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National Service Training Program - Docx New Module

The document summarizes the key points of Republic Act 9163, also known as the National Service Training Program Act of 2001. It establishes the NSTP, which aims to enhance civic consciousness and defense preparedness in tertiary students. The NSTP consists of three components - Reserve Officers' Training Corps (ROTC), Literacy Training Service, and Civic Welfare Training Service. All tertiary students must complete one of these components as a graduation requirement. The act also creates a National Service Corps composed of NSTP graduates and provides guidelines for implementation of the NSTP by agencies like CHED, TESDA, and DND.

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0% found this document useful (0 votes)

936 views

National Service Training Program - Docx New Module

Uploaded by

Philip Parayaoan

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NSTP- CWTS

CHAPTER 1
REPUBLIC ACT 9163

1|Page
National Service Training Program (NSTP) Act of 2001
REPUBLIC OF THE PHILIPPINES
CONGRESS OF THE PHILIPPINES
METRO MANILA

Begun and held in Metro Manila, on Monday, the twenty-third day of July,2001.

(REPUBLIC ACT 9163)

“AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP)
FOR THE TERTIARY LEVEL STUDENTS, AMENDING FOR THE PURPOSE
REPUBLIC ACT NO 7077 AND PRESIDENTIAL DECREE NO 1706 AND FOR OTHER
PURPOSE”
Be 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 citizen. 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 virtual role in nation building, then state shall promote civic consciousness
among the youth and shall develop their physical moral, spiritual intellectual and social well-being.
It shall inculcate to the youth patriotism, nationalism and advance their involvement in public and
civic affairs. In pursuit of this goals the youth the most valuable resource of the national shall
motivate trained organized and mobilized in military training, literacy civic welfare and other
similar endeavors in the service of nation.

SECTION 3. Definition of Term. – For purpose of this Act the following are hereby defined as
follows:
“National Service Training Program” (NSTP) – is a program aimed at enhancing civic
consciousness and defense preparedness in the youth by developing the ethic of service and
patriotism 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.

“Reserve Officer Training Corps” (ROTC) – is program institutionalized under Section 38 and 39
of RA No. 7077 designed to provide military training to tertiary level students in order to motivate,
train, organized and mobilize them for national defense preparedness.

“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.

“Civic Welfare Training Service” – refers to programs of activities contributory to the general
welfare and the betterment of life for members of the community or the enhancement of its
facilities, especially those devoted to improving health, education, environment, entrepreneurship,
safety, recreation and morals of the citizen; and

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“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 Program. – There is hereby established a

National Service Training Program (NSTP) which shall form part of the curricula of all
baccalaureate degree courses and of at least two-years technical vocational courses and is a requisite
for graduation, consisting of the following service components: The Reserve Officers Training
Corps (ROTC) which is hereby made optional and voluntary upon the effectivity of this Act; The
Literacy Training Service; and

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 other, 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 Association of the Philippines (COCOPAP) and other concerned
government agencies, may design and implement such other program components as maybe
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 are requisite for graduation.

SECTION 6. Duration and Equivalent Course Unit. – Each of the aforementioned NSTP
Program components shall be undertaken for and academic period of two (2) semesters. In lieu of
the two-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 Educational Institutions. – All higher
and technical and vocational institutions, public and private, must offer at least one of the program
components, provided that state universities and colleges shall offer the ROTC components and at
least one other component as education institution may ROTC if they have at least three hundred
and fifty (350) cadet’s 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 shall allow their students to cross enroll to
other school irrespective of whether or not the NSTP components in said schools are being
administered by the same or another branch of service of the Armed Forces of the Philippines
(AFP) CHED and TESDA to which schools are identified.

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SECTION 8. Fees and Incentive. – Higher and technical-vocational institutions shall not collect
any fee for any of the NSTP components, except basic tuition fees, which shall be more than fifty
(50%) percent of what is currently charged by schools per unit.
In case of ROTC, the DND shall formulate and adopt a program of assistance for health and
accident shall be provide for students enrolled in any of the NSTP components.
SECTION 9. Scholarship. – There is hereby created a special scholarship program for qualified
students taking NSTP which shall be administered by CHED and TESDA funds for this purpose
shall be include in the annual regular appropriations of CHED and TESDA.

SECTION 10. Management of NSTP Components. – The school authorities shall exercise
academic and administrative supervision over the design, formulation, adoption and implementation
of the different NSTP components in their respective schools, 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 the accredited NGO.
Provided further, that such training module shall be accredited by CHED and TESDA.

SECTION 11. Creation of the National Service Corps. – There is hereby created a National
Service 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
DND, CHED and TESDA.
Graduates of the ROTC shall form part of the Citizen 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 with sixty (60) days from the
approval of this Act.

These are three (3) agencies shall consult with other concerned government agencies, PASUC and
COCPAP, NGO’s and recognized students in drafting the implementing rules.
The implementing rules shall include the guidelines 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 Provision. – Students, who have yet to complete the Basic ROTC,
except those failing under Section 14 of this Act, may either continue in the program component
they are currently enrolled or shift to any of the another program component, the Basic ROTC
courses he has completed further.
That once he has shifted to other program component, he shall completed further.
That once he has shifted to other program component, he shall completed the NSTP in the
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 all their academic units as
of effectively of this Act have been allowed to graduate.

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SECTION 15. Separability Clause. – If any section or provision of this act shall be declared
unconstitutional or invalid, the other section or provision not affected thereby remain in full force
and effect.

SECTION 16. Amendatory Clause. – Section 35 of Commonwealth Act No. 1 Executive Order
No. 207 of 1930. Section 2 and 3 of Presidential Degree No. 1706 and Section 38 and 39 RA No.
7077 as well as all laws decrees order rules and regulations and other issuance’s inconsistent with
the provisions of this Act are hereby deemed and modified accordingly.

SECTION 17. Effectively. – 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 2002-2003.

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Note:
Make a reflection regarding Republic Act 9163 for at least 250 words. Write in a white coupon
bond.

5|Page
WORK SHEETS

Name: ____________________ Course:

1. What is the legal basis of the National Service Training Program? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. What are the components of the National Service Training Program? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. Who are covered by the NSTP Law? Explain.

4. What happens to male students who are currently enrolled and have not taken nor
completed the ROTC requirements for graduation? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

5. What is CMO No.5, series of 2003?

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6. What is the importance of RA 9163?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. Who conceptualized the NSTP Act of 2001?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

8. Why are foreigners not required to take up NSTP?

10. What is the history of NSTP?

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NSTP- CWTS
8|Page
CHAPTER 2
PHILIPPINE CONSTITUTION
THE 1987 CONSTITUTION
THE CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES

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.

Who are Citizens of the Philippines?

A citizen is one who is a member of a State who was accorded with full civil and political rights,
subject to disqualifications provided by law, and who is duly protected inside and outside of the
State where he is a citizen. Together with other citizens, they make up a political community.

Citizenship is a term signifying membership of a citizen in a political community. Since the State
provides protection and security to its members, the member on the other hand has the reciprocal
duty of allegiance to the State.

To be a Filipino citizen, a person must belong to any classes of citizen enumerated under Section 1,
Article IV of the 1987 Philippine Constitution. The same section provides:

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 who fathers and 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.

Based on the said provision of the Constitution, there are two kinds of Filipino citizens: 1) natural –
born Filipino citizen, and naturalized Filipino citizen. In determining the kind of citizenship, we
follow the jus sanguinis principle. Under the jus sanguinis principle, blood relationship is the basis
for the acquisition of citizenship. This means that a newly – born child follows the citizenship of his
parents.

9|Page
In contrast with the jus soli or jus loci principle, a newly – born child follows the citizenship of the
State where he was born irrespective of the citizenship of his parents.

Following the principle of jus sanguinis therefore, a natural – born Filipino citizen generally is

one who was born with one of his parents, or both, is a Filipino citizen Regardless of the place
where he was born, he follows the citizenship of the Filipino parent.

A natural – born Filipino citizen specifically is one who does not have to perform any act to
acquire his Philippine citizenship. Those who elect citizenship in accordance with par. 3, sec. 1
hereof shall also be deemed natural – born citizens (Sec 2, Art 4, 1987 Constitution).

A naturalized Filipino citizen is one who underwent the naturalization process under the law of
the Philippines. Naturalization is the act of formally adopting a foreigner into the political
community of a State and giving him the rights and privileges of citizenship. When a person is
naturalized, he already renunciated his former citizenship, therefore, his allegiance is now on the
State where he was naturalized. The Revised Naturalization Act (CA No. 473, as amended) is the
current naturalization law of the Philippines.

The following are the ways of acquiring Filipino citizenship by naturalization:

1)      By judgment of the court – application for naturalization shall be filed in the proper Regional
Trial Court.
2)      By direct act of Congress – the Congress enacts an act conferring citizenship on a foreigner.
3)      By administrative proceedings – subject to Republic Act 9139 “The Administrative
Naturalization Law of 2000” (January 8, 2001).

Dual Citizenship vs. Dual Allegiance

Dual citizenship refers to the possession of two citizenships by an individual, that of his original
citizenship and that of the country where he became a naturalized citizen. It may also arise in an
instance wherein a person was born of Filipino parents but in another country where said country
follows jus soli or jus loci principle.

Dual allegiance, on the other hand, refers to the continued allegiance of a naturalized citizen to
their mother country even after acquiring Filipino citizenship.

The Philippine government prohibits dual allegiance. Section 5, Article IV of the 1987 Constitution
declares that “dual allegiance of citizens is inimical to the national interests and shall be dealt with
by law”.

Dual allegiance is not prohibited, however, it may be regulated or restricted by Philippine laws
where it is conducive or could deal to dual allegiance. It is because citizenship requires allegiance to
a country to which one is a citizen which must be absolute and undivided. This is to avoid as to the
one having a dual citizenship shall support just in case the “national interest” of the countries where
he has citizenships collide most especially if there is a state of war.

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An instance where dual allegiance is not allowed is in the qualification for an elective or appointive
position in the Philippine government service. Public service requires “…utmost loyalty…”
(Section 1, Article XI, 1987 Constitution). It was deemed that a public officer having dual
allegiance cannot serve with utmost loyalty.
Filipino citizens having dual citizenships are disqualified from seeking an elective position in the
Philippines.

What are the duties and obligations of Citizens?

1. It is the duty of every Filipino to respect, honor, and give due accord to his Filipino heritage,
patrimony, values and tradition.

2. It is the duty of every Filipino to contribute to the development, welfare, and nation-building of
its country.

3. It is the duty of every Filipino to engage in gainful work to assure himself and his family a life
worthy of human dignity.
4. Loyalty to the federal republic and national consciousness, aspirations, and ideals shall be asked
from every Filipino citizen.
5. Every Filipino citizen is asked to uphold this Constitution, obey the laws of the land, pay taxes
and duties, and to cooperate with the duly constituted authorities in the attainment and preservation
of a just and orderly society.

6. Every Filipino citizen must give due honor to the Philippine flag, National Anthem, Philippine
President, and other national symbols and emblems.

7. It is the duty of every Filipino citizen to defend the national territory from aggressive invaders,
protect the sovereignty of its people, and preserve the continuity of a just, humane society and
government.

8. It is the duty of every Filipino to report to the proper authorities all plots of terrorism, plans of
rebellion, subversion, or insurrection toward the duly and legally acknowledge government, and
other acts that will compromise the union and sovereignty of the federal republic.

9. It is the obligation of every Filipino, to report corrupt, dishonest, or fraudulent government

officials to the proper forum, courts and agencies. A Filipino shall not tempt or bribe government
officials, steal from the coffers of the government, or escape or abandon his lawful responsibilities.

10. It is the responsibility of every Filipino to elect officials of government as a means of

demonstrating his personal ideals and aspirations for the motherland. Omission or abstention from
this responsibility may indicate a person’s renunciation of his right of suffrage. No fine or
inappropriate or excessive penalty shall be asked from him as reparation for his choice not to vote.
People, who lost their social right of suffrage, may reclaim such right in accordance of law.

Characteristics of a Good Citizen

 A good citizen is some who respects others and their property.
 He/she is helpful and considerate, willing to put others first.
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 He/she listens to the views of others and thinks about what they have to say
 He/she helps people who are not in a position to help them.
 He/she respects the environment and does not damage it in anyway.
 He/she works hard.
 He/she is well mannered and pleasant.
 He/she is always willing to learn.

Basic Values of Filipino

Family
The Philippines is known to be a family centered nation. The Filipinos recognize their family as an
important social structure that one must take care of. They give importance to the safety and unity
of one’s family. The Filipino family is so intact that it is common for members of the same family
work for the same company. It is also common to find the whole clan living in the same area as that
the Filipinos are afraid to be too far from their own family.
People get strength from their family, thus a child may have several godparents to ensure his future
in case his parents will not be there for him. They also do not let their elders live too far away from
them. The Filipinos take care of their elders by taking them into their homes. Unlike the
Westerners, the Filipinos do not send their elders to nursing homes to be taken care of. They believe
that when their elders are unable to live alone, the time has come for them to pay their respects and
to be able to serve their parents just as they were cared for when they were younger.

Politeness
Filipinos are taught to become respectful individuals. This is mainly due to the influence of
Christianity that tells us to honor both our parents and our elders. The use of ‘’po’’ and ‘’’opo’’’
when in conversation with an elder or someone who is older is a manifestation of how Filipinos
respect their elders.

Hospitality
The Filipinos are very hospitable when it comes to their fellowmen. They will invite their visitors to
come into their homes and offer them treats such as snacks and drinks after a long journey. There
are also instances when the Filipinos will serve only the best to their visitors even if at times they
may not be able to afford it. They also go the extremes as to give up the comfort of their own
bedrooms for their guests and to the point of sleeping on floor just to ensure that their guests are
comfortable.

Gratitude
Gratitude or ‘’’utang na loob’’’ is a very popular Filipino characteristic. One does not forget the
good deeds that others may have done to him or her especially at times of great need. This debt of
gratitude are sometimes abused by those who have done well to others as they may ask favors or
things that may either be unreasonable or beyond the means of the one in debt.

Shame
Shame or ‘’’Hiya’’’ is a very common Filipino value. It is said that Filipinos would go to great
lengths in order for one not to be ashamed. Hiya has a great influence on one’s behavior for one will
do everything, even if it is beyond his means just to save his reputation as well as the family’s.
Filipinos feel pressured to meet the status quo of the society when it comes to economic standing.
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One indication of this might be a willingness to spend more than they can afford on a party rather
than be shamed by their economic circumstances.

Flexibility, Adaptability, and Creativity

Filipino's sense of joy and humor is evident in their optimistic approach to life and its travails. The
ability to laugh at themselves and their predicament is an important coping mechanism that
contributes to emotional balance and a capacity to survive. These are manifested in the ability to
adjust to often difficult circumstances and prevailing physical and social environments. Filipinos
have a high tolerance for ambiguity that enables them to respond calmly to uncertainty or lack of
information. Filipinos often improvise and make productive and innovative use of whatever is
available. These qualities have been repeatedly demonstrated in their capacity to adapt to living in
any part of the world and in their ability to accept change.

Loyalty
Loyalty or ‘’’Pakikisama’’’ is another Filipino value. Filipinos are said to be loyal to their friends
and fellowmen in order to ensure the peace in the group. This is manifested in their basic sense of
justice and fairness and concern for other's well being. Filipinos recognize the essential humanity of
all people and regard others with respect and empathy. With this orientation, Filipinos develop
sensitivity to the nature and quality of interpersonal relationships, which are their principal source
of security and happiness.

Hard work and Industry

The related capacity for hard work and industry among Filipinos is widely recognized. Filipinos are
universally regarded as excellent workers who perform well whether the job involves physical labor
and tasks or highly sophisticated technical functions. This propensity for hard work, which often
includes a highly competitive spirit, is driven by the desire for economic security and advancement
for oneself and one's family. This achievement orientation is further accompanied by typically high
aspirations and great personal sacrifices.

Resignation
Trust in God or the concept of ‘’’Bahala na’’’ has been over-used time and again. This ideal is used
when a person does not know what to do or is to lazy to do anything at all. This belief to put fate in
God’s hands may be a sign of how religious Filipinos may be at the same time; it may show that the
Filipinos are free-spirited and that they put their life in fate’s hands.

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Note:
Make a reflection regarding the evolution of the Philippine Constitution for at least 250 words.
Write in a white coupon bond.

13 | P a g e
WORK SHEETS

Name: ___________________________________ Course: _ Score: ________

1. If the Philippine Constitution mandates bill of Rights of the Filipino people, what is also
our reciprocal obligation to the State? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Aside of basic values in the Preamble of the Philippine Constitution, what are the
different citizenship values contained in the Philippine Basic Values? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Look carefully at the selection of ‘good’ citizen characteristics listed below. Arrange the good
citizen characteristics in order of importance by placing No 1 next to the most important, down to
No 9 the least important. Considering yourself only, award yourself a mark out of ten for each
citizen characteristic. Shade in the grid to represent the marks you have awarded. Add one more
characteristic and mark at the bottom of the table.

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List two of the citizen characteristics for which that you gave yourself the lowest marks. In the
space below, explain why you awarded yourself the low marks:
Citizens Characteristics 1:
________________________________________________________________________________
________________________________________________________________________________
Citizens Characteristics 2:
________________________________________________________________________________
________________________________________________________________________________

3. What is the purpose of 1987 Philippine Constitution?

4. Who are the Filipino citizens according to the 1987 Constitution?

5. What is the main purpose of constitution?

6. Who are Filipino citizens and how it may be acquired?

7. Who are Filipino citizens and how it may be acquired?

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8. Does the Philippines allow dual citizenship?

9. Can a foreigner be a Filipino citizen? Why?

10. What are the requirements for Philippine dual citizenship?

16 | P a g e
NSTP- CWTS
CHAPTER 3
SELF- AWARENESS

Introduction

We usually identify our existence with our position in society, our friends and family, the needs and
desires of our body, and the emotional and intellectual expressions of our mind. For example: We
might say ‘I am a student studying economics, I have three sisters and live in London’. We rarely
take the time to contemplate the real nature of our existence; to ask the question, "Who am I?"

Self- awareness is about learning to better understand why you feel what you feel and why you
behave in a particular way. Once you begin to understand this concept you then have the
opportunity and freedom to change things about yourself enabling you to create a life that you want.

It’s almost impossible to change and become self-accepting if you are unsure as to who you are.
Having clarity about who you are and what you want can be empowering, giving you the
confidence to make changes.

Why Develop Self Awareness?

As you develop self-awareness you are able to make changes in the thoughts and interpretations you
make in your mind. Changing the interpretations in your mind allows you to change your emotions.
Self-awareness is one of the attributes of Emotional Intelligence and an important factor in
achieving success.

Is self-awareness important?

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Self-awareness is important because when we have a better understanding of ourselves, we are able
to experience ourselves as unique and separate individuals. We are then empowered to make
changes and to build on our areas of strength as well as identify areas where we would like to make
improvements. Self-awareness is often a first step to goal setting. Self-awareness is being conscious
of what you're good at while acknowledging what you still have yet to learn. This includes
admitting when you don't have the answer and owning up to mistakes.

In our highly competitive culture, this can seem counterintuitive. In fact, many of us operate on the
belief that we must appear as though we know everything all the time or else people will question
our abilities, and then perhaps judge us. If you're honest with yourself, you'll admit that really the
opposite is true. Because whether you acknowledge your weaknesses or not, everyone still sees
them. So rather than conceal them, the person who tries to hide weaknesses actually highlights
them, creating the perception of a lack of integrity and self-awareness.

Self-awareness is the first step in creating what you want and mastering your life. Where you focus
your attention, your emotions, reactions, personality and behavior determine where you go in life.
Having self-awareness allows you to see where your thoughts and emotions are taking you. It also
allows you to take control of your emotions, behavior, and personality so you can make changes
you want. Until you are aware in the moment of your thoughts, emotions, words, and behavior, you
will have difficulty making changes in the direction of your life.

Self-Awareness in Relationships
Relationships is easy until there is emotional turmoil. This is the same whether you are at work or in
your personal life. When you can change the interpretation in your mind of what you think you can
change your emotions and shift the emotional quality of your relationships. When you can change
the emotions in your relationships you open up entirely new possibilities in your life.
Having a clear understanding of your thought and, behavior patterns helps you understand other
people. This ability to empathize facilitates better personal and professional relationships.

Develop Self Awareness

Self-awareness is developed through practices in focusing your attention on the details of your
personality and behavior. It isn’t learned from reading a book. When you read a book you are
focusing your attention on the conceptual ideas in the book. You can develop an intellectual
understanding of the ideas of self-awareness from a book, but this is not the same. With your
attention in a book you are practicing not paying attention to your own behavior, emotions and
personality.

The Johari Window

The Johari Window can be looked at from many angles and provides four basic forms of the Self
(the Known, Hidden, Blind, and Unknown Self).

The Known Self is what you and others see in you. This is the part that you are able to discuss
freely with others.
The Hidden Self is what you see in yourself but others don’t. In this part you hide things that are
very private about yourself. You do not want this information to be disclosed for the reason of
protection.
18 | P a g e
The Blind Self is what you don’t see in yourself but others see in you. You might see yourself as an
open-minded person when, in reality, people around you don’t agree. This area also works the other
way. You might see yourself as a “dumb” person while others might consider you incredibly
bright.

The Unknown Self is the self that you cannot see, others can’t see it either. In this category there
might be good and bad things that are out of the awareness of others and you. This might refer to
untapped potential talents and skills that have yet to be explored by you, your friends, colleagues or
managers.

You may find the Johari Window quite useful as you discover who you are.

Known Self Hidden Self

Things we know about ourselves and Things we know about ourselves that
others know about us. others do not know.

Blind Self Unknown Self

Things others know about us that we Things neither we nor others know about
do not know. us.

Self- Confidence
To be self-confident is to be secure in yourself and your abilities. When you are giving a
presentation or a speech, it helps to be self-confident –- or at least to pretend that you are.
Confidence is a feeling of trust in someone or something. To be self-confident is to have confidence
in you. Self-confident people don't doubt themselves. This is usually a positive word: you can be
self-confident without being cocky, arrogant, or overconfident. If you know what you’re doing, you
have every reason to be self-confident.

The Meaning of a Man as a Person

A person is a being, such as a human, that has certain capacities or attributes
constituting personhood, which in turn is defined differently by different authors in different
disciplines and by different cultures in different times and places. In ancient Rome, the
word persona (Latin) or prosopon originally referred to the masks worn by actors on stage. The
various masks represented the various "personae" in the stage play.
Personhood
“The criteria for being a person... are designed to capture those attributes which are the subject of
our most humane concern with ourselves and the source of what we regard as most important and
most problematical in our lives.”
— Harry G. Frankfurt

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Personhood is the status of being a person. Defining personhood is a controversial topic
in philosophy and law, and is closely tied to legal and political concepts of citizenship, equality,
and liberty.

The Self
The philosophy of self-defines, among other things, the conditions of identity that make one
subject of experience distinct from all others. Contemporary discussions on the nature of the self are
not thereby discussions on the nature of personhood, or personal identity. The self is sometimes
understood as a unified being essentially connected to consciousness, awareness, and agency (or, at
least, with the faculty of rational choice). Various theories on the metaphysical nature of the self
have been proposed. Among them, the metaphysical nature of the self has been proposed to be that
of an immaterial substance.

The Many Faces of the Filipino

As people, we are person-oriented and relationships with others are very important part of our lives.
We are thus capable of much caring and concern for others. On the other hand, our person
orientation in the extreme leads to lack of objectivity and disregard for universal rules and
procedures where everyone, regardless of our relationship with them, is treated equally. Our person
orientation leads us to be concerned for people and yet to be unfair to someone.

Our family orientation is both strength and weaknesses, giving us a sense of rootedness and
security, both very essential to any form of reaching out to others. At the same time, it develops in
us an in-group that prevents us from reaching beyond the family to the larger community and the
nation.

Strengths and Weaknesses of the Filipino

STRENGTHS
1. Pakikipagkapwa-tao: Opening yourself to others and feel one with others with dignity and
respect deal with them as fellow human beings.
- Sense of fairness and justice
- concern for others
- ability to empathize with others
- helpfulness and generosity
- practice of hospitality
- sensitive to other feelings and trust

2. Family Orientation: a genuine and deep love for family.

- Commitment and responsibility
- honor and respect
- generosity and sacrifice
- sense of trust and security

3. Joy and Humor: Filipinos have a cheerful and fun-loving approach to life and its up and down,
pleasant disposition, a sense of humor and propensity for happiness that contribute not only to the
Filipino charm but also to the Filipino Spirit. We laugh at those we love and hate. We tend to make

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joke about our good and even bad fortune, to smile even in the most trying of times.
- Emotional balance and optimism
- healthy disrespect for power and office.

4. Flexibility, Adaptability and Creativity

5. Hard Work and Industry: capacity for hard work given to raise one's standard living of a
decent life for one's family.

6. Faith and Religiosity: Faith in God - accepting reality to comprehend as a human created by
God. "Pampalakas-loob"

7. Ability to Survive

WEAKNESSES
1. Extreme Personalism
- always trying to to give personal interpretation to actions
- thank you with "but" (compliment-criticism-compliment)

2. Extreme Family Centeredness

- strong family protection good or bad condition

3. Lack of Discipline: relaxed attitude but poor time management

- impatient and unable to delay gratification or reward
- love to take short-cuts or 'palusot' system
- carelessness

4. Passivity and Lack of Initiative: strong reliance to others fate

- yeah proud Pinoy. It's all because of the race (nationality/blood) not by persons attitude, hard-
work, dream and perseverance etc.
- very complacent (relax) but their rarely is a sense of urgency (It's OK we have 1 day left to
finished, just relax)
- too patient without any plan or action (matiisin) "Bahala na System" - No matter what, At least we
tried.
- Doubt and debate first than study, discuss until planning and action

5. Colonial Mentality: Patriotism vs Active awareness

- luck of love and appreciation on what they have
- open outside but side-open or close inside

6. Kanya-kanya Syndrome: self-serving attitude that generates feeling of envy and

competitiveness towards others (status vs prestige).
- personal ambition but insensitive to common good
- crab mentality
- lack of appreciation resulting unhealthy competition

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7. Lack of Self Analysis and Reflection
- Sometimes superficial and flighty

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Note:
Make a reflection regarding on how to be more self-aware & know you better for at least 250
words. Write in a white coupon bond.

WORK SHEETS

Name: _________________________________ Course: _ Score: _________

1. Enumerate and Explain the Strengths and Weaknesses of the Filipino.

2. Explain Briefly:
 “Love of God, of Oneself, of Neighbor, and our Country”
 “Love the Lord, your God with all your heart, with all your soul, and with all your
mind”
 “Love your neighbor as you Love yourself”
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

3. In your opinion, what is self- awareness and why is it important?

4. Is it good to be self-aware? Why?

6. How do you know if someone lacks self- awareness?

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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

7. What is the concept of Johari Window?

8. Why is Johari Window useful?

9. What is the best quality of being a Filipino?

10. What are the true qualities of a Filipino?

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NSTP- CWTS
CHAPTER 4
LEADERSHIP

Introduction
ON BECOMING A LEADER

Leadership
Leaders help themselves and others to do the right things. They set direction, build an inspiring
vision, and create something new. Leadership is about mapping out where you need to go to "win"
as a team or an organization; and it is dynamic, exciting, and inspiring. Yet, while leaders set the
direction, they must also use management skills to guide their people to the right destination, in a

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smooth and efficient way.

Effective leadership can be thought of as a set of qualities and skills. Different leaders may have
different make-ups, different strengths and challenges. Developing the elements that make up
leadership is a lifelong process. Start with the fundamentals and, as you grow into your personal
leadership style, add others that fit. Then check in from time to time and see how well you are
progressing in each area so you can make a plan to keep growing and improving.

Characteristics of an Effective Leader:

Leaders shape our nation, communities, and organizations. We need good leaders to help guide us
and make the essential large-scale decisions that keep the world moving. The following are
characteristics of an Effective Leader;

Clarity of purpose
The best leaders have to show all those they lead how their decisions align with the vision, goals,
targets and ethics. Success demands singleness of purpose, and great leaders not only pursue it
themselves but empower others to do the same.

Define tasks
Express what needs to be done with clarity and coherence. Once tasks are defined, give autonomy
to the talented people you've chosen and trust that the job can be done. The worst thing a leader can
do is to micromanage the talented people they have chosen. Allow people to do their job and excel
at it.

Focus on goals and getting results

Understand your vision and keep it at the forefront at all times. As a leader, you need to stay
focused, prioritize and keep moving toward your goals and commit everything you do to excellence.

Act decisively
Decisive leadership avoids stagnation and vacillation. Knows how to keep everyone moving
forward on task with motivation and inspiration while also being responsible and adaptable to
change and new information.

Display confidence
The best leaders know how to lead with confidence. They take on new challenges while showing
others that they're not afraid of new roles or projects.

Positive mental attitude

A positive attitude gives you power over your circumstances instead of the other way around. Being
a leader can be tough, and a positive attitude causes a chain reaction of positive thoughts and
events. The best leaders know how to control how they feel and think. They understand that
negativity exists within them but it's a choice whether to foster it or not.

Solution-oriented
The best leaders are focused on solutions. They don't get caught up on the details or blame others.
When things don't work out, they concentrate on the task at hand and do what is required to keep
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moving forward.

Demonstrate accountability
The best leaders understand that there will always be failures and mistakes, and they take full
responsibility for theirs and their team's. The moment you take responsibility for everything is the
moment you can change anything.

Motivating others
To motivate people, you have to engage them not only their minds but also their hearts. Great
leaders know that success isn't just about what you accomplish in your life; it's about what you
inspire others to do.

Role models
Great leaders are great role models. They understand that if they want to achieve greatness, they
have to first seek it in themselves and then set the example through the things they say and do, and
when their words and deeds are aligned, others will want to emulate them.

Major Leadership Theories

Leadership theories seek to explain how and why certain people become leaders. Such theories
often focus on the characteristics of leaders, but some attempt to identify the behaviors that people
can adopt to improve their own leadership abilities in different situations.

Great man theory

According to this point of view, great leaders are simply born with the necessary internal
characteristics such as charisma, confidence, intelligence, and social skills that make them natural-
born leaders. Great man theories assume that the capacity for leadership is inherent that great
leaders are born not made.

These theories often portray great leaders as heroic, mythic and destined to rise to leadership when
needed. The term "Great Man" was used because, at the time, leadership was thought of primarily
as a male quality, especially in terms of military leadership. Such theories suggest that people
cannot really learn how to become strong leaders. It's either something you are born with or born
without.

Trait theory
Similar in some ways to Great Man theory, trait theories assume that people inherit certain qualities
and traits that make them better suited to leadership. Trait theories often identify a particular
personality or behavioral characteristics shared by leaders. For example, traits like extroversion,
self-confidence, and courage are all traits that could potentially be linked to great leaders.

Contingency theory
Contingency theories of leadership focus on particular variables related to the environment that
might determine which particular style of leadership is best suited for the situation. According to
this theory, no leadership style is best in all situations.

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Participative theory
Participative leadership theories suggest that the ideal leadership style is one that takes the input of
others into account. These leaders encourage participation and contributions from group members
and help group members feel more relevant and committed to the decision-making process. In
participative theories, however, the leader retains the right to allow the input of others.

Management theory
Management theories, also known as transactional theories, focus on the role of supervision,
organization and group performance. These theories base leadership on a system of rewards and
punishments.

Relationship theory
Relationship theories, also known as transformational theories, focus upon the connections formed
between leaders and followers. Transformational leaders motivate and inspire people by helping
group members see the importance and higher good of the task. These leaders are focused on the
performance of group members, but also want each person to fulfill his or her potential. Leaders
with this style often have high ethical and moral standards.

Core Values of Leadership

Values are the guiding principles in our lives. Leadership occurs within the context of core values.
Leaders guide and facilitate others to make a positive difference in their own lives and to contribute
to a larger good. Values inform the application of leadership qualities as the competencies of
leadership are activated learned, developed, and practiced within the set of core values. By focusing
on what people believe and value, and then positively building on this understanding, we have the
potential for impact far more wide reaching than if we approached leadership development as a
problem-solving activity.

Respect
As demonstrated by self respect and respecting others regardless of differences; treating others with
dignity, empathy and compassion; and the ability to earn the respect of others.

Integrity
Demonstrated as moral courage, ethical strength, and trustworthiness; keeping promises and
fulfilling expectations.

Authenticity
Consistency, congruency, and transparency in values, beliefs, and actions; integrating values and
principles to create a purposeful life and to contribute to the growth of others.

Courage
Possessing strength of self to act with intention on behalf of the common good; taking a stand in the
face of adversity; acting boldly in the service of inclusion and justice.

Service
Commitment that extends beyond one’s own self interest; personal humility for the sake of a greater

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cause.

Humility
A sense of humbleness, dignity and an awareness of one’s own limitations; open to perspectives
different from one’s own.

Wisdom
An ability to balance the interests of multiple stakeholders when making decisions; can take a long
term perspective in decision-making.

Functions of Leadership

Planning
Planning entails the setting of goals and includes the creation of a blueprint to achieve them. It is
essential that managers create objectives, which serve to focus the efforts of employees, motivate
them and provide a standard against which performance can be measured. Plans also serve as a
guide to action and assist managers in resource allocation. For example, if growth is an objective, a
budget may include funds for expansion of facilities.

Organizing
Another important managerial function is organizing, which can be defined as the allocation of
resources to achieve goals. It is clear that this function relates to the planning function, as goals
must be set before organizational resources can be deployed to assist in the achievement of them.
An important component of organizing is the defining of the chain of command and the utilization
of human resources.

Leading
Without the ability to influence subordinates toward goal achievement, a manger cannot be
effective. No matter how well-crafted the objectives or how well-organized the resources, nothing
can be achieved if employees are unwilling or unable to work toward the objectives. Managers who
lack the ability to influence subordinates are often ineffective and find it difficult to motivate their
workers to increase productivity.

Controlling
Control can be defined as a methodical process through which managers monitor employees and
their activities to ensure that they are in alignment with the company's objectives. Control is an
extremely important management function, as without it organizational activities would go
unchecked, leading to inefficiencies and unfulfilled targets. The control exercise allows managers to
take corrective action and contains an element of feedback so that there can be continuous
improvement.

Leadership Styles
Leadership is critical to a company's profitability. The methods and manner that a manager uses to
spur workers toward the achievement of the company's objectives is termed leadership style. There
are four main leadership styles: autocratic, democratic, paternalistic and laissez faire. A manager

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may have a prevailing style or may change his style depending on the situation. This is known as
situational leadership.

Autocratic vs. Democratic Leadership

Autocratic leaders control the decision-making entirely and express no interest in the suggestions of
employees. This leadership style is useful in situations that demand speedy decision-making and
when information is confidential, but it may demoralize employees and result in less creative
decision-making. Democratic leaders seek the input of employees in decision-making. This style
motivates employees, but it may be time-consuming because of the ongoing consultations.

Paternalistic Leadership
A paternalistic leader, as the name suggests, adopts a father-like approach. This style is a hybrid of
the democratic and autocratic styles. Paternalistic leaders may allow employee input, but they
ultimately make the final decision based on what they think is best. The solicitation of feedback can
improve morale, but this may be only temporary if employees realize that none of their suggestions
are being implemented.

Laissez Faire Leadership

Laissez faire means allowing persons to do as they please. Managers that adopt this style give their
employees significant freedom and autonomy. A leader with this style provides very little guidance
to his subordinates. Laissez faire leadership is effective when employees are highly skilled or are
experts in their field and require little supervision. However, researchers Lewin, Lippit and White
found that this style ultimately resulted in lowered productivity, less cohesion and reduced job
satisfaction.

Personal Qualities of the Christian Leader

This is a Bible study outline rather than an article with “all the answers”. It is suitable for a small
group to study together and may be broken down into individual characteristics or groups of
characteristics. It may also be of value for personal study. It will be of the greatest value if used
with prayer praying day by day for each quality to be developed in the individual believer. When
time and resources permit, it will be helpful to identify other Bible passages that refer to each of
these characteristics.

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Note:

Make a reflection regarding on Leadership for at least 250 words. Write in a white coupon bond.

30 | P a g e
WORK SHEETS

Name: ______________________________ Course: _ Score: __________

 Reflect on your own leadership style

This task offers the opportunity to reflect on your own leadership style and your responses to others'
leadership.

Section A:
Think about experiences when you have been the leader and when you have been led. You may
want to make a few notes about them to help you. Having done this, consider the following
questions:

 When you were the leader, did you think you were effective? Why/why not?

 What leadership skills are required to be a good leader?

 What characteristics do leaders have?

 What is leadership nature and importance of leadership?

 Assessment:
 In a whole sheet of paper answer the following:
 Can anyone be a leader? Why?
 Which is more important, being a leader or being a follower? Why?

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NSTP- CWTS
CHAPTER 5
MOTIVATION

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INTRODUCTION
Motivation is literally the desire to do things. It's the difference between waking up before dawn to
pound the pavement and lazing around the house all day. It's the crucial element in setting and
attaining goals—and research shows you can influence your own levels of motivation and self-
control. So figure out what you want, power through the pain period, and start being who you want
to be.

Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. It is what
causes you to act, whether it is getting a glass of water to reduce thirst or reading a book to gain
knowledge.

Motivation involves the biological, emotional, social, and cognitive forces that activate behavior. In
everyday usage, the term "motivation" is frequently used to describe why a person does something.
It is the driving force behind human actions.

Motivation doesn't just refer to the factors that activate behaviors; it also involves the factors that
direct and maintain these goal-directed actions (though such motives are rarely directly observable).
As a result, we often have to infer the reasons why people do the things that they do based on
observable behaviors.1

What exactly lies behind the motivations for why we act? Psychologists have proposed
different theories of motivation, including drive theory, instinct theory, and humanistic theory (such
as Maslow's hierarchy of needs). The reality is that there are many different forces that guide and
direct our motivations.

Definition of Motivation
Motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors.
Motivation is what causes us to act, whether it is getting a glass of water to reduce thirst or reading
a book to gain knowledge.

A Closer Look at Motivation

Motivation involves the biological, emotional, social and cognitive forces that activate behavior. In
everyday usage, the term motivation is frequently used to describe why a person does something.

For example, you might say that a student is so motivated to get into a clinical psychology program
that she spends every night studying.

Components of Motivation
Anyone who has ever had a goal (like wanting to lose ten pounds or wanting to run a marathon)
probably immediately realizes that simply having the desire to accomplish something is not enough.
Achieving such a goal requires the ability to persist through obstacles and endurance to keep going
in spite of difficulties.
There are three major components to motivation: activation, persistence, and intensity.
1. Activation involves the decision to initiate a behavior, such as enrolling in a psychology
class.
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1. Persistence is the continued effort toward a goal even though obstacles may exist. An
example of persistence would be taking more psychology courses in order to earn a degree
although it requires a significant investment of time, energy, and resources.
2. Intensity can be seen in the concentration and vigor that goes into pursuing a goal. For
example, one student might coast by without much effort, while another student will study
regularly, participate in discussions and take advantage of research opportunities outside of
class. The first student lacks intensity, while the second pursues his educational goals with
greater intensity.

Theories of Motivation
So what are the things that actually motivate us to act? Psychologists have proposed different
theories to explain motivation:
 Instincts: The instinct theory of motivation suggests that behaviors are motivated by
instincts. An instinct is a fixed and inborn pattern of behavior. Psychologists including
William James, Sigmund Freud, and William McDougal have proposed a number of basic
human drives that motivate behavior. Such instincts might include biological instincts that
are important for an organism’s survival such as fear, cleanliness and love.

 Drives and Needs: Many of our behaviors such as eating, drinking and sleeping are
motivated by biology. We have a biological need for food, water, and sleep, therefore, we
are motivated to eat, drink and sleep. Drive theory suggests that people have basic biological
drives and that our behaviors are motivated by the need to fulfill these drives.

 Arousal Levels: The arousal theory of motivation suggests that people are motivated to

engage in behaviors that help them maintain their optimal level of arousal. A person with
low arousal needs might pursue relaxing activities while those with high arousal needs
might be motivated to engage in exciting, thrill-seeking behaviors.

Extrinsic Vs. Intrinsic Motivation

Different types of motivation are frequently described as being either extrinsic or intrinsic. Extrinsic
motivations are those that arise from outside of the individual and often involve rewards such as
trophies, money, social recognition or praise. Intrinsic motivations are those that arise from within
the individual, such as doing a complicated crossword puzzle purely for the personal gratification of
solving a problem.

Difference between Intrinsic and Extrinsic

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Potential Pitfalls

There are a few things you should watch for that might hurt your motivation. These include:

 Quick fixes or all-or-nothing thinking. It's easy to feel unmotivated if you can't fix
something immediately or if you can't have it all at once. Remind yourself that reaching
your goals takes time.
 Thinking that one size fits all. Just because an approach or method worked for someone
else does not mean that it will work for you. If something isn't helping you reach your goals
or is making you feel unmotivated, look for things that will work better for you.

The History of Motivation

The term motivation is derived from the Latin word movere, meaning "to move." Motivation can be
broadly defined as the forces acting on or within a person that cause the arousal, direction, and
persistence of goal-directed, voluntary effort. Motivation theory is thus concerned with the
processes that explain why and how human behavior is activated.
The broad rubric of motivation and motivation theory is one of the most frequently studied and
written-about topics in the organizational sciences, and is considered one of the most important
areas of study in the field of organizational behavior. Despite the magnitude of the effort that has
been devoted to the study of motivation, there is no single theory of motivation that is universally
accepted. The lack of a unified theory of motivation reflects both the complexity of the construct
and the diverse backgrounds and aims of those who study it. To delineate these crucial points, it is
illuminating to consider the development of motivation and motivation theory as the objects of
scientific inquiry.

Historical Development
Early explanations of motivation focused on instincts. Psychologists writing in the late 19th and
early twentieth centuries suggested that human beings were basically programmed to behave in
certain ways, depending upon the behavioral cues to which they were exposed. Sigmund Freud, for
example, argued that the most powerful determinants of individual behavior were those of which
the individual was not consciously aware.

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According to Motivation and Leadership at Work (Steers, Porter, and Bigley, 1996), in the early
twentieth century researchers began to examine other possible explanations for differences in
individual motivation. Some researchers focused on internal drives as an explanation for motivated
behavior. Others studied the effect of learning and how individuals base current behavior on the
consequences of past behavior. Still others examined the influence of individuals' cognitive
processes, such as the beliefs they have about future events. Over time, these major theoretical
streams of research in motivation were classified into two major schools: the content theories of
motivation and the process theories of motivation.

MASLOW'S HIERARCHY OF NEEDS.

Abraham Maslow developed the hierarchy of needs, which suggests that individual needs exist in a
hierarchy consisting of physiological needs, security needs, belongingness needs, esteem needs, and
self-actualization needs. Physiological needs are the most basic needs for food, water, and other
factors necessary for survival. Security needs include needs for safety in one's physical
environment, stability, and freedom from emotional distress. Belongingness needs relate to desires
for friendship, love, and acceptance within a given community of individuals. Esteem needs are
those associated with obtaining the respect of one's self and others. Finally, self-actualization needs
are those corresponding to the achievement one's own potential, the exercising and testing of one's
creative capacities, and, in general, to becoming the best person one can possibly be. Unsatisfied
needs motivate behavior; thus, lower-level needs such as the physiological and security needs must
be met before upper-level needs such as belongingness, esteem, and self-actualization can be
motivational.

MOTIVATOR-HYGIENE THEORY.
Frederick Herzberg developed the motivator-hygiene theory. This theory is closely related to
Maslow's hierarchy of needs but relates more specifically to how individuals are motivated in the
workplace. Based on his research, Herzberg argued that meeting the lower-level needs (hygiene
factors) of individuals would not motivate them to exert effort, but would only prevent them from
being dissatisfied. Only if higher-level needs (motivators) were met would individuals be
motivated.

The implication for managers of the motivator-hygiene theory is that meeting employees lower-
level needs by improving pay, benefits, safety, and other job-contextual factors will prevent
employees from becoming actively dissatisfied but will not motivate them to exert additional effort
toward better performance. To motivate workers, according to the theory, managers must focus on
changing the intrinsic nature and content of jobs themselves by "enriching" them to increase
employees' autonomy and their opportunities to take on additional responsibility, gain recognition,
and develop their skills and careers.

Just click and watch this video: https://www.youtube.com/watch?v=QI4M75LLM-I

Note:
Make a reflection regarding on motivation for at least 250 words. Write in a white coupon bond.

36 | P a g e
WORK SHEETS

Name: __________________________________ Course: _ Score: _______

 Find the solution of the Story.

Title: In the wake of leander: swimming from europe to asia (the 'hellespont swim')

Motivational case study exercise

Go on this link:

http://www.businessballs.com/motivationalcasestudy.htm

1. Why is the Maslow hierarchy of needs important?

2. How do you achieve Maslow's hierarchy of needs?

3. What keeps a person motivated?

5. What is content theories of motivation?

6. Why is Maslow's theory criticized?

7. Give at least 15 Intrinsic and Extrinsic Motivation.

Intrinsic Motivation Extrinsic Motivation
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
11. 11.
12. 12.
13. 13.
14. 14.
15. 15.

8. What are the major elements of Herzberg's motivation hygiene theory?

9. What is the difference between hygiene factors and motivators?

10. Is money a motivator or hygiene? Why?

PERSONALITY DEVELOPMENT
Personality has to do with individual differences among people in behavior
patterns, cognition and emotion. Different personality theorists present their own definitions of the
word based on their theoretical positions.

Personality development is the development of the organized pattern of behaviors and attitudes that
makes a person distinctive. Personality development occurs by the ongoing interaction
of temperament, character, and environment.

Personality is what makes a person a unique person, and it is recognizable soon after birth. A child's
personality has several components: temperament, environment, and character. Temperament is the
set of genetically determined traits that determine the child's approach to the world and how the
child learns about the world. There are no genes that specify personality traits, but some genes do
control the development of the nervous system, which in turn controls behavior.
A second component of personality comes from adaptive patterns related to a child's specific
environment. Most psychologists agree that these two factors—temperament and environment—
influence the development of a person's personality the most. Temperament, with its dependence on
genetic factors, is sometimes referred to as "nature," while the environmental factors are called
"nurture."

While there is still controversy as to which factor ranks higher in affecting personality development,
all experts agree that high-quality parenting plays a critical role in the development of a child's
personality. When parents understand how their child responds to certain situations, they can
anticipate issues that might be problematic for their child. They can prepare the child for the

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situation or in some cases they may avoid a potentially difficult situation altogether. Parents who
know how to adapt their parenting approach to the particular temperament of their child can best
provide guidance and ensure the successful development of their child's personality.
Finally, the third component of personality is character—the set of emotional, cognitive, and
behavioral patterns learned from experience that determines how a person thinks, feels, and
behaves. A person's character continues to evolve throughout life, although much depends on
inborn traits and early experiences. Character is also dependent on a person's moral development.

Infancy
During the first two years of life, an infant goes through the first stage: Learning Basic Trust or
Mistrust (Hope) . Well-nurtured and loved, the infant develops trust and security and a basic
optimism. Badly handled, the infant becomes insecure and learns "basic mistrust."

Toddlerhood
The second stage occurs during early childhood, between about 18 months to two years and three to
four years of age. It deals with Learning Autonomy or Shame (Will). Well-parented, the child
emerges from this stage with self-confidence, elated with his or her newly found control. The early
part of this stage can also include stormy tantrums, stubbornness, and negativism, depending on
the child's temperament.

Preschool
The third stage occurs during the "play age," or the later preschool years from about three to entry
into formal school. The developing child goes through Learning Initiative or Guilt (Purpose) . The
child learns to use imagination; to broaden skills through active play and fantasy; to cooperate with
others; and to lead as well as to follow. If unsuccessful, the child becomes fearful, is unable to join
groups, and harbors guilty feelings. The child depends excessively on adults and is restricted both in
the development of play skills and in imagination.

School age
The fourth stage, Learning Industry or Inferiority (Competence) , occurs during school age, up to
and possibly including junior high school. The child learns to master more formal skills:

 relating with peers according to rules

 progressing from free play to play that is structured by rules and requires teamwork (team
sports)
 learning basic intellectual skills (reading, arithmetic)

At this stage, the need for self-discipline increases every year. The child who, because of his or her
successful passage through earlier stages, is trusting, autonomous, and full of initiative, will quickly
learn to be industrious. However, the mistrusting child will doubt the future and will feel inferior.

Adolescence

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The fifth stage, Learning Identity or Identity Diffusion (Fidelity) , occurs during adolescence from
age 13 or 14. Maturity starts developing during this time; the young person acquires self-certainty
as opposed to self-doubt and experiments with different constructive roles rather than adopting a
negative identity, such as delinquency. The well-adjusted adolescent actually looks forward to
achievement, and, in later adolescence, clear sexual identity is established. The adolescent seeks
leadership (someone to inspire him or her), and gradually develops a set of ideals to live by.
The Child Development Institute (CDI) rightfully points out that very little knowledge is available
on the type of specific environment that will result, for example, in traits of trust being more
developed in a person's personality. Helping the child through the various stages of emotional and
personality development is a complex and difficult task. Searching for the best ways of
accomplishing this task accounts for most of the research carried out in the field of child
development today.
Renowned psychologist Carl Rogers emphasized how childhood experiences affect personality
development. Many psychologists believe that there are certain critical periods in personality
development—periods when the child will be more sensitive to certain environmental factors. Most
experts believe that a child's experiences in the family are important for his or her personality
development, although not exactly as described by Erikson's stages, but in good agreement with the
importance of how a child's needs should to be met in the family environment. For example,
children who are toilet trained too early or have their toilet training carried out too strictly may
become rebellious. Another example is shown by children who learn appropriate behavior to their
sex lives when there is a good relationship with their same-sex parent.
Another environmental factor of importance is culture. Researchers comparing cultural groups for
specific personality types have found some important differences. For example, Northern European
countries and the United States have individualistic cultures that put more emphasis on individual
needs and accomplishments. In contrast, Asian, African, Central American, and South American
countries are characterized more by community-centered cultures that focus on belonging to a
larger group, such as a family, or nation. In these cultures, cooperation is considered a more
important value than competitiveness, which will necessarily affect personality development.

Common Problems
Infants who are just a few weeks old display differences between each other in how active they are,
how responsive they are to change, and how irritable they are. Some infants cry constantly while
others seem happy and stay fairly quiet. Child development research conducted by the CDI has
identified nine temperamental traits that may contribute to a child's personality development being
challenging or difficult:

 activity level (how active the child is generally)

 distractibility (degree of concentration and paying attention when the child is not
particularly interested)
 intensity (how loud the child is)
 regularity (the predictability of biological functions like appetite and sleep)
 sensory threshold (how sensitive the child is to physical stimuli: touch, taste, smell, sound,
light)
 approach/withdrawal (characteristic responses of a child to a new situation or to strangers)

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 adaptability (how easily the child adapts to transitions and changes such as switching to a
new activity)
 persistence (stubbornness, inability to give up)
 mood (tendency to react to the world primarily in a positive or negative way)

Temperamental traits are enduring personality characteristics that are neither "good" nor "bad."
Early on, parents can work with the child's temperamental traits rather than oppose them. Later, as
the child grows up, parents can help the child to adapt to his or her own world in spite of inborn
temperament.

Parental Concerns
Most children experience healthy personality development. However, some parents worry as to
whether their infant, child, or teenager has a personality disorder. Parents are usually the first to
recognize that their child has a problem with emotions or behaviors that may point to a personality
disorder.
Children with personality disorders have great difficulty dealing with other people. They tend to
be inflexible, rigid, and unable to respond to the changes and normal stresses of life and find it very
difficult to participate in social activities. When these characteristics are present in a child to an
extreme, when they are persistent and when they interfere with healthy development, a diagnostic
evaluation with a licensed physician or mental health professional is recommended.

Key Terms
Behavior —A stereotyped motor response to an internal or external stimulus.
Character —An individual's set of emotional, cognitive, and behavioral patterns learned and
accumulated over time.
Cognition —The act or process of knowing or perceiving.
Cognitive —The ability (or lack of) to think, learn, and memorize.
Gene —A building block of inheritance, which contains the instructions for the production of a
particular protein, and is made up of a molecular sequence found on a section of DNA. Each gene is
found on a precise location on a chromosome.
Identity —The condition of being the same with, or possessing, a character that is well described,
asserted, or defined.
Maturity —A state of full development or completed growth.
Personality —the organized pattern of behaviors and attitudes that makes a human being
distinctive. Personality is formed by the ongoing interaction of temperament, character, and
environment.
Socialization —The process by which new members of a social group are integrated in the group.
Temperament —A person's natural disposition or inborn combination of mental and emotional
traits.

Individual differences in personality have many real life consequences.

The term "personality trait" refers to enduring personal characteristics that are revealed in a

particular pattern of behavior in a variety of situations.

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Components of Personality
1.Physical appearance includes the modes of dressing, manner of walking, posture, body build,
health, facial expression and complexion.
2. Intellectual, this is how a person talks and what he or she talks about. He or she must develop his
or her intellect or brain.

3. Good and correct manners are includes in the Social aspect of personality. To do right thing at the
right time, to act in the proper manner and to get along well with others.

4. Emotional component it is how a person handle his or her own personal problems such as how to
stay mentally healthy.

5. Attitude refers to a character. It is shown how to deal your actions whether it is right or wrong
towards to other people.

Most of us see only some small aspects of the true personalities of those around us. We only see the
image that is seen and not really represent the entire personality of the individuals.
Therefore to understand the others here are some guides to improve personality.
1. Realize that improvement is needed.
2. Have a strong stand and motive or desire to improve.
3. Have a checklist of your strong and weaknesses points to improve.
4. Carefully planned it step by step for improvement.

STRUCTURE OF PERSONALITY
According to Sigmund Freud's psychoanalytic theory of personality, personality is composed of
three elements. These three elements of personality - known as the id, the ego and the superego -
work together to create complex human behaviors.

The Id
 The id is the only component of personality that is present from birth.
 This aspect of personality is entirely unconscious and includes of the instinctive and
primitive behaviors.
 According to Freud, the id is the source of all psychic energy, making it the primary
component of personality.
The id is driven by the pleasure principle, which strives for immediate gratification of all desires,
wants, and needs. If these needs are not satisfied immediately, the result is a state anxiety or
tension.
Interaction Of The Id, Ego And Superego

The Ego
 The ego is the component of personality that is responsible for dealing with reality.
 According to Freud, the ego develops from the id and ensures that the impulses of the id can
be expressed in a manner acceptable in the real world.
 The ego functions in both the conscious, preconscious, and unconscious mind.

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The ego operates based on the reality principle, which strives to satisfy the id's desires in realistic
and socially appropriate ways. The reality principle weighs the costs and benefits of an action
before deciding to act upon or abandon impulses. In many cases, the id's impulses can be satisfied
through a process of delayed gratification--the ego will eventually allow the behavior, but only in
the appropriate time and place.

The ego also discharges tension created by unmet impulses through the secondary process, in which
the ego tries to find an object in the real world that matches the mental image created by the id's
primary process.

The Superego
The last component of personality to develop is the superego.

 The superego is the aspect of personality that holds all of our internalized moral standards
and ideals that we acquire from both parents and society - our sense of right and wrong.
 The superego provides guidelines for making judgments.
 According to Freud, the superego begins to emerge at around age five.

There are two parts of the superego:

1. The ego ideal includes the rules and standards for good behaviors. These behaviors include
those which are approved of by parental and other authority figures. Obeying these rules
leads to feelings of pride, value and accomplishment.
2. The conscience includes information about things that are viewed as bad by parents and
society. These behaviors are often forbidden and lead to bad consequences, punishments or
feelings of guilt and remorse.

The superego acts to perfect and civilize our behavior. It works to suppress all unacceptable urges
of the id and struggles to make the ego act upon idealistic standards rather that upon realistic
principles. The superego is present in the conscious, preconscious and unconscious.

The Interaction of the Id, Ego and Superego

With so many competing forces, it is easy to see how conflict might arise between the id, ego and
superego. Freud used the term ego strength to refer to the ego's ability to function despite these
dueling forces. A person with good ego strength is able to effectively manage these pressures, while
those with too much or too little ego strength can become too unyielding or too disrupting.
According to Freud, the key to a healthy personality is a balance between the id, the ego, and the
superego.

Theories of Personality
"Personality is the dynamic organization within the individual of those psychophysical systems
that determine his characteristics behavior and though" (Allport, 1961, p. 28).

“The characteristics or blend of characteristics that make a person unique” (Weinberg & Gould,
1999).

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Both definitions emphasize the uniqueness of the individual and consequently adopt an idiographic
view.

Freud's Theory
Personality involves several factors:
– Instinctual drives – food, sex, aggression

– Unconscious processes
– Early childhood influences (re: psychosexual stages) – especially the parents

Personality development depends on the interplay of instinct and environment during the first five
years of life. Parental behavior is crucial to normal and abnormal development. Personality and
mental health problems in adulthood can usually be traced back to the first five years.

Psychosexual Development
People – including children – are basically hedonistic – they are driven to seek pleasure by
gratifying the Id’s desires (Freud, 1920). Sources of pleasure are determined by the location of the
libido (life-force).

Environmental and parental experiences during childhood influence an individual's personality

during adulthood. For example, during the first two years of life the infant who is neglected
(insufficiently fed) or who is over-protected (over-fed) might become an orally-fixated person
(Freud, 1905).

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Freud's Tripartite Theory of Personality
Freud (1923) saw the personality structured into three parts (i.e. tripartite), the id, ego
and superego (also known as the psyche), all developing at different stages in our lives.
These are systems, not parts of the brain, or in any way physical.

The id is the primitive and instinctive component of personality. It consists of all the inherited (i.e.
biological) components of personality, including the sex (life) instinct – Eros (which contains the
libido), and aggressive (death) instinct - Thanatos.

The ego develops in order to mediate between the unrealistic id and the external real world (like a
referee). It is the decision making component of personality

The ego operates according to the reality principle, working our realistic ways of satisfying the id’s
demands, often compromising or postponing satisfaction to avoid negative consequences of society.
The ego considers social realities and norms, etiquette and rules in deciding how to behave.

The superego incorporates the values and morals of society which are learned from one's parents
and others. It is similar to a conscience which can punish the ego through causing feelings of guilt.

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Trait Approach to Personality

This approach assumes behavior is determined by relatively stable traits which are fundamental
units of one’s personality. Traits predispose one to act in a certain way regardless of the situation.
This means that traits should remain consistent across situations and over time, but may vary
between individuals.

It is presumed that individuals differ in their traits due to generic differences.

These theories are sometimes referred to a psychometric theories, because of their emphasis on
measuring personality by using psychometric tests.

Eysenck’s Personality Theory

Eysenck (1952, 1967, 1982) developed a very influential model of personality. Based on the results
of factor analyses of responses on personality questionnaires he identified three dimensions of
personality: extraversion, neuroticism and psychoticism.

According to Eysenck, the two dimensions of neuroticism (stable vs. unstable) and introversion-
extroversion combine to form a variety of personality characteristics.

Extraverts are sociable and crave excitement and change, and thus can become bored easily. They
tend to be carefree, optimistic and impulsive.
Introverts are reserved, plan their actions and control their emotions. They tend to be serious,
reliable and pessimistic.

Neurotics / unstables tend to be anxious, worrying and moody. They are overly emotional and find
it difficult to calm down once upset.
Stables are emotionally calm, unreactive and unworried.

Eysenck (1966) later added a third trait / dimension - Psychoticism – e.g. lacking in empathy, cruel,
a loner, aggressive and troublesome.

Cattell's 16PF Trait Theory

Cattell (1965) disagreed with Eysenck’s view that personality can be understood by looking at only
two or three dimensions of behavior.
Instead he argued that that is was necessary to look at a much larger number of traits in order to get
a complete picture of someone’s personality.
Whereas Eysenck based his theory based on the responses of hospitalized servicemen, Cattell
collected data from a range of people through three different of sources of data.
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 L-data - this is life record data such as school grades, absence from work etc.
 Q-data - this was questionnaire designed to rate an individual's personality.
 T-data - this is data from objective tests designed to 'tap' into a personality construct.

Cattell produced a personality test similar to the EPI that measured each of the sixteen traits.
The 16PF (16 Personality Factors Test) has 160 questions in total, 10 questions relating to each
personality factor.

Allport's Trait Theory

Allport's theory of personality emphasizes the uniqueness of the individual and the internal
cognitive and motivational processes that influence behavior. For example, intelligence,
temperament, habits, skills, attitudes, and traits.

Allport (1937) believes that personality is biologically determined at birth, and shaped by a person's
environmental experiences.

Critical Evaluation of Trait Theories

Twin studies can be used to see if personality is genetic. However, the findings are conflicting and
non-conclusive.

Authoritarian Personality
Adorno et al. (1950) proposed that prejudice is the results of an individual’s personality type.
They piloted and developed a questionnaire, which they called the F-scale (F for fascism). Adorno
argued that deep-seated personality traits predisposed some individuals to be highly sensitive to
totalitarian and antidemocratic ideas and therefore were prone to be highly prejudicial. The
evidence they gave to support this conclusion included:
• Case studies, e.g. Nazis
• Psychometric testing (use of the F-scale)
• Clinical interviews revealed situational aspects of their childhood, such as the fact that they
had been brought up by very strict parents or guardians, which were found of participants who
scored highly on the F-scale not always found in the backgrounds of low scorers.

Those with an authoritarian personality tended to be:

• Hostile to those who are of inferior status, but obedient of people with high status
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• Fairly rigid in their opinions and beliefs
• Conventional, upholding traditional values

FREUD’S PSYCHOSEXUAL STAGE

ORAL STAGE
The first stage is the oral stage. An infant is in this stage from birth to eighteen months of age. The
main focus in the oral stage is pleasure seeking through the infant’s mouth. During this stage the
need for tasting and sucking becomes prominent in producing pleasure.

ANAL STAGE
The second stage is the anal stage which lasts from eighteen months to three years of age. During
this stage the infant’s pleasure seeking centers are located in the bowels and bladder. Parents stress
toilet training and bowel control during this time period.

PHALLIC STAGE
The third stage in psychosexual development is the phallic stage. This stage begins at 3 years old
and ends when the child reaches six years of age. The phallic stage focuses on the genitals as
pleasure seeking areas of the body.

LATENCY STAGE
The fourth stage is the latency stage which begins at the age of six and continues until the age of
eleven. During this stage there is no pleasure seeking region of the body; instead all sexual feelings
are repressed.

GENITAL STAGE
The final stage of psychosexual development is the genital stage. This stage commences at the age
of eleven, lasts through puberty, and ends when one reaches adulthood at the age of eighteen.

Just click and watch this video: https://www.youtube.com/watch?v=NwLGHCZTQt4

Note:
Make a reflection regarding on personality development for at least 250 words. Write in a white
coupon bond.

WORK SHEET

Name: ________________________ Course:

Direction: Write your answer in the blank below.

A. Enumerate and describe briefly the following:

1. 5 Components of Personality

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_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2 Terms such as Id, Ego and Superego

3 Define Personality
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

4 Describe briefly Freud’s 4 psychosexual stages.

5. What is the structure of personality in psychology?

6. What are the three structure of personality? Explain each.

7. What is the fixation in Freud psychosexual stage referred to?

8. How does Cattell use factor analysis to identify traits?

9. What are the main principles of the trait theory of personality?

10. How many types of human traits are there according to Allport?

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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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NSTP- CWTS
CHAPTER 7
LITERACY AND ENUMERACY

LITERACY AND NUMERACY

Literacy is traditionally understood as the ability to read and write. The term's meaning has been
expanded to include the ability to use language, numbers, images and other means to understand
and use the dominant symbol systems of a culture.

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Literacy has been defined in various ways over the years. Previously, being able to sign your name
was considered a reasonable sign of literacy. Our understanding of what it means to be literate has
altered and current definitions have taken into account the literacy demands of the society we live
in. A more recent definition of literacy is the understanding, evaluating, using and engaging with
written texts to participate in society, to achieve personal goals and ambitions and to develop
knowledge and potential.

Literacy is the ability to read, write, speak and listen in ways that will allow us to communicate
effectively to a variety of different audiences and to make sense of the world. Reading and writing,
when integrated with speaking, listening and viewing and critical thinking, constitutes valued
aspects of literacy in modern life. Literacy is a critical component to ensure all students have the
best chance to succeed in their studies and everyday life.

Literacy covers the ability to:

The ability to know when there is a need for information, to be able to identify, locate, evaluate,
and effectively use that information for the issue or problem at hand. Other definitions incorporate
aspects of "skepticism, judgment, free thinking, questioning, and understanding..." or incorporate
competencies that an informed citizen of an information society ought to possess to participate
intelligently and actively in that society.

Principles of Effective Literacy Assessment

1. Assessment should be an ongoing process. Literacy assessment is not a test given at the end of
a unit or a block of study, separate from the ongoing daily activities of instruction. Instead,
assessment should take place every time a child reads, writes, speaks, listens, or views something.
When assessment is viewed as an ongoing part of instruction, it becomes natural and expected.

2. Effective assessment is an integral part of instruction. The best forms of assessment are the
routine daily activities of instruction, which tell us exactly how our students are performing

3. Assessment must be authentic, reflecting 'real' reading and writing. For years, this author has
asked teachers in workshops and classes, 'If you want to know how well children read and write,
what you need to have them do?' They have always replied in unison, 'Have them read and write.'
Even in the heyday of using isolated skill assessment practices, teachers knew for years that
marking, circling, and underlining did not reflect authentic reading and writing.

4. Assessment should be a collaborative, reflective process. It should not be viewed as something

the teacher does to the students.

5. Effective assessment is multidimensional. Quality assessment should use several different

tasks, such as samples of writing, student retellings, records of independent reading, self-
evaluations, and checklists.

6. Assessment should be developmentally and culturally appropriate. We know children

develop literacy and their ability to construct meaning by 'trying out' their reading and writing and
making approximations.

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7. Effective assessment identifies students' strengths. Children learn to construct meaning by
doing what they already know how to do and by getting support in gaining new strategies and
techniques.

8. Assessment must be based on what we know about how students learn to read and
write. This entire text has focused on how students learn to read and write and construct meaning.

DIMENSIONS OF EFFECTIVE PRACTICE

NUMERACY

Numeracy is the ability to reason and to apply simple numerical concepts. Basic numeracy skills
consist of comprehending fundamental arithmetic’s like addition, subtraction, multiplication, and
division.
Numeracy covers the ability to:
 understand and use mathematical information
 calculate and manipulate mathematical information
 Interpret results and communicate mathematical information.

We are all required to be numerate to maximize our potential and to make a positive contribution to
society. In our exceedingly technical world, numeracy skills, in particular the ability to interpret
data, are becoming increasingly more significant and are hugely sought after by employers. An
absence of mathematical confidence and poor numeracy skills are obstructions to employment as
numeracy tests are increasingly becoming a routine part of the recruitment process.

Rapidly growing technological advances are making the need for numeracy skills more critical
within the workplace. With more employees engaging in more sophisticated tasks, numeracy is
recognized as an essential employability skill.

Numeracy is defined as the ability to access, use and interpret and communicate mathematical
information and ideas, in order to engage in and manage the mathematical demands of various
situations in adult years. To be numerate is to confidently and effectively use mathematics to meet
the everyday demands of life.

Numeracy is important for individuals to develop logical thinking and reasoning strategies in their

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everyday activities. We need numeracy to solve problems and make sense of numbers, time,
patterns and shapes for activities like cooking, reading receipts, reading instructions and even
playing sport.

Literacy and numeracy help people gain the fundamental skills necessary to achieve success in life.
There is a huge national strategy to improve literacy and numeracy and to support students to live a
satisfying and rewarding life as well as being an active participant as an active and well informed
resident. Literacy and numeracy skills are crucial for accessing the broader curriculum because they
are used in many aspects of our lives. Workplace numeracy, literacy and employability skills are
often used in conjunction with one another. These required skills often overlap and are necessary
for any task.

The Role of the Numeracy Lead Teacher

 The role of the Numeracy Lead Teacher is to plan strategically for school improvement in
numeracy using the Diocesan Numeracy Improvement Strategy design elements.

HEALTH EDUCATION LITERACY

Health literacy is the degree to which individuals have the capacity to obtain, process, and
understand basic health information and services needed to make appropriate health decisions.1

Health literacy is dependent on individual and systemic factors:

 Communication skills of lay persons and professionals
 Lay and professional knowledge of health topics
 Culture
 Demands of the healthcare and public health systems
 Demands of the situation/context

Health literacy affects people's ability to:

 Navigate the healthcare system, including filling out complex forms and locating providers
and services
 Share personal information, such as health history, with providers
 Engage in self-care and chronic-disease management
 Understand mathematical concepts such as probability and risk

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Health literacy includes numeracy skills. For example, calculating cholesterol and blood sugar
levels, measuring medications, and understanding nutrition labels all require math skills. Choosing
between health plans or comparing prescription drug coverage requires calculating premiums, co
pays, and deductibles.

NUTRITION
Nutrition is the science that interprets the interaction of nutrients and other substances in food (e.g.
phytonutrients, anthocyanins, tannins, etc.) in relation to maintenance, growth, reproduction, health
and disease of an organism.

Two Classes of Nutrients

1. Macronutrients provide the bulk energy for an organism's metabolic system to
function.
2. Micronutrients provide the necessary cofactors for metabolism to be carried out.
Both types of nutrients can be acquired from the environment.

BASIC ELEMENT IN FOOD

Food is any substance consumed to provide nutritional support for the body. It is usually
of plant or animal origin, and contains essential nutrients, such as fats, proteins, vitamins,
or minerals.

Carbohydrates are one of the main types of nutrients. They are the most important source of
energy for your body. Your digestive system changes carbohydrates into glucose (blood sugar).
Your body uses this sugar for energy for your cells, tissues and organs. It stores any extra sugar in
your liver and muscles for when it is needed.

Fat is a type of nutrient. You need some fat in your diet but not too much. Fats give you energy and
help your body absorb vitamins. Dietary fat also plays a major role in your cholesterol levels.

Protein is in every living cell in the body. Our bodies need protein from the foods we eat to build
and maintain bones, muscles and skin.

Minerals are important for your body to stay healthy. Your body uses minerals for many different
jobs, including building bones, making hormones and regulating your heartbeat.

Calcium has many important jobs. The body stores more than 99 percent of its calcium in the bones
and teeth to help make and keep them strong.

Vitamins are substances that your body needs to grow and develop normally. There are 13 vitamins
your body needs. They are
 Vitamin A
 B vitamins (thiamine, riboflavin, niacin, pantothenic acid, biotin, vitamin B-6, vitamin B-12
and folate)
 Vitamin C
 Vitamin D
 Vitamin E
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 Vitamin K

WORK SHEET

Name: ___________________________ Course: Score: _

Direction: Write your answer in the blank below.
A. Enumerate and describe briefly the following:

1. Some key elements of numeracy.

2. What numeracy covers?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Define the following:
a. Numeracy
________________________________________________________________________________
________________________________________________________________________________
b. Literacy
________________________________________________________________________________
________________________________________________________________________________
4 Explain briefly the roles of numeracy teachers.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5 Discuss briefly the importance in studying health.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
6. What is literacy and why is it important?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
7. What are the 7 literacies? Explain each.

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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

8. What is the difference between mathematics and numeracy?

9. What are the 10 best foods to eat? Why?

10. What does numeracy require from learners?

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NSTP- CWTS
CHAPTER 8
THE TEACHER AND THE LEARNER
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THE TEACHER AND THE LEARNER

The Teacher-Learner Relationship confers rights and responsibilities on both parties. Behaving in a
way that embodies the ideal teacher-learner relationship creates a culture of mutual respect,
minimizes the likelihood of student mistreatment and optimizes the educational experience.

Responsibilities of Teachers
 Treat learners fairly, respectfully, and without bias related to their age, race, gender, sexual
orientation, disability, religion or national origin.
 Distinguish between the Socratic Method, in which insightful questions are a stimulus to
learning and discovery, and overly aggressive questioning, in which detailed questions are
repeatedly presented with the end point of belittlement or humiliation of the learner.
 Give learners timely, constructive and accurate feedback and opportunities for remediation,
and submit grades and evaluations within 4 weeks and no later than 6 weeks of the end of a course
or clerkship.
 Be prepared and on time for all activities.
 Ensure proper supervision of medical students during required clinical activities.
 Provide learners with current material and information and appropriate educational
activities.
 Disclose familial relationships to avoid conflicts of interest

WHAT EFFECTIVE TEACHERS DO RIGHT

Based on a scheme originally developed by M. Hildebrand, 1971.

Organization and Clarity
 Explains clearly
 Is well prepared (see Preparing for the First Day)
 Makes difficult topics easy to understand
 Uses examples, details, analogies, metaphors, and variety in modes of explanation to make
material not only understandable but memorable
 Makes the objectives of the course and each class clear (see Course Design, Course Goals
and Learning Outcomes)
 Establishes a context for material

Analytic/Synthetic Approach
 Has a thorough command of the field

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 Contrasts the implications of various theories
 Gives the student a sense of the field, its past, present, and future directions, the origins of
ideas and concepts (see Consider Your Audience)
 Presents facts and concepts from related fields
 Discusses viewpoints other than his/her own

Dynamism and Enthusiasm

 Is an energetic, dynamic person
 Seems to enjoy teaching
 Conveys a love of the field
 Has an aura of self-confidence

Instructor-Group Interaction
 Can stimulate, direct, and pace interaction with the class (see How to Lead a Discussion)
 Encourages independent thought and accepts criticism
 Uses wit and humor effectively
 Is a good public speaker (see Speaking at the Hume Center for Writing and Speaking)
 Knows whether or not the class is following the material and is sensitive to students’
motivation
 Is concerned about the quality of his/her teaching

Instructor-Individual Student Interaction

 Is perceived as fair, especially in his/her methods of evaluation (see How to Evaluate
Students)
 Is seen by students as approachable and a valuable source of advice even on matters not
directly related to the course (see Interacting with Students)

WHAT LESS EFFECTIVE TEACHERS DO WRONG

Doing the right things with your teaching is of course critical but so is avoiding the wrong things.
Richard M. Felder, North Carolina State University and Rebecca Brent, Education Designs, Inc.,
have come up with a list to the ten worst mistakes teachers make. They are summarized here in
increasing order of badness.

THE TEACHERS CODE OF ETHICS

OVERVIEW
The professional educator strives to create a learning environment that nurtures to fulfillment the
potential of all students.

The professional educator acts with conscientious effort to exemplify the highest ethical standards.

The professional educator responsibly accepts that every child has a right to an uninterrupted
education free from strikes or any other work stoppage tactics.

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Code of Ethics for Professional Teachers
Pursuant to the provisions of Article II, of RA No.7836, otherwise known as the Philippines
Teachers Professionalization Act of 1994 and paragraph (a), section 6, PD No. 223, as amended, the
Board of Professional Teachers hereby adopts and promulgates the following Code of Ethics for
Professional Teachers.

Article V (The Teacher And The Teaching Community)

Section 1. Teachers shall at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with
colleagues. When the best interest of the learners, the school, or the profession is at stake in any
controversy, teachers shall support one another.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the
school, and shall not divulge to anyone documents which have not been officially released, or
remove records from files without official permission.

Section 5. It shall be the responsibility for every teacher to seek correctives for what may appear to
be unprofessional and unethical conduct of any associate. This may be done only if there is
incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an
associate preferably in writing, without violating any right of the individual concerned.

Article IX The Teacher and Parents

Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.

Section 2. A teacher shall inform parents, through proper authorities, of the progress or deficiencies
of learners under him, exercising utmost candor and tact in pointing out learners deficiencies and in
seeking parent cooperation for the proper guidance and improvement of learners.

Section 3. A teacher shall hear parent complaints with sympathy and understanding & shall
discourage unfair criticism.

Article X (The Teacher and Business)

Section 1. A teacher has a right to engage, directly or indirectly, in legitimate income generation,
provided that it does not relate to or adversely affect his work.

Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the
settlement of his just debts, loans and other financial affairs.

Section 3. No teacher shall act directly or indirectly, as agent of any commercial venture which
furnishes textbooks and other school commodities in the purchase or disposal of which he can
exercise official influence, except only when his assignment is inherently related to such purchase
and disposal, provided that such shall be in accordance with existing regulations.

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Article XI (The Teacher as a Person)
Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline as the principle of
personal behavior in all relationships with others and in all situations.

THE LEARNER
 To gain knowledge of or skill in through study, instruction/ experience.

WORK SHEET

Name:_________________________________ Course: _ Score: ________

Direction: Write your answer in the blank below.

1 Enumerate the ten (10) characteristics of an efficient and effective teacher.

2 Why teaching is considered the noblest profession?

3.The foremost concern of teachers in teaching? Explain.

b. Is the teacher allowed to court his/her students? Why?

________________________________________________________________________________
________________________________________________________________________________

4 Discuss briefly the hereunder responsibilities of the teacher to the following:

1.1 State

1.2 Community

1.3 Profession

1.4 Teaching Community

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1.5 Higher Authority

1.6 Learners

1.7 Parents

1.8 As a Person

5. Explain briefly the disciplinary action on the violation of the code of ethics for school officials
and teachers.

1.6 Explain briefly the importance of code of ethics for school officials and teachers.

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NSTP- CWTS
66 | P a g e
CHAPTER 9
HUMAN RIGHTS
Human rights in the Philippines pertain to the concept, practice of human rights within the
Philippine archipelago. The concept of "human rights," in the context of the Philippines, pertains
mainly (but is not limited) to the civil and political rights of a person living in the Philippines by
reason of the 1987 Philippines Constitution. Human rights are a justified set of claims that set moral
standards to members of the human race, not exclusive to a specific community or citizenship.
Membership in the human race is the sole qualification to obtain these rights. Human rights, unlike
area-specific conventions of international laws (e.g. European Convention on Human Rights and
International Covenant on Civil and Political Rights and on Economic, Social and Cultural Rights),
are universally justifiable as it pertains to the entire human race, regardless of geographical location.

The Philippines is a signatory to the Universal Declaration of Human Rights (UDHR) drafted by the
United Nations (UN) in the 1948.The Universal Declaration of Human Rights was adopted,
alongside the Genocide Convention and the Convention on the Elimination of All Forms of Racial
Discrimination, by the United Nations in response to the tragic and horrendous violations of human
rights during the Second World War. The United Nations Charter, a treaty, was created in order to
define what roles, powers, and duties the United Nations is allowed to practice in dealing with
international relations. Article I of the UN Charter states that the UN aims:

"To achieve international co-operation in solving international problems of an economic, social,

cultural, or humanitarian character, and in promoting and encouraging respect for human rights and
for fundamental freedoms for all without distinction as to race, sex, language, or religion;"

According to the Charter, the jurisdiction of the United Nations is to provide cooperation among the
nations, and not act as an international government. The UN Charter paved the way for the drafting
of the UDHR. The UDHR aims to promote "universal respect for, and the observance of, human
rights." Thus, the UDHR is merely a declaration for each signatory to adopt to its own political
system. The significance of the UDHR as stated in its Preamble is:

"Whereas a common understanding of these rights and freedoms is of the greatest importance for
the full realization of this pledge."

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As a signatory to the UDHR, the Philippines then declares an understanding and adherence of these
fundamental and inalienable rights to its population. The Philippines has adhered to the UDHR
through the Bill of Rights, and continued to create laws and policies that cater to a specific sector,
like the Labor Code and the Indigenous Peoples' Rights.[clarification needed]

Besides the UDHR, the Philippines is a signatory to 8 of the 9 UN core human rights treaties,
namely:

The International Convention on the Elimination of Racial Discrimination or (ICERD), ratified on

September 15, 1967, The International Covenant on Economic, Social and Cultural Rights or
(ICESR), ratified on June 7, 1974,

The Convention on the Elimination of All Forms of Discrimination Against Women or (CEDAW),
ratified on August 05, 1981,

The Convention Against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment
or (CAT), acceded to on June 18, 1986,

The International Covenant on Civil and Political Rights or (ICCPR), ratified on October 23, 1986,

The Convention on the Rights of the Child or (CRC), ratified on August 21, 1990,

The International Convention on the Protection of the Rights of All Migrant Workers and Members
of their Families or (CMW), ratified on July 5, 1995, and;

The Convention on the Rights of Persons with Disabilities or (CRPD), ratified April 15, 2008

Mainly highlighting achievements with respect to UN human rights treaties, the Philippines was re-
elected through the vote of 165 separate States out of 192 to the exclusive 47-member UN Human
Rights Council during the 73rd Session of the UN General Assembly on October 12, 2018.

Labor code
Prior to the Marcos Martial Law Era in the Philippines, all labor laws were not codified. President
Marcos tasked a committee from the then-called Department of Labor (now the Department of
Labor and Employment or DOLE) to consolidate all the existing labor laws of the Philippines. The
committee was composed of: Amado G. Inciong, the then Undersecretary of Labor, acting as the
chairman of the committee, Director Ricardo Castro, the head of the subcommittee on Labor
Relations, Director Diego Atienza, the head of the subcommittee on Labor Standards, and Director
Rony Diaz, the head of the subcommittee on Employment and Training. The result was Presidential
Decree No. 442 ("PD 442") or "A Decree Instituting the Labor Code and Consolidating Labor and
Social Laws to Afford Protection to Labor, Promote Employment and Human Resources
Development and Insure the Industrial Peace Based on Social Justice," otherwise known as the
"Labor Code of the Philippines". The consolidation was finished on May 1, 1974 and took effect on
November 1, 1974.

The Labor Code is the legal code governing employment practices and labor relations in the
Philippines. The Labor Code stipulates standards in terms of wages and monetary benefits, hours of
work, leaves, rest days, holiday pays, and benefits, among others.

Wages and monetary benefits

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 Minimum Wage

Remunerations or earnings paid by an employer to an employee for service rendered are called
wages. Article 99 of the Labor Code of the Philippines stipulates that an employer may go over but
never below minimum wage. Paying below the minimum wage is illegal. The Regional Tripartite
Wages and Productivity Boards is the body that sets the amount for the minimum wage. As in the
case of the Philippines, the minimum wage of a worker depends on where he works.

 Thirteenth Month Pay

According to Presidential Decree No. 851, an employer is mandated by law to give his employees
thirteenth month pay. The thirteenth month pay required by law should not be less than one twelfth
of the total basic salary earned by an employee within a calendar year. The thirteenth month pay is
exempted from being taxed by the government. The photo below is from the Department of Labor
and Employment which shows the computation of a hypothetical thirteenth month pay.

 Retirement Pay

Article 287 of the Philippine Labor Code states that, the retiring age of an employee is sixty (60)
years or more but not beyond sixty-five (65) years. The retiring employee who has served at least
five (5) years in the said establishment shall be entitled to retirement pay equivalent to at least one-
half (1/2) month salary for every year of service, a fraction of at least six months being considered
as one whole year. "The term 'one-half month salary' shall mean fifteen (15) days plus one twelfth
(1/12) of the thirteenth month pay and the cash equivalent of not more than five (5) days of service
incentive leaves."

Hours of work
 Normal Hours of Work

Article 83 and 84 of the Philippine Labor Code, the normal hours of work of an employee shall not
exceed eight (8) hours a day. Hours worked shall include all time that an employee is required to be
in the workplace and all time during which an employee is permitted to work. Short breaks during
working hours shall be counted as hours worked.

Overtime Work

Article 87 of the Philippine Labor Code states that any work that exceeds eight (8) hours is
considered overtime work. This is legal provided that the employee is paid for the overtime work.
The computation for the wage is his regular wage plus at least twenty-five percent (25%) of his
hourly wage. Work performed beyond eight hours on a holiday or rest day shall be paid an
additional compensation equivalent to the rate of the first eight hours on a holiday or rest day plus at
least thirty percent (30%) thereof.

 Night Shift Differential

Article 86 of the Philippine Labor Code explains that the night shift is between ten o'clock in the
evening and six o'clock in the morning. A night shift differential is payment of not less than ten

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percent (10%) of the regular hourly wage of an employee for each hour of work performed during
this time period.

Rest days
Weekly Rest Day

An employer is required to provide each of his employees a rest period of not less than twenty-four
(24) consecutive hours after every six (6) consecutive normal work days, as stated in Article 91 of
the Philippine Labor Code. The employer shall determine and schedule the weekly rest day of his
employees. He must respect the preference of employees as to their weekly rest day when such
preference is based on religious grounds.

If an employer requires his employee to work on his scheduled rest day, he shall be paid an
additional compensation of at least thirty percent (30%) of his regular wage.

If the employee has no regular work days or rest days, and he is required by his employer to work
on a Sunday and on a holiday, he shall be paid an additional compensation of at least thirty percent
(30%) of his regular wage.

Holiday pay
Special Non-Working Holiday Pay

If an employee works on August 21, Ninoy Aquino Day, November 1, All Saints Day, and/or
December 31, Last Day of the year, his wage will be:

 for first eight (8) hours of work – plus thirty percent (30%) of the daily rate
 for excess of eight (8) hours of work – plus thirty percent (30%) of hourly rate on said day

If an employee works on August 21, Ninoy Aquino Day, November 1, All Saints Day, and/or
December 31, Last Day of the Year and it falls under his rest day, his wage will be

 for the first eight (8) hours of work – plus fifty percent (50%) of the daily rate
 excess of eight (8) hours of work – plus thirty percent (30%) of hourly rate on said day

Regular Holiday Pay

Article 93 and 94 of the Philippine Labor Code states that a worker shall be paid his regular daily
wage during regular holidays whether or not the employee goes to work. The employer can require
an employee to work on any holiday but the employee must be paid an amount double his regular
wage.

If the holiday falls under the employee's rest day, and he decides to work, his wage for the first
eight (8) hours of his work will be doubled. If he works for more than eight (8) hours, then thirty
percent (30%) of his hourly rate will be added to his wage for that day.

The regular holidays according to EO 292 as amended by RA 9849 are as follows:

New Year – January 1

Maundy Thursday – Movable Date

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Good Friday – Movable Date

Araw ng Kagitingan – April 9

Labor Day – 1 May

Independence Day – June 12

National Heroes Day – Last Monday of August

Bonifacio Day – November 30

Eid'l Fitr – Movable Date

Eid'l Adha – Movable Date

Christmas Day – December 25

Rizal Day – December 30

Leave
Service Incentive Leave

Article 95 of the Philippine Labor Code states that if an employee has given at least one (1) year of
service, he shall be entitled to a yearly service incentive leave of five (5) days with pay.

Paternity Leave

The paternity leave is not found in the Labor Code. The basis for the paternity leave is Republic Act
No. 8187, otherwise known as the "Paternity Leave Act of 1996". RA 8187 states that a married
male employee is allowed to take 7 days off work with full pay for the first four deliveries.

Maternity Leave

Republic Act No. 7322 states that a pregnant employee who has paid at least three monthly
maternity contributions to the Social Security System in the twelve-month period preceding the
semester of her childbirth, abortion or miscarriage and who is currently employed shall be paid a
daily maternity benefit equivalent to one hundred percent (100%) of her present basic salary,
allowances and other benefits or the cash equivalent of such benefits for sixty (60) for normal
delivery a seventy-eight (78) for caesarian delivery.

The maternity leave can be extended without pay if any illness medically certified are to come as a
result of the pregnancy, delivery, abortion, or miscarriage which leaves the woman unfit to work.

As with the paternity leave, the maternity leave is only valid for the first four deliveries.

Employment of women
Facilities for Women
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Article 132 of the Labor Code of the Philippines requires employers to:

 Provide seats proper for women and let them use these seats when they are free from work
or during work hours provided that they can perform their duties in this position without
sacrificing efficiency.
 Establish separate toilet rooms for men and women and provide at least a dressing room for
women.
 Establish a nursery in a workplace for the benefit of women employees.
 Determine appropriate minimum age and other standards for retirement or termination in
special occupations such as those of flight attendants and the like.

Discrimination

 Article 134 of the Labor Code of the Philippines states that a woman cannot be paid a lesser
compensation than a man for work of equal value.
 Favoring a male employee over a female employee with regard to promotion, training
opportunities, study, scholarship grants based on only their sexes is also illegal.

Prohibited Acts

Based on Article 137 the employer is not allowed to:

 Deprive any woman employee of any of the benefits mentioned above and in Articles 130–
136 of the Labor Code or to terminate any woman employee for the purpose of stopping her
from enjoying said benefits.
 Terminate a woman because of her pregnancy while on leave or in confinement due to it.
 Discharge or refuse the admission of such woman from returning to her work for fear that
she may again be pregnant.

Employment and termination

Security of Tenure

 Article 279 of the Labor code discusses that if an employee is already a regular employee,
the employer cannot terminate his services without just cause and due process. An
employee unjustly dismissed from work can return to it without any losses of benefits,
privileges, and allowances from the time he was unjustly dismissed to the time of his actual
return.

Regular and Casual Employment

 An employee will be considered a regular employee if he has been able to performs tasks
that are necessary in the business or trade of the employer, except when the employee was
hired for a specific project and its completion also signifies the employee's termination and
if the nature of work or services is seasonal and the employment is for the duration of the
season. The employment is said to be casual if his nature of work has not been covered by
the aforementioned sentences. After a year of rendering service, whether continuous or not,
an employee shall be deemed regular, as stated by Article 280 of the Philippine Labor
Code.

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Probationary Employment

 Article 281 of the Labor Code states that probationary employment should not go over six
(6) months unless it is under an apprenticeship agreement stipulating a longer period. An
employee who continues to work after the probationary period will be considered a regular
employee. A probationary employee may be discharged for a just cause or when he fails to
qualify as a regular employee.

Benefits
Social Security Benefits

 According to RA 1161, as amended by RA 8282, "The Social Security Program provides a

package of benefits in the event of death, disability, sickness, maternity, and old age.
Basically, the Social Security System (SSS) provides for a replacement of income lost on
account of the aforementioned contingencies."[26] A worker, whether regular or casually
employed is entitled to these benefits.

Phil Health Benefits

 According to RA 7875, as amended by RA 9241, "The National Health Insurance Program

(NHIP), formerly known as Medicare, is a health insurance program for SSS members and
their dependents whereby the healthy subsidize the sick who may find themselves in need
of financial assistance when they get hospitalized."[26] Employees of the public and private
sector are covered by these benefits.

WORK SHEET

Name:__________________ Score:_ Date:___

1. What is the Republic Act for human rights?

__________________________________________________________________________
__________________________________________________________________________

2. What are the human rights violations in the Philippines? Explain briefly.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. What are the most common human rights violations?

4. What are three main causes of human rights violations?

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__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

5. Why do governments violate human rights?

6. What is the difference between salary wages and benefits give two examples of benefits?
Explain briefly.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

7. Is a salary better than a wage? Why?

8. What is the average Social Security benefit at age 62? Explain.

9. Can a person who has never worked collect social security? Why?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

10. How can you be discriminated against?

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NSTP- CWTS
CHAPTER 10
ENVIRONMENTAL CLIMATE CHANGE

Climate change includes both the global warming driven by human emissions of greenhouse
gases, and the resulting large-scale shifts in weather patterns. Though there have been previous
periods of climatic change, since the mid-20th century the rate of human impact on Earth's
climate system and the global scale of that impact have been unprecedented.

That human activity has caused climate change is not disputed by any scientific body of
national or international standing. The largest driver has been the emission of greenhouse gases,
of which more than 90% are carbon dioxide (CO2) and methane. Fossil fuel burning for energy
consumption is the main source of these emissions, with additional contributions from
agriculture, deforestation, and industrial processes. Temperature rise is accelerated or tempered
by climate feedbacks, such as loss of sunlight-reflecting snow and ice cover, increased water
vapour (a greenhouse gas itself), and changes to land and ocean carbon sinks.

Because land surfaces heat faster than ocean surfaces, deserts are expanding and heat waves
and wildfires are more common. Surface temperature rise is greatest in the Arctic, where it has
contributed to melting permafrost, and the retreat of glaciers and sea ice. Increasing
atmospheric energy and rates of evaporation cause more intense storms and weather extremes,
which damage infrastructure and agriculture. Rising temperatures are limiting ocean
productivity and harming fish stocks in most parts of the globe. Current and anticipated effects
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from undernutrition, heat stress and disease have led the World Health Organization to declare
climate change the greatest threat to global health in the 21st century. Environmental effects
include the extinction or relocation of many species as their ecosystems change, most
immediately in coral reefs, mountains, and the Arctic. Even if efforts to minimize future
warming are successful, some effects will continue for centuries, including rising sea levels,
rising ocean temperatures, and ocean acidification from elevated levels of CO2.

The climate can be described as the average weather over a period of time. Climate change
means a significant change in the measures of climate, such as temperature, rainfall, or wind,
lasting for an extended period – decades or longer. The Earth's climate has changed many times
during the planet's history, with events ranging from ice ages to long periods of warmth.
What’s different about this period of the earth’s history is that human activities are significantly
contributing to natural climate change through our emissions of greenhouse gases. This
interference is resulting in increased air and ocean temperatures, drought, melting ice and snow,
rising sea levels, increased rainfall, flooding and other influences.

So What Causes Climate Change?

Climate change can result from natural processes and factors and more recently due to human
activities through our emissions of greenhouse gases. Examples of natural factors include;

 Changes in the sun's intensity

 Volcanic eruptions, or slow changes in the Earth's orbit around the sun
 Natural processes within the climate system such as changes in ocean current circulation

However, the current global aim is to tackle climate change resulting from human activities
whose greenhouse gas emissions are changing the composition of the earth’s atmosphere. The
External Intergovernmental Panel on Climate Change (IPCC) state that;

‘Most of the observed increase in global average temperatures since the mid-20th century is
very likely due to the observed increase in anthropogenic (produced by humans) greenhouse
gas emissions’

Examples of human activities contributing to climate change include;

 Carbon dioxide emissions through burning fossil fuels such as coal, oil and gas and peat
 Methane and nitrous oxide emissions from agriculture
 Emissions through land use changes such as deforestation, reforestation, urbanization,
desertification,

These emissions that are changing the composition of the earth’s atmosphere are termed the
Greenhouse effect. For the past 200 years, the burning of fossil fuels, such as coal and oil, and
deforestation has caused the concentrations of heat-trapping greenhouse gases to increase
significantly in our atmosphere. These gases prevent heat from escaping to space, somewhat
like the glass panels of a greenhouse. The figure below from the IPCC explains greenhouse
gases.

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The increased emissions to the atmosphere of greenhouse gases mean that current levels of
gases far exceed their natural ranges. The figure below shows the levels of certain greenhouse
gases in the atmosphere over the last 2000 years.

This figure show greenhouse gas concentrations (Co2, Methane, Nitrous oxide) relatively stable
at approximately 250 to 275 parts per million from year 0 AD to approximately mid 1700s
whereby the concentration steadily increases to approximately 380 ppm in 2005.

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This rise in greenhouse gases has increased the amount of energy being trapped in the climate
system. The consequences of this are most clearly evident in the global temperature records,
which show that, on average, the global temperature has increased by 0.8 degrees centigrade
(ºC) above pre-industrial levels. Continued emissions at or above current levels would cause
further warming and result in changes in the global climate system during the 21st century that
would very likely be larger than those observed during the 20th century.

What is Global Warming?

Global warming is the slow increase in the average temperature of the earth’s atmosphere
because an increased amount of the energy (heat) striking the earth from the sun is being
trapped in the atmosphere and not radiated out into space.

The earth’s atmosphere has always acted like a greenhouse to capture the sun’s heat, ensuring
that the earth has enjoyed temperatures that permitted the emergence of life forms as we know
them, including humans.

Without our atmospheric greenhouse the earth would be very cold. Global warming, however,
is the equivalent of a greenhouse with high efficiency reflective glass installed the wrong way
around.

CAUSES AND EFFECTS OF CLIMATE CHANGE

Glaciers are melting, sea levels are rising, cloud forests are dying, and wildlife is scrambling to
keep pace. It has become clear that humans have caused most of the past century's warming by
releasing heat-trapping gases as we power our modern lives. Called greenhouse gases, their
levels are higher now than at any time in the last 800,000 years.

We often call the result global warming, but it is causing a set of changes to the Earth's climate,
or long-term weather patterns, that varies from place to place. While many people think of
global warming and climate change as synonyms, scientists use “climate change” when
describing the complex shifts now affecting our planet’s weather and climate systems—in part
because some areas actually get cooler in the short term.

Climate change encompasses not only rising average temperatures but also extreme weather
events, shifting wildlife populations and habitats, rising seas, and a range of other impacts. All
of those changes are emerging as humans continue to add heat-trapping greenhouse gases to the
atmosphere, changing the rhythms of climate that all living things have come to rely on.

Understanding the Greenhouse Effect

The "greenhouse effect" is the warming that happens when certain gases in Earth's atmosphere
trap heat. These gases let in light but keep heat from escaping, like the glass walls of a
greenhouse, hence the name.

Sunlight shines onto the Earth's surface, where the energy is absorbed and then radiate back into
the atmosphere as heat. In the atmosphere, greenhouse gas molecules trap some of the heat, and
the rest escapes into space. The more greenhouse gases concentrate in the atmosphere, the more
heat gets locked up in the molecules.

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Levels of greenhouse gases have gone up and down over the Earth's history, but they had been
fairly constant for the past few thousand years. Global average temperatures had also stayed
fairly constant over that time—until the past 150 years. Through the burning of fossil fuels and
other activities that have emitted large amounts of greenhouse gases, particularly over the past
few decades, humans are now enhancing the greenhouse effect and warming Earth
significantly, and in ways that promise many effects, scientists warn.

Aren't Temperature Changes Natural?

Human activity isn't the only factor that affects Earth's climate. Volcanic eruptions and
variations in solar radiation from sunspots, solar wind, and the Earth's position relative to the
sun also play a role. So do large-scale weather patterns such as El Niño.

But climate models that scientists use to monitor Earth’s temperatures take those factors into
account. Changes in solar radiation levels as well as minute particles suspended in the
atmosphere from volcanic eruptions, for example, have contributed only about two percent to
the recent warming effect. The balance comes from greenhouse gases and other human-caused
factors, such as land use change.

The short timescale of this recent warming is singular as well. Volcanic eruptions, for example,
emit particles that temporarily cool the Earth's surface. But their effect lasts just a few years.
Events like El Niño also work on fairly short and predictable cycles. On the other hand, the
types of global temperature fluctuations that have contributed to ice ages occur on a cycle of
hundreds of thousands of years.

For thousands of years now, emissions of greenhouse gases to the atmosphere have been
balanced out by greenhouse gases that are naturally absorbed. As a result, greenhouse gas
concentrations and temperatures have been fairly stable, which has allowed human civilization
to flourish within a consistent climate.

Climate Change Impacts

Impacts from climate change are happening now. These impacts extend well beyond an increase in
temperature, affecting ecosystems and communities in the United States and around the world.
Things that we depend upon and value — water, energy, transportation, wildlife, agriculture,
ecosystems, and human health — are experiencing the effects of a changing climate.

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Water

Changes to water resources can have a big impact on people's lives. In some regions, particularly in
the western United States, drought is an important factor affecting communities. Less snow
accumulation in the mountains is important in the West and Alaska, where the snowpack stores
water for later use. In the Midwest and northeastern states, the frequency of heavy downpours has
increased. In many regions, floods and water quality problems are likely to be worse because of
climate change.

Food

Our food supply depends on climate and weather conditions. Although agricultural practices may be
adaptable, changes like increased temperatures, water stress, diseases, and weather extremes create
challenges for the farmers and ranchers who put food on our tables.

Health

Human health is vulnerable to climate change. The changing environment is expected to cause more
heat stress, an increase in waterborne diseases, poor air quality, and diseases transmitted by insects
and rodents. Extreme weather events can compound many of these health threats.

The Environment

Ecosystems are also affected by climate change. Habitats are being modified, the timing of events
such as flowering and egg laying are shifting, and species are altering their home ranges.

Changes are also occurring to the ocean. The ocean absorbs about 30% of the carbon dioxide that is
released into the atmosphere from the burning of fossil fuels. As a result, the ocean is becoming
more acidic, affecting marine life. Rising sea levels due to thermal expansion and melting land ice
sheets and glaciers put coastal areas at greater risk of erosion and storm surge.

WORKSHEET

Name:______________________ Score: Date:

1. How global warming is linked to extreme weather?

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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. What are the other effects of global warming?

3. What is the difference between climate change and environmental change?

4. What is the main cause of global warming?

5. How can we protect our environment from climate change? Explain briefly.

6. Are humans causing global warming? Why?

7. The deterioration of Boracay left our President with no choice but to close the island
for 6 months for rehabilitation. What should be done to make sure that what happens
to Boracay doesn’t happen to our other tourist destinations?

8. Who or what do you think is the biggest enemy of Mother Earth and why?

10. What do you think is the best way to encourage shoppers to be more environment-
friendly?

11. If you could take control over one environmental problem in the country, what will it
be and why?

Note.

Make a reflection paper regarding Environmental Climate Change for about 250 words.

REFLECTION SAMPLE

Nstp Reflection Paper

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 My NSTP during this semester is very rewarding and task oriented. I am not patient, and I
am not good at teaching, so I have a challenge. Missions are tedious every Saturday as there
are lots to do and finish. Contrary to my expectations, it brought me fun and excitement.

Become a team leader and let's do its best hard. You must have enough influence for your
members to voluntarily follow you. You must have analytical, decision-making, and attitudes.
In order to accept new ideas and innovation you must have virtue of honesty, devotion, fairness,
and open mind. When you perform your duties, you may meet classmates, what are they doing?
Show more

Before we begin today 's tutorial, we will play with our students. They are truly happy. After
that, we talked. Thanks to an interesting teacher who speaks stories, the students laughed a lot.
All the students are smart, very active, and will learn. After the story was told, all of our
teachers went to each of our students and told them the last message.

The two main problems I encountered are (1) attracting the attention of children during class
hours. However, for such age group this is normal. Nonetheless, more people need to
understand the teaching methods in this field. (2) If there is more room for better ventilation
and cooling, the venue may be better. Although they were enthusiastic about the event, the heat
of such a small room for a total of 30 people in the room caused children's discomfort. To
overcome these challenges, I must encourage children to participate and draw attention to their
children. I became their children. Instead of us, we have to direct another fan to the child, not
the instructor

It is the best lesson for you to rebuild for a better human being, helping and sharing most of
what I can do by teaching, blessing and connecting what young friends can do with NSTP. For
me, poverty is a pain in my life. Actual wealth is not measured by how much you have and how
much you have. That

 Dela Cruz Jon Nelson S. Part: Reflections of EB at NSTP - CWTS When we showed our
plans to the people of Payatas, I wonder how lucky and lucky we are and I I knew enough
money to support their needs. And some people work hard to eat three meals a day and can
afford to buy a house. We realized that we need to share our blessings with other people. I
also recognize that the plan we proposed to the people of Payatas is not easy to achieve as it
requires patience and effort. All of our plans are positive and pleasant. As I am the chairman
of any committee of the group, I can contribute by becoming a responsible leader and see
our plans for sports and teamwork. I learned many lessons and lessons from visiting the
community.

By rethinking NSTP, you can get something back into the community. It cherishes the
environment and tells us how to help others. It is very difficult and tiring, but it is worth it all
because I know that my simple action will serve many children. Looking at the faces of
children in orphanages with a big smile gave me a wonderful feeling. NSTP is a place where
people are exposed to the lifestyles of other people, and often our students become more aware
of the needs of the unhappy people. NSTP taught me to give more than I received, and we can
make these children smile their face. I understand that even the smallest things we can make
these children happy.

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I thought NSTP would be a very big burden for us, but I was asked to participate, but since I
was wrong, I learned a lot from NSTP. Most classmates. As a first year student at Miriam
University, the most important thing I learned at this event was to participate in community
activities. I learned how to help other people in need and how to understand the living situation
of each family. But, especially when you see a foster's happy face, happiness, satisfaction, and
sense of accomplishment are not disclosed after the exposure. While traveling with values, I
learned how to carry out all the tasks assigned to me efficiently and on time.

REFERENCES

https://www.essaybot.com/sample/essays/detail?id=231094
https://www.nationalgeographic.com/environment/global-warming/global-warming-overview/
https://www.noaa.gov/education/resource-collections/climate/climate-change-impacts
www.youtube.com
www.wikipedia.com.org
https://www.nrdc.org/stories/global-warming-101
Atkinson, Atkinson, Smith and Bem. Introduction to Psychology 10th edition :Harcourt
Brace Jovanavich Publishers, 1990.
Babor, Eddie R. The Human Person: Not Real but Existing: C & E Publishing Incorporated,
2001.
Boeree, George C. Personality Theories: 1988.
Effective Discipline through Filipino Values. Manila, Philippines: Rex Book Store, Inc.,1996.
Beltran, Benigno P.: “A Chinese Legend”: Modules on Good Citizenship Values. Manila,
Philippines: The Institution Building Team, 2004.

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PALARIS COLLEGES
San Carlos City, Pangasinan