good leader should have a ***[BASE]*** -- group of people who sees the individual as their leader ( ***[how can you lead if you don't have people to lead upon )]*** - Power can be ***[bad]***, it can be ***[good]***. A good leader should know how to define good objectives. - There are myriads of things one can talk about on how to be a good leader, how to be an effective leader, how to manage an organization well, etc., but the best way to learn leadership skills is through experiencing it. - The final test of a leader is that he leaves behind him in other men the conviction and the will to carry on. **MODULE 4 - TEAM BUILDING (CAPABILITY BUILDING TRAINING)** **What is Team Building?** - One could say that **team building** is like coaching but for a group. - To be effective, people need to work together toward a common goal in a coordinated and cooperative way. Therefore, one could also say that **team building** is a systematic process designed to improve working relationships and team functioning such as problem solving, decision making and conflict resolution that enables the group to overcome any goal blocking barrier. For many this result orientated mission is the real purpose for team building. A team building goal therefore could be simply to identify and develop effective communications. - The **term team building** generally refers to the selection, development, and collective motivation of result-oriented [teams](http://en.wikipedia.org/wiki/Team). Team building is pursued via a variety of practices, such as group self-assessment and [group-dynamic games](http://en.wikipedia.org/wiki/Group-dynamic_game), and generally sits within the theory and practice of [organizational development](http://en.wikipedia.org/wiki/Organizational_development). **Why is Team Building Important?** We don\'t do **team building** simply because it creates harmonious work groups but primarily because it formalizes the power of collaboration among what otherwise might be disenfranchised individuals. For many team building is a way to blend talents, skills and inherent creativity of diverse people. With collaboration at its heart team building leverages team skills, time and resources for their benefit and that of the organization. The consequence is that effective **team building** produces better, faster results and provides a satisfying and motivating experience for team members. Some reasons why **team building** is so important are: 1. most organizations are so complex and with de-layering there has to be team building for them to succeed 2. everyone needs to be working towards common goals (that **team building** will generate and nurture) which need to be attainable and clearly communicated 3. team building environments will outperform none team based environments Let us consider further why team is building is so important - team building will make favorable impact in six key areas: 1. ***Task Achievement*** - teams are not designed for dealing with simple, repetitive tasks, as individuals will generally be quicker. However, team building comes into its own when faced with complex tasks, and associated problems, where probably there is no single, correct answer. 2. ***Quality of Decisions*** - team building can generate more ideas than any one individual therefore, it has the choice of many possibilities before it and the ultimate quality of the decision is likely to be better than an individual\'s decision. 3. ***Accuracy of Decisions*** - judgments are far better through team building than through individual assessment of tasks that involve random error because team deliberation tends to purge ill-conceived notions and weak individual thinking. 4. ***Risk taking*** - it has been shown that team building creates confidence to take greater, but measured, risks (and seize opportunities) than individuals would. 5. ***Motivation*** - team building enhances morale and spurs individuals on to perform effectively at a higher level. 6. ***Speed of learning*** - team building creates a progressive, but nurturing, environment enabling team members to learn faster than individuals working alone. **Team building** is important because it helps the group to capitalize on their strengths and minimize their weaknesses. The synergy that comes from team building can be very powerful. **Team Building Goals** For many organizations team building has become an integral part of their organizational strategy. Their specific **team building** goals are to provide team members with: 1. Clarification of mission and vision 2. Establishment of team members roles and responsibilities 3. Faster start up for new teams or teams with new leaders 4. Mechanisms for resolving conflict and elimination of dysfunctional behavior 5. An appreciation of differences in work styles and preferences **Team Building Roles** For the team building to work, the roles and duties contained within team working structures have to be determined. Teams could, for example, be: - A small group (typically 5 to 15 employees) which \"owns\" a distinct part of the process and whose members are flexible within the group - Aware of its customer\'s needs (both internal and external) - The instrument for maintaining quality levels - Responsible for its own housekeeping - Left alone to undertake routine maintenance of plant and equipment - Empowered to work out how its objectives fit in with the company\'s mission - Tasked with making decisions on issues affecting the group - Trained in problem solving techniques - Responsible for safety issues - Part of the selection process - Self-determining on manning assignments and covering absent members - Involved in layout of plant and equipment - Continually striving to improve the product, service and delivery process **What is the Team Building Process?** Everyone at work whether they are an operator or the Managing Director have worked with others in a team. Therefore, all can express views on what constitutes an effective **team building** process. However, making team building succeed is often not as simple as it sounds. Problems with team building tend to be caused by team members who do not know very much about the team building process. The task of team building is first to establish what the team was established to achieve. The team building process therefore must consist of all the things which go to make up how the team goes about achieving the task, and what influences it whilst doing so. There are many aspects to this **team building** thinking and here are a few: - **The team building structure** - if there is a large number of a team member, it is often difficult to get a reasonably fair discussion going. If there are too few, there may be a series of silences. If some of the team members are of a higher status in the organization than others, then this could be inhibiting discussion and therefore arrest the team building process. If there is insufficient expert knowledge in the team then opinions rather than facts will be offered which can often lead to arguments and therefore destroy the team building process. - **The nature of the individuals** - Differences in personality and mood often show up during team building - some people can\'t seem to stop talking whilst others keep quiet, and others try to act as umpires or referees. All team building discussions need to be controlled by the individuals and by a chairperson. - **The environment of the team meeting** - The size of the meeting areas, its shape, heating, ventilation, lighting, seating, acoustics and decorations can all affect the efficiency of team meetings and therefore the team building process. - **The way decisions are made** - For team building behavior to take place, in a team meeting trying to reach a decision, then the communication process must cultivate listening and foster fairness if commitment and consensus and with it team building is to be realized. A key to **team building** is that of creating a shared vision but that takes time and requires the full participation of all. If team members do not have a personal vision or lack confidence to it then team building will become difficult if not untenable. **Selection for Effective Team Building** To make **team building** effective, team member selection is clearly very important. All too often team building is dismissed as the assembly of a group of individuals, calling them a team and telling them to get on with it. (This may explain why so many have difficulty getting the team building process to deliver the potential organizational benefits). The essence of effective **team building** is that - the members of the team work well together either as a group from the outset or initially simply compliments each other as individuals. In which case, the team building process will progress smoothly. The potential compatibility of any particular individual with the rest of the team is therefore critically important for team building to succeed. Individuals need to understand and learn the skills that make effective **team building** possible. Most people know how to work independently or to give up uniqueness to aid team building, but to maintain some individuality during the team building process and subsequently during team working is an evolutionary step to take. Team members need to understand that team building succeeds *with* diversity and creativity. **Characteristics of an Effective Team:** 1. **Mutual trust** -- it takes a long time to build and can be destroyed quickly. It is established in a team when every member feels free to express his opinion, says how he feels about issues and asks questions, which may concern retaliation ridicule, or negative consequences. 2. **Mutual support** -- it results from group members having genuine concern for each other's welfare, growth and personal success. If mutual support is established in a team, a member need not waste time and energy protecting himself or his function from anyone else. All we give and receive help to and from each other in accomplishing whatever goal the team is working on. **MODULE 5 -- ENVIRONMENT** **Environment** It is perceived as the immediate surroundings of an individual. In a boarder context, environment is a complex system which deals with a network of living and non-living entities. **Ecological Solid Waste Management** It is a zero-waste management through total recycling for the community. Its main objective is to make the community permanently and regularly clean, sanitary and litter less. It also inspires and elicits maximum voluntary participation from almost all of the people and various sectors of the community while persuasively challenging the creativity skills and capabilities for cooperation and unity. **Ecological Solid Waste Management act of 2000 -- RA 9003** Republic Act 9003 considers *"waste as a resource that can be recovered,"* emphasizing re-cycling, re-use and composting as methods to minimize and eventually manage the waste program. This act aims for the reduction of solid waste through *"source reduction and waste minimization measures including composting, recycling, re-use, recovery, green charcoal process, and others before collection, treatment, and disposal in appropriate and environmentally sound solid waste management facilities in accordance with ecologically sustainable development principles". (Section2-C)* It also sets to *"ensure the proper segregation, collection, transport, storage, treatment, and disposal of solid waste through formulation and adoption of the best environmental practice in ecological waste management excluding incineration". (Section 2-D)* Further, this Act gives strong emphasis on the role of municipal and local government units (LGUs). It empowers the LGUs to create solid waste management communities even in the barangay level. This requires the participation of non-government offices, people's organizations, church leaders, educators, and other business and community associations. **Benefits of Ecological Solid Waste Management** - Simplified, hygienic, dignified management of household waste - Maximum and optimum recovery or retrieval of much needed, costly materials - Enhanced ecological balance of the environment, eliminating open dump sites, lessening pollution of our soil, air and water resources - Served as a springboard or starting point for useful, timely household or barangay level projects to help our people endure or overcome the present economic crisis such as: - - - - - Easily accessible/affordable, result-visible projects that can be easily understood by almost everyone **Specific Objectives of Ecological Waste Management** 1. Utilizing appropriate technology in existing dump site to prolong their life 2. Initially reduce volume of waste stream that mix both compostable and non-compostable waste 3. Reduce pollution by lessening unnecessary burning 4. Reduce the incidence of diseases associated with unsanitary or unhygienic waste disposal 5. Utilize waste material for income generating projects such as urban gardening and livestock raising, cottage industry **Methodology of the Five F's Total Recycling** The two kinds of solid waste are: 1. Non-biodegradable or non-compostable - **F**actory returnable (dry paper, cardboards, plastic rubber, glass, bottles, mirror, metals, mineral, tin cans, dry fibers or pieces of clothing, and wood) 2. Biodegradable or compostable - **F**eed materials (food leftovers, kitchen or cooking waste, fruit peeling, vegetable trimmings, egg shells, and fish entrails) - **F**ertilizer materials (food leftovers, kitchen refuse, animal wastes, garden wastes such as dry leaves and other plant parts, sawdust and wood shavings) - **F**uel materials (saw dust, shavings, wood boxes, rice hull, coco shells, corn cobs, coffee hull, newspapers, and cardboards) - **F**illing materials (porcelain chips and useable plastics) 1. Factory recyclables can be used for handicrafts or sold to junk shops 2. Feed materials can be used for house pets, livestock or for composting 3. Fertilizer materials can be used for making compost to enrich the soil for growing vegetables, medicinal plants and ornamental plants and fruit trees 4. Fuel materials can be used for cooking purposes 5. Filling materials are unusable or unwanted materials which can be compactly packed in plastic bags buried low places putting stones and soil over these filling materials 1. To maintain a dump site is very expensive and it lowers the values of the land plus it attracts household pests and pollution problems 2. Scavengers are difficult to control at dump sites. The practice of dump site sorting will bring more misery to the poor and will increase the disease pattern with volume of waste uncontrolled, top soil covering will be very expensive in both equipment and energy use 3. Pollution will always be the problem in all dump sites, especially during rainy days. Air pollution will add gases that are highly toxic. 4. The methane generated by methanuric bacteria if uncollected or not properly use can contribute 20 times more warming than carbon dioxide in vehicles. **Composting** It is a biological process in which organic materials such as vegetable trimmings, fruit peelings, kitchen refuse, dry leaves cut grasses and plant parts are broken down into a soil-like product. It is a form of recycling, a natural way of returning nutrients to the soil. What are the benefits of composting? 1. By composting organic wastes at home, one can produce a soil enriches which can be used in gardening 2. It reduces the incidence of household pests by minimizing their food supply 3. It reduces the valuable landfill spaces normally used to dispose this materials a. Twin pits b. Paso-paso or clay flower pots compost garden c. Backyard compost pile **The Three Types of Rs of Sloid Waste Management** 1. **R is for REDUCE**. Avoid wasteful consumption of goods. Begin by asking the question: "Do I really need it?" in doing so, we minimize waste and conserve our natural resources. Conservation like charity begin within thyself. 2. **R is for REUSE**. When practicable reuse items that is still useful instead of just throwing them away. It would greatly help if we patronize goods that are reusable rather than throw away types. 3. **R is for RECYCLE**. Waste can be valuable resource. Items that are useless or of little may mean great value to someone. **Sources of Solid Waste in A Community** 1. *Household wastes* -- waste generated at the household level 2. *Commercial-Industrial wastes* -- generated by restaurants, eateries, offices, markets, talipapa, plant mills, factories (including such as chemicals, paints and sand) 3. *Farm and Agricultural wastes* -- farm manure and crop residues 4. *Institutional wastes* -- generated by hospitals, schools, churches and prisons 5. *Mining wastes* -- slag heaps and coal refuse piles 6. *Miscellaneous and Specialized wastes* -- residues of sewage treatment plants, ash from incinerators and residues from the combustion of solid fuels, debris caused by disasters (fires, typhoons, flood, etc.) large waste from demolitions and construction rubble, and dead animals. 7. *Hazardous wastes* -- wastes that pose a potential hazard to living creatures because they are toxic or lethal, non-degradable or persistent in nature, and may cause detrimental cumulative effects. **Factors That Affect Waste Generation** 1. *The state of the national economy* -- as standards arise, there is a corresponding increase in the quantity and quality of wastes 2. *The lifestyle of the people* -- reflected in product marketing techniques, such as the clearly perceptible shift in consumer preferences for pre-packaged foodstuff, the increase in use of paper lined with plastics for packaging, and the use of disposable diapers. 3. *The demographic profile of the population* -- the greater the number of persons per household, the greater volume of waste generated 4. *The size and type of dwelling* -- those who dwell in larger and more expensive type homes produce more waste per capita. 5. *Age* -- young consumers patronize a set of products different from those consumed by their elders. 6. *Religion* -- consumer preferences in Islamic countries differ greatly with predominantly Christian nations. 7. *The extent to which the 3R's are carried out --* where the population is more concerned with the environment in general, there is a concerted effort to cut down waste at the point of origin 8. *Presence of pets and domestic animals* 9. *Seasonal variations* 10. *Presence of laws and ordinances governing waste management* 11. *Company buy-lack guarantees for used containers and packaging* **MODULE 6 - RECREATION AND SPORTS** **Introduction** Community centers and associations have played a significant part in the life of many local communities and networks. The new social centers are not limited to recreational activities, and most important because 'socialized schools', could act as magnets attracting, citizens whose segregation into class and ethnic groups had obscured their common bonds, loyalties, and responsibilities. Like social settlements before them, social centers would harmonize and encourage cooperation among the working class and immigrant elements and at the same time ease some of the difficulty of depressed life. It is believed that people occasionally need a break from their routine activities and therefore providing community and recreational activities would allow them to develop different skills. Basic enjoyment arising from simple barangay "palaro" would encourage youth participation and may promote actions against drugs. Recreational activities are not limited to the youth -- hence, elderly activities are also thought of and made possible over time. These would include sport-related activities, educational and even musical sessions. **Definition of Recreational Activities** - is a leisure activity, which is done free time - sometimes referred to as play for the young and diversion for the adults, because they are enjoying the activity ***Lopez et.al, (1993) defines it, as a worthwhile, socially accepted and socially constructive leisure experience that provides immediate and inherent satisfaction to the individual who voluntarily participates in the activity.*** **Other definition given by Coloma & Herrera (2004) state that:** - It is an activity that diverts, amuses or stimulates a person - A diversion that occupies one's time and thoughts, usually pleasantly - An activity that refreshes, renews health and spirit of enjoyment and relaxation **Values of Recreational Activities** 1. Engaging in favorable sports could develop good health, muscular strength, power, agility, flexibility, etc. 2. Proper conduct and behavior among participants could also be developed through group activities. 3. Joining ion the leagues, clubs and other smaller organizations could give the out of school youth the opportunity to socialize through group work in the form of play and other extracurricular activities instead of roaming in the streets to create trouble. 4. Organizing competitions in the different enjoyable activities such as sports and games, dancing, and other activities can develop the spirit of sportsmanship and fair play. 5. Leisure time activities could bring happiness to a person. 6. Sportsmanship, teamwork, leadership and honesty could be developed in joining sports. **Types of Recreational Activities** 1. Physical - aerobics - dancing - group games - minor sports - outing like field trips, picnics, hiking and camping 2. Social - parties, dancing - evening dinner with friends 3. Cultural - arts and crafts - glee club and choral groups - dramatics, concerts and lectures 4. Intellectual - poetry writing - song writing - reading - research and investigations - short story and novel writing - answering crossword puzzles - playing chess - scrabble **MODULE 7 -- ENTREPRENEURSHIP** **The Philippine environment for entrepreneurship** - Basic facts based on 2008 statistics - Philippine population = 90.4 M as projected by NSO (last 2007 88.7 M) - Unemployment rate = 7.8 % ( July 2008) - Underemployment rate = 18.9 % ( January 2008) - Over 36.7 % are below the poverty level - Investment climate is vacillating - Philippine entrepreneurial rate = RP Enterprise **What is entrepreneurship?** Entrepreneurship is both an art and a science of converting ideas into highly marketable goods and services that will improve man's quality of life. It involves the proper utilization of four essentials such as materials, machine, money and man (4Ms) Entrepreneurship has essential or extra ordinary features such as the creation of something new or something different. In short, it is innovation which distinguishes entrepreneurship from other activities. The key concept of entrepreneurship is innovation. Any worthy activity which is new, different or better implies innovation. It implies to product, services or methods. **Contributions of entrepreneurship** Entrepreneurship brings not only to the entrepreneurs but also to the country as a whole. 1. Provide self-employment 2. Create employment for others 3. Develops industries especially in the rural areas 4. Encourages the processing of local materials into finished or semi-finished goods 5. Generate additional income for the family 6. Encourages healthy competition which may assure highest quality products 7. Makes more goods and services available to the consumers 8. Promotes the use of modern technology in small scale manufacturing to enhanced productivity 9. Develops possible market 10. Encourages more research/studies and inventions of machines and equipment for domestic consumption 11. Develops entrepreneurial qualities and positive attitudes among potential entrepreneurs to bring about significant changes in the rural areas **Who are the entrepreneurs?** Entrepreneur is an innovator who...... does new things and does things in a new way...supplies new product...makes new techniques in production...discovers new market...develop new sources of raw materials Entrepreneurs are those who launched their own business from scratch, they develop scarce resources into successful business by their instinct, sense of timing and hard work and ides producing activity. The entrepreneurs or the-would-be entrepreneurs are extraordinary people by virtue of their chosen career. They possess qualities that distinguish them from the ordinary business. **Characteristics of an entrepreneur** There are 10 characteristics identified and defined by Mc Bear and Co. (1986) of a successful entrepreneur: 1. *Opportunity seeker* a. explores and acts on new business opportunities b. takes usual opportunities to obtain capital, facilities, equipment, machineries and government assistance 2. *Persistent* c. formulates different alternatives to overcome possible problems that may come along the way d. makes personal sacrifices to see a job completed according to specified standards 3. *Committed to a work contract* e. assumes full responsibility for job orders of customers f. helps workers or acts as a substitute for absent workers (if there is need) to get a job done g. conveys a concern for pleasing customers 4. *Risk takers* h. makes an effort to evaluate advantages of a business in which he/she would opt for a modern risk i. Open to untoward experience and considers constraints as challenges 5. *Competent and Hard worker* j. aspires and works towards quality performance k. does things that assures work that meets or exceeds standards of excellence 6. *Goal setter* l. formulates specific, measurable, attainable, reliable and time-bounded objectives m. formulates long term goals 7\. *Information Seeker* a. solicits information about clients, competitors, suppliers. b. Confers with experts about business or technical advice c. Established linkages to obtain important information a. evolves and implements step by step plans to reach goals b. assesses options c. observes performance and adapts alternative strategies 9\. *Persuasive/Salesman* a. implements planned strategies to persuade or convinced others b. sells ideas to other people c. uses business contacts to attain goals 10\. *Self-confident* a. b. **Personal Entrepreneurial Competencies** As a result of continuous study of entrepreneurial character traits, several qualities were evolved by the Management System International, a consulting firm based in Washington. These are collectively called ***personal entrepreneurial competencies or PECS.*** They are referred to as competencies because these qualities are translated into actions -- demonstrated and exhibited -- by an individual in order to make things happen rather than remain as passive traits or mere mental pre-occupation. These competencies are clustered into the following: 1. *Achievement cluster* a. Opportunity seeking b. Persistence c. Commitment to work contact d. Risk taking e. Demand for efficiency and quality 2. *Planning cluster* f. Goal setting g. Information seeking h. Systematic planning and monitoring 3. *Power cluster* i. Persuasion and networking j. Self-confidence **Social and Economic Impact of Entrepreneurship** People have many physical needs. Basically, they need food, clothing, shelter, air and water. In addition, they also need other things like transportation, bags, shoes, soap, salt and sugar, medicine and many others. People living in the community are dependent on each other for the products and service each of them needs every day. This is so because as the community grows, individual roles become more distinct and specialized. It is difficult for everyone to provide for everything he needs. A need for a product or service is an economic opportunity. When people need something they are willing to pay someone who is able to provide it to them. The ability of individuals to perceive the kind of products or services that others need and to deliver these at the right time, to the right place, to the right people and at the right price, is what is generally referred to as entrepreneurship. When entrepreneurship is a practice of many members of a community or society, that society develops very rapidly. The following benefits that result from entrepreneurship explain why development takes place when a society becomes entrepreneurial. 1. **Entrepreneurship creates employment** 2. **Entrepreneurship improves the quality of life** 3. **Entrepreneurship contributes to more equitable distribution of income and therefore eases social unrest.** 4. **Entrepreneurship utilizes and mobilizes resources to make the country productive** 5. **Entrepreneurship brings social benefits through the government.** **MODULE 8 - COMMUNITY NEEDS ASSESSMENT** **Concept of Community Needs Assessment** Needs assessment, social analysis or community diagnosis as others refer to, is a concrete base for the formulation of programs. It reflects the sentiments, needs, aspirations and recommendations of the community people. When it is done properly, it will reflect also the trainees' feeling of oneness with the community. They begin to see that the people's problems also reflect their own. Needs assessment becomes significant when it is conducted through integration with the people. Our analysis and assessment should be done with the people. Hence, it does be genuinely pro-people. Analysis of social situation becomes meaningful if it is used as an instrument for conscientization. Those immersing in the community must not just make the people realize their issues but also make them to act on it. Their realization of the problems should help make the community realize the relation between their local condition and situation of other communities around them. It is important that the people realize that they can do something to change their situation for the better. Assessing the needs of the community is a prelude to effective program offered to clients. This will ensure solutions to problems, issues and concerns of the people in the locality. **Community Needs Assessment Defined** It is the process wherein problems, issues and concerns of the community are identified through the use of several tools for assessment. It encourages the participation of the community, as they are the stakeholders, to the findings in the assessment. **Importance of Needs Assessment** 1. Gather information about citizens' attitudes and options in order of importance. 2. Determine how citizens rank issues, problems and opportunities in order of importance or urgency. 3. Give citizens a voice in determining policies, goals and priorities. 4. Evaluate current programs and policies. 5. Provide speculations about what people are thinking. 6. Provide speculations about what people really want. **Information to be included in Assessing Community Needs** 1. *Historical Development* 2. *Geographical and Transportation Information* 3. *Political and Legal Functions* 4. *Demographic Data* 5. *Economic Data* **Methods in Collecting Data for Community Needs Assessment** 1. *Focused Group Discussion (FGD) with Key informants* 2. *Community Forum/Assembly* 3. *Public Records* 4. *Survey* a. b. c. d. **Steps in Conducting Needs Assessment** 1. *Establish a working committee to solicit citizen and community involvement and develop a plan of action.* 2. *List important aspects that are needed to be looked upon.* 3. *Identify the population to be surveyed.* 4. *Determine the information that is needed.* 5. *Select a random sample of person to survey.* 6. *Develop and pretest a questionnaire*. 7. *Collate the information.* 8. *Analyze the data.* 9. *Go back to the community for validation of information.* 10. *Finalize the document.* 1. 2. 3. 4. 5. 6. 7. 8. **MODULE 9 - SOCIAL AND RESOURCES MOBILIZATION** **Concept of Social Mobilization** The concept of social mobilization emerged from the recognition that a genuine participatory to development is essential for success and sustainability. Civil society participation in development efforts is, therefore, increasingly recognized by agencies and governments as essential for promoting good governance- improving responsiveness of national policies and programs to citizen's needs and ensuring transparency and accountability in policy- making and implementation processes of such programs like the Civic Welfare Training Service. Genuine participation of people involved and the citizen's, however, is very necessary and goes beyond dialogue with or contracting a few non- governmental organizations. It must engage all citizens (men and women, in their various capacities, socio- economic status, affiliations and locations) beyond elections to active participation in making decisions that affect their lives. Involving people requires efforts and mechanisms that can empower all but, most especially, the disadvantaged members of society to participate effectively in developmental processes. The social mobilization concept requires working hand- in- hand with individuals, organizations, policy makers and communities to forge a collective identity to achieve common goals. It is through this process that people at various levels of society engage in dialogue and negotiation wherein collective action emanates. It is also an approach that involves planned actions and processes to reach, influence and involve all relevant segments of society across all sectors from the national to community levels in order to effect positive behavior and social change. Social mobilization is also an approach and tool for the Civic Welfare Training Group to adopt whichever can help people organize for collective action by pooling resources and building the solidarity required to resolve common problems and work towards community advancement. It is a process that empowers men and women to organize their own democratically self- governing groups or community organizations which enable them to initiate and control their own personal and communal development. It is a process of taking action to influence behavior to positively affect social change at all levels of society. Effective social mobilization goes beyond community organizations, harnessing the potential and efforts of government, non- governmental sectors and citizens to work towards sustainable social, economic and political development. The benefits of social mobilization to community organizations and its impact locally and nationally can be best sustained within an enabling political, policy and regulatory environment where mechanisms for linking experiences and lessons at the community level to policy are developed. Social mobilization as a whole aims to involve all the people in the communities and empower them to act at the grassroots level. The outcomes should be the people's active involvement ranging from identifying a need to implementation in achieving the development objective and evaluation effort. Simply stated, social mobilization calls for a journey among partners and results in the successful transformation of development goals into societal action. **The societal mobilization strategy calls for partnership with all stakeholders which are the following:** 1. Political-policy makers 2. Bureaucratic/ Technocratic- government workers and technical experts 3. Non-governmental sector 4. Community groups 5. Households and individuals **Key Elements of Social Mobilization** 1. Organizational Development It is a process in which community members, especially the poor, form their own groups or organizations based on common development interests and needs that are best served in organizing themselves as a group. 2. Capital formation for development through Community Savings 3. Training for Human Resource Development 4. Socio- economic development **Benefits of Social Mobilization** 1. For Poverty Alleviation 2. For promoting Democratic Governance 3. For Environment 4. For Conflict Prevention **Social mobilization is said to be best effective when it reveals that:** 1. The organized people representing different ethnic group act as a vehicle to develop social harmony and peace and increase the general capacity of the people for self- empowerment. Full participation at the grass- roots is only possible if the rural people are organized. 2. A properly designed community mobilization process leads community members, both male and female, to the emergence of self- governing institutions which act as the sustainable organizations for co-operation, peace and development, helping people to enhance their receiving and utilizing capacities and also to work together for household and community initiatives. 3. The result of the social mobilization process is that people get organized to work together if they live in close proximity and share common interests for community development. The foremost requirement in this process is that people organize themselves into a broad based and multi- purpose and multi- ethnic Community Organization (CO). 4. The Community Organization is a mass coalition of all those residents of a village whose continuing economic and social interests are best served organizing themselves as a group. Such an organization can be created around an activity of importance to most of the villagers. Before one becomes a member of CO, the individual struggles against a harsh environment. Once he/ she is organized in a broad- based group, the individual has the leverage with which to address and tackle problems, which he/ she could not have done alone. The group can function in various fields depending on the needs of the village or community. 5. Social mobilization is based on the active participation of all households without any discrimination. For preventive development to be effective, mobilization should cover each member of the community, irrespective of the ethnic group, economic group or different settlements at the lower level. Social harmony will be best achieved by forming social capital through multi- ethnic and multi- economic group community organizations which will be engaged in multi- sectoral development for themselves and their villages. **MODULE 10 - NETWORKING AND LINKAGING** **What is an Alliance?** An alliance is an association of people, groups, or nations who agree to cooperate and achieve a shared goal. It is the coming together of persons, groups or nation, mutually committing to support each other to achieve a desired goal. **When are alliances formed?** - Alliances are formed when there are needs or objectives that are perceived to be shared like protection from a common enemy, or objectives to attain. - Alliances are formed when aside from having common needs and objectives mutual trust and respect and a willingness to commit are present. **Who are these Potential Allies?** Potential Stakeholders maybe the local government units from the barangay to the provincial level, people's organization, non-governmental organizations, academic and research institutions, media business associations, donor agencies, even armed groups from the government or otherwise. **Steps in Alliance Building** 1. **Coming Together**- Before any alliance takes place one has to have a good understanding about the project - the rallying point. It is responsive to the needs identified by the beneficiaries themselves. Does its scheme manifest assurance of continuity or sustainability? Are the key personnel of its management without doubt qualified and committed? What can you offer as your counterpart in the alliance? - 1. 2. 3. a. b. 4. 5. 6. 7. 2. **Building and Strengthening.** After identifying Potential partners, what more can be done? a. 1. 2. 3. 4. 5. 6. a. 7. 8. 9. 3. **Strategic Planning.** This provides the framework for allied work; it is divided into five (5) tasks: - 1. 2. 3. 4. - - 5. A goal states desired achievements 6. It is realistic 7. It is measurable 8. It is specific 9. It is expressed in a simple and easily understood statement. - **Strategy Selection.** To achieve the goals, appropriate strategy should be selected. 10. An appropriate strategy must lead to goal realization 11. It must work within the bounds of available resources 12. It must be consistent with the mission Statement. - **Development of an Action Plan.** Basing on the goals made, a plan of action is made. The plan of action list down the steps to be undertaken. The plan may best be arranged into a matrix for easy reference. The action plan consists of the following data: 13. the activities to be undertaken 14. the partners responsible to carry out the activity 15. time frame for completion 16. accountability indicators 17. success indicators and 18. anticipated costs 4. **Implementation of the Action Plan.** This is the time for the allied partners to manifest their commitment to the mission and vision that they set for themselves under this collaborative scheme. The implementation may begin by piloting certain activities before going full scale. This allows partners to fill gaps before resorting to full implementation. 5. **Evaluation.** This stage is the time of knowing how the collaborative efforts and strategies fare against the set standards. Evaluation may be conducted by all the stakeholders of the alliance or it may be conducted by all the stakeholders of the alliance or it may be conducted by entities external to it. AN evaluation tool that is sensitive enough to measure degrees of efficiency, effectiveness, and other indicators of success should be designed. Invite the stakeholders to be present in the present in the project's evaluation and phasing-out activities. - the whole collaborative process is subject to review and revision as more allies are added, as new events unfold and as new directions are set. **Synthesis** Building alliance or developing inter-agency collaboration is a systematic process of research, group dynamics, planning, decision making, implementing and evaluating. Alliances increase the quantity and the quality of resources enhancing service delivery and encouraging the better use of available resources in addressing most common interest and goals. It also increases opportunities for cultural exchange and cultural awareness and competence. However, it is a difficult process since it necessitates sensitivity to individual/ institutional and cultural differences as well as sustained adaptation or coping up with the ever changing environment. Moreover, the act of collaborating can sometimes drag on to a loner time and may also take considerable physical and psychological investments. A strong alliance is a product of sustained effort and commitment of partners. Transparency, right motivation and trust from each partner for all partners in the collaborative alliance are in fact the essential bond without which alliances dissipates. **MODULE 12 -- HEALTH CARE** **Introduction** We often hear that health is wealth and this is very true, No matter how much we study and work hard to earn a big income, without good health, everything is futile. How do we define health? **Health** is the complete fitness of the body, soundness of the mind and wholesomeness of the emotion, which make possible the highest quality of effective living and of service. **Why do we have to study health?** The following are the reasons why we have to study health: 1. Medical health records show that current health practices are poor 2. People's attitude towards health does not lead to hygienic living 3. People lack basic information regarding health matters 4. Habits affect health and the school can develop health habits **Principles underlying health** 1. Heredity, environment and mode of living determine one's health 2. The students' health is a joint responsibility of the home, the school as well as the community 3. Teaching health in the school is principally in the hands of the Health teacher 4. Health education is included in the curriculum starting from kindergarten up to college 5. The health specialist of the school should have a better understanding, sympathy, cooperation and support in order to have an effective health education 6. Better accomplishment of the medical and dental and nursing services of the school lies in the health instruction and the development of health, attitude and habits 7. The promotion of the teacher's health is important to the health education program as well as to the quality and cost of education 8. What constitutes a valuable element in the health education of the student is the professional skill and initiative of the teacher 9. It is very essential to develop the health practices of the student starting from kindergarten until he becomes old enough to understand the scientific reasons which these practices rest. According to Fuentes (1999), women tend to live longer and are generally far healthier than men. Yet they visit the doctor twice as often. This is partly because even when they are in the best of their health, their basic biological functions -- menstruation, pregnancy, childbirth and menopause -- frequently require medical intervention. Further, she said that there is an increasing and predominantly silent crisis in men's health and well being. Due to lack of awareness, poor health education, and culturally induced behavior patterns in their work and personal lives, men's health and well-being are deteriorating steadily. In the 1920's, the life expectancy of males and females was roughly the same. Now, life expectancy among males is over 10% lower of 7 years shorter than that of women. The relative slack in men's health is due to a number of reasons. The primary reason is that men have been brought up to think it is unmanly to react to pain in their bodies. The consequence is that men are at greater risk for several of the top killers -- heart disease, cancer, suicide, accidents and violence. Women depend on their gynecologist for female problems, and learn the benefits of early detection for breast cancer through self-examination. Men, on the other hand, often ignore warning signs and symptoms until the problem becomes serious. Furthermore, there really isn't a medical specialty to deal with the wide variety of problems that a man faces. **Essential Facts which man should know (Fuentes, et. al 1999)** 1. **Heart Disease.** One of the leading causes of death among men is heart disease. This disease is brought by lack of concern for diet as well as a stressful lifestyle. 2. **Hospital.** Men visit doctors when they can no longer bear the pain. So, if their disease os already severe, the tendency is to stay longer in the hospital. 3. **Violence.** Men's tendency is to become aggressive than women. This aggressiveness is brought about by the male hormone, testosterone. What happens is they end up in jail or in a mental hospital. 4. **Addiction.** Men are prone to addiction. According to Fuentes, et. al (1999), it is estimated that over two-thirds of alcoholics are men. The reason for this is the "macho" image in which men seldom share their emotional disturbance with others. Because of these emotional outbursts, they tend to take drugs or alcohol. 5. **Accidents.** Men are exposed to hazardous jobs especially engineers, pilots, marines, fishermen, etc. So, they are also prone to accidents. 6. **Sexually transmitted disease.** STD is a disease among men if they do not practice safe sex, or restrain from sexual activities with some low moral women, especially the prostitutes. 7. **Suicide.** More men tend to commit suicide than women. Because of the "macho" image, they always keep their problems to themselves. So they are more likely to commit suicide, as they don't have any outlet to share their emotions. 8. **Impotence.** This is brought about by psychological aspects. Other contributors to impotence are: smoking, alcohol, blood pressure medicines and diabetes. 9. **Cancer.** Accodring to Fuentes, et. al (1999), men are twice as likely to die from cancer than women are. The male specific cancers are: testicular, prostate, while non-gender specific caners are lung and colon cancers. 10. **Stress.** Several factors can cause stress among men such as financial problems, poor health, heavy workload, the death of a loved one, work environment and marriage strife. **Carriers of contagious disease** There are three agent-carriers of disease germs according to Meñez (1970) and these are: 1. **Man.** Man spreads a contagious disease directly or indirectly. He is a carrier even if he has not been sick with the disease, but carries the germs with him. 2. **Water.** Drinking water is another carrier of a disease. We also get the disease by using the glass and utensils of a sick person. 3. **Food.** Food is also a carrier of disease, so let us avoid eating dirty food. Leftover food should always be covered so that flies, rats and cockroaches will not step on them. In order to avoid getting disease from infected food, you should not buy from the outside vendors, because you are not sure how they prepare, cook and serve the food. **Fitness and Healthy Living** Fitness relates to physical activity -- perhaps a rigorous daily exercise regimen. Others may think of fitness simply as being free from disease and other health problems. Yet the true definition of fitness is far broader and more personal. It refers to your own optimal health and overall well-being. Fitness is your good health. Being fit relates to every aspect of your health -- physical, emotional, and mental. All the three are interconnected. Nutrition and physical activity are fundamental to each one. When you are fit, you have: 1. Stamina and are optimistic in dealing with everyday emotional ups and downs as well as the different mental challenges that are often encountered 2. Reduced risk for may health problems, including serious diseases 3. An attitude of looking and feeling the best 4. Physical strength and endurance to handle yourself in case of an emergency 5. A better future to become an asset to your country 6. Chance for a better quality of life and ready to face challenges **Nutrition** Nutrition is the science that studies nutrients determining what they are, in what quantities they are found in different foods, how they are utilized by the body, and in what quantities they are needed by the body. Its is also deifned by Fuentes, et. al (1999), as how the food nourishes your body. Being well nourished depends on getting enough of the nutrients your body needs, but not too much of the nutrients and energy your body needs. There are two classes of nutrients. The **Macronutrients** are relatively in large quantities and make up the bulk of all diets (supply energy). The **Micronutrients** are needed in smaller quantities which serve as calorie sources, but play essential role in the body chemistry. **Common deficiency diseases** The common deficiency diseases among children in the Philippines are brought by inadequate nutrients in the body. As the children grow up, it has been noted that the quantity of balanced food they eat goes down. Hereunder are the common deficiency diseases: 1. Kwashiorkor -- calorie deficiency 2. Vitamin A deficiency 3. Vitamin B deficiency 4. Vitamin C deficiency **Basic elements in food** Food is a substance out together by nature into plant or animal life. There are two general groups of food: 1. Those that give energy for life, growth and repair (energy-growth giving foods) Under this group are the carbohydrates and protein. 2. Those that are needed by the body to help do its work (regulating foods) Under this group are minerals, calcium and vitamins. Water is not food, but plays a very essential part in changing substances for digestion, in helping waste elimination and in regulating our temperature. **Balanced diet food** 1. Eat a variety of foods with different nutrients good for your body. 2. Balance the foods you eat so that you can attain good health; eat grain products which are energy giving foods, vegetables and fruits which supply other nutrients needed by your body. 3. Choose a diet rich in grain products, vegetables and fruits because these are excellent sources of many nutrients like vitamins, minerals, complex carbohydrates as well as fiber and other healthful food substances. 4. Choose a diet low in saturated fat and cholesterol. Fat is essential for health. It supplies energy, contains essential fatty acids and carries vitamins into your blood stream, but too much of it can also cause an ailment. 5. Choose a diet moderate in sugars because it can cause diabetes. 6. Choose a diet moderate in salts, especially those who are suffering from high blood pressure. Sodium is a nutrient and a natural part of many foods. It helps the body maintain fluid balance and regulate blood pressure but a person with high blood pressure is sodium-sensitive. 7. Drink alcoholic beverages in moderation. Drinking higher amount is linked to many health problems. **Common communicable diseases** A disease is the abnormal state or functioning of all or part of the organism. It is also an alteration of the dynamic interaction between an individual and his environment. On the other hand, a communicable disease is a disease that can be transferred from the source to another person. Some signs of disease are abnormal changes in temperature, pulse rate and respiratory rate. Symptoms are pain and restlessness, though these may not be the same for all persons. The following are the different communicable diseases: 1. 2. Sore eyes 3. Chronic bronchitis 4. El tor or cholera 5. Common cold 6. Chicken pox 7. Whooping cough 8. Measles 9. Pneumonia 10. Tuberculosis 11. Dengue fever 12. Typhoid fever 13. Mumps **MODULE 13 -- DRUG EDUCATION** **Introduction** A drug is a chemical substance that brings about physical, emotional or behavioral change in a person taking it. Any drug can be harmful when taken in excess. Some drugs can also be harmful if taken in dangerous combinations or by hypersensitive (allergic) persons in ordinary or even small amounts. Substance like glue, paint thinners, gasoline and other volatile (breathable) solvents contain a variety of dangerous chemicals. They should be sold and used with caution. **What is Drug abuse?** Drug abuse is the use of any chemical substance, licit or illicit, which results in an individual's physical, mental or social impairment. It may refer to any of the following practices: 1. Using, without benefit or prescription, useful drugs which have the capacity to alter the mood or behavior. 2. Using drugs and substances for a purpose different from the one for which the drug has been prescribed. 3. Using drugs and substances having no legitimate medical application for purposes other than research. **Why do people turn to drugs?** These are the reasons ranging from the following: 1. "Medicines" can solve problems 2. Widespread access to various drugs 3. Peer pressure 4. The notion that drugs give enjoyment to users and in the context that it is used as an alcohol substitute **What drugs are commonly used?** Drugs that are commonly abused depending on their pharmacological effects may be classified into: 1. Stimulants -- drugs which increase alertness and physical disposition. Examples are amphetamine, cocaine, caffeine and nicotine 2. Hallucinogens (also called as psychedelics) -- drugs which affect sensation, thinking, self-awareness and emotion. Changes in time and space perception, delusions (false beliefs) and hallucinations may be mild or overwhelming, depending on dose and quality of the drug. Examples are LSD, Mescaline and Marijuana 3. Sedatives -- drugs which may reduce anxiety and excitement. Examples are barbiturates, non-barbiturates, tranquilizers and alcohol 4. Narcotics -- drugs that relieve pain and often induce sleep. Examples are opium and its derivatives (morphine, codeine and heroin) **How can you tell when one is abusing drugs?** A person who is abusing drugs has a lot of changes in behavior, appearance and mood. The changes may be pleasant or unpleasant. Thus he is: 1. Irritable, discourteous, defiant and aggressive 2. Untrustworthy and lacks self-confidence 3. Unhealthy and unconcerned with good grooming 4. Has a low frustration tolerance 5. Lacks interest in his studies/work 6. Blames everybody for his problems 7. Prefers his barkada where he feels accepted **What are the ill-effects of drug abuse?** Drug abuse leads to medical and health problems. The physical complications depend to an extent on the specific drug, its source and the way it is used. Among the physical and mental complications are: 1. **Malnutrition.** The lives of drug dependents revolve around drug abuse. They miss their regular meals because they lose their appetite. 2. **Panic Reaction.** The loss of thought processes can cause panic reactions or feelings on invulnerability. Both of these states can lead to injury and death. The prolonged harmful reactions include anxiety and depressive sates, or breaks with reality, which may last from a few days to months. 3. **Physical Damage.** In addition to those disease, which accompany the use of unsterile syringes and contaminated drugs these may cause certain medical problems. Kidney failure, hepatitis, drastic weight loss and vitamin deficiencies are some of the adverse physical complications. The life of drug abusers is a dreadful one. To support the habit, they resort to committing crimes like stealing, prostitution and gambling, wherein they hamper their emotional maturation. **What can a person do to prevent drug abuse?** 1. Maintain god physical and mental health 2. Use drug properly 3. Understand your own self 4. Develop your potentials 5. Learn to relate effectively to whom you can communicate your problems freely 6. Learn to cope with your problems and other stresses without the use of drugs 7. Seek professional help if you feel you cannot cope with your problems 8. Develop strong moral and spiritual foundations **What are the general facts about Ecstasy, Marijuana, Inhalant abuse, Opiates and Cocaine?** **Ecstasy** is a synthetic amphetamine -- related substance. IT GAINED POPULARITY AS A RECREATIONAL DRUG, FIRST IN THE United States and then later in Europe and now is increasingly known in other parts of the world. It has the following street names: X, Rave, Love Drug, Flying Saucer, LBD or Libido, Jagged Little Pill, Artist Drug, Hug Drug, MDA, MDEA, XTC, E, Eckie, and Love Doves. Its scientific name is 3, 4 methylenedioxymethamphetamine (MDMA). A user generally takes the drug through oral ingestion, but some resort to snorting for its faster effect, but this is usually painful and irritating to the nostrils. Its dosage varies whole tablet-1 "hit" lasts for about 3 to 5 hours. A typical dose is between 75 mg and 150 mg; one half-tablet -- half a bit. The physiological effects are muscle tension, involuntary teeth clenching, nausea, appetite loss, blurred vision, rapid eye movement, hallucinations, irritability, faintness, chills, sweating, sleeping problems, increase in heart rate, body temperature and blood pressure, liver & heart damage, and brain hemorrhage. MDMA is particularly dangerous when taken with alcohol, or by those suffering from heart ailments, diabetes, asthma and psychosis. The psychological effects are classified into two categories. The first of which are positive psychological effects which include: extreme mood lifts, increase in willingness to communicate, increase in energy or stimulation, ego softening, feeling of comfort, belonging and closeness to others, feeling of love and empathy, forgiveness, increased awareness and appreciation of music, increased awareness of senses, profound life-changing spiritual experiences, neurotically based fear dissolution, experience bright and intense sensations and urge to hug and kiss people. The second category has negative effects which include: inappropriate and unintended emotional bonding, tendency to say things the user might feel uncomfortable about later, depression and fatigue up to seven days, confusion, drug craving, severe anxiety and paranoia. The short term effects of MDMA are: restlessness, anxiety, pronounced visual and auditory hallucinations at larger dose, increased blood pressure and heart rate which may lead to cardiac arrest, nausea and vomiting while the long term effects of MDMA are: psychosis, arrhythmia, same effect as with Amphetamines, psychological dependence, depression. **Marijuana,** often called grass, pot, or weed, is a crude drug made from Cannabis sativa, a plant that contains a mind-altering (psychoactive) ingredient called tetrahydrocannabinol THC. A marijuana "joint" or cigarette is made from the dried leaves, tops and flowers of the plant. Its strength depends on the type of plant, the weather, the soil and the time of harvest of the plant. Hashish or hash -- is made from the extracted resin of the plant. It is usually stronger than crude marijuana and can be both be smoked and eaten. Marijuana slows down the user's mental and psychomotor activities. Users don't remember what they have learned when they are high. The effects of marijuana can also impair thinking, reading comprehension and verbal and mathematical skills. Marijuana creates other health problems related to the reproductive system, the heart and the lungs. It has been found that Marijuana use may lead to cancer. The long term regular use of this may lead to psychological dependence. Once started, it may take more of the drug for the user to get the same effect. **Inhalant abuse** is the deliberate inhalation of volatile chemical substances that contain psychoactive (mind/mood altering) vapors to produce a state of intoxication. It is dangerous because it will cause permanent damage to the brain or may result in "sudden sniffing death". Abusers under the influence of inhalants are prone to accident. Abusers can also become violent. Inhalant abuse produces psychological dependence. Once the habit is formed, the dose has to be increased gradually to produce the same effect. **Opiates**, sometimes called narcotics, are a group of drugs that are used to relieve pain, but have a high potential for abuse. Some opiates come from a resin taken from the seedpod of the Asian poppy. **Opium --** dark brown chunks or powder that are usually smoked or eaten. **Morphine --** white or brownish powder that is usually dissolved in water and then injected. **Heroin --** diluted or "cut" with other substances such as sugar or quinine. **Codeine** **Synthesized or manufactured opiates --** come in capsules, tablets, syrups, solutions and suppositories. Morphine, meperidine, paregoric (which contains opium), and cough syrups (that contain codeine) are the most common opiates with legal medicine uses that are abused. The dangers of opiates abuse are: opiates may cause dependence and tolerance. An opiate-dependent person makes finding and using the drug his main focus in life. Over time, opiate users may develop infections of the heart lining and valves, skin abscesses and congested lungs. The opiate-dependent women suffer from health problems like anemia and may give birth to babies with defects or who are dead. The immediate effects are: restlessness, nausea and vomiting, "on the nod" effect (going back and forth from feeling alert to drowsy), for very large dose -- person cannot be awakened anymore, smaller pupils, cold, moist and bluish skin, slowed down breathing and death. The delayed effects are: uneasiness, diarrhea, abdominal cramps, chills, sweating, nausea, runny nose and eyes. The symptoms begin 4-6 hours after lat dose of the drug, are stronger 24-27 hours after and subside with 7-10 days. Sometimes, symptoms such as sleeplessness and drug craving can last for months. The treatments for opiate addicts are: detoxification in a hospital or as outpatient, rehabilitation in therapeutic communities, outpatient drug-free programs, methadone-maintenance using methadone (a substitute for heroin, on a daily basis to help people lead productive lives while in treatment). **Cocaine** is a drug extracted from the leaves of coca, a South American shrub, which has the same effect as amphetamines -- a central nervous system stimulant. Cocaine is available in the following forms: **Cocaine Hydrochloride** -- is the most available form. It is a fine white crystal-like powder that is medically known as a local anesthetic. Users sniff or snort it into the nose. **"Street" Cocaine Hydrochloride or "rocks" --** these are the larger pieces of cocaine hydrochloride. **Freebase --** is the purified substance of "rocks". It is usual

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