PERSPECTIVE ON DISASTER shock, terror, anxiety,

disbelief, nightmares,
trauma, social
withdrawal or alienation,
 Physical perspective or depression to victims.
 Psychological For instance, a person
perspective who witnessed a loved
 Sociocultural one struggling for
perspective survival or dying in the
 Economic perspective process during a
 Political perspective disaster may be
traumatized. The
 Biological perspective
traumatic event or
situation can cause
long-term depression
PHYSICAL PERSPECTIVE and can affect the
person's well-being. Any
neglect of psychological
 Includes the visible or support could impair
tangible materials, efforts towards physical
whether natural or man- rehabilitation. This is
made, Which have been why the DSWD
affected by a disaster. becomes vital in post
The altered or removed disaster management.
structures may change This government
the landscape, Zoning, agency empowers
and accessibility of an people and aims to
area. For example, improve their quality of
Cracks or fissures on life in the aftermath of
main roads may require the disaster.
a detour or a new
access road. Hence, SOCIOCULTURAL
Changes in frequency of PERSPECTIVE
movement of people
and vehicles in the area
may eventually affect  Centers on the
zoning, Or the value and response of the people,
use of the properties whether victims or not,
within the vicinity. to emergency situations
and to the kind of
PSYCHOLOGICAL assistance they receive.
PERSPECTIVE The characteristics of
affected families such
as the religions,
 Refers to the people's customs, attitudes,
emotional, cognitive, or beliefs, and values can
interpersonal reaction to influence their approach
difficulties. Catastrophic to or their recovery from
events can cause the disaster. For
 example, a group of or large scale, Brings
people believed that the about serious economic
disaster which struck consequences. Disaster
their village was a loss is usually assessed
punishment by Mother in terms of injuries and
Nature for destroying death, Destruction of
the environment. This fixed assets and
belief impedes relief infrastructure, And
efforts because it can destruction in the flow of
overpower the need to goods and services that
be quick in responding can obviously affect
to instructions for a fast economic factors such
and organized system of as gross domestic
assistance. Another product (GDP) growth
important aspect of this rates, indebtedness
perspective is the levels, and fiscal
degree of cooperation deficits. In addition to
among community this is the demand for a
members. The level of considerable number of
social support may be humanitarian assistance
made immediately from various sectors.
sufficient and available if Media plays an
a community is united or important role in this
has a shared vision of context. Through the
recovery. In the media, A large number
Philippines, of communities may be
BAYANIHAN Has offered to participate in
always been displayed endeavors.
whenever a disaster
strikes a certain region
in the country. Termi POLITICAL PERSPECTIVE
BAYANIHAN refers to
the spirit of unity
inherent in filipinos to
help each other  Deals with how
especially in times of government services
crisis. Even Filipinos are used to reduce loss
residing abroad show or damage by preparing
some footage of work for and preventing
by participating in relief disasters. This
initiatives. perspective is critical
because in some cases,
ECONOMIC PERSPECTIVE there exist inequities In
societies that create
political prejudice in
developing plans and
 Focuses on disruption of policies related to
economic activities in disaster risk reduction
the community. and recovery plans. This
Disaster, Whether small is why it is important for
 governments to always productivity of the
consider poverty population is affected,
reduction strategies and which will then affect
their platform. Budget other aspects of the
constraint is another society.
important issue. Some
governments tend to
spend less on RISK FACTORS UNDERLYING
prevention and DISASTERS
reduction only to realize
that post-disaster
programs become more
costly because of  Housing and building
miscalculations or development
negligence.  Presence of physical
structures prone to
BIOLOGICAL PERSPECTIVE disaster risks
 Institutional framework
and system for risk
reduction and
 Takes into consideration
prevention
the potential for
infectious or
communicable diseases
after a disaster takes HOUSING AND BUILDING
place. In the aftermath DEVELOPMENT
of a disaster, Humans
and animals that have
been injured become  The pursuit of
susceptible to infections. addressing the modern-
The entry for a virulent day needs and wants of
organism in a balanced people, the environment
ecosystem becomes is put at risk. For
easier in a crowded example, In order to
area, Especially in develop a residential
evaporation and village, The land has to
distribution centers, be cleared of
Where virus vegetation, so
transmission happens excavation and leveling
through dispersal, direct must be done. In doing
contact, and biological these activities the
agents such as rodents. environment is affected.
Where medical services, The regional terrain is
sanitation facilities, and lost, and natural
recovery programs are landforms are changed.
scarce or inadequate, Plants and animals are
deaths and losses may also displayed if not
be inevitable. Ultimately, removed from their
if contagion is not habitats.
controlled, the
PRESENCE OF PHYSICAL Thus, Standards on
STRUCTURES PRONE TO building codes,
DISASTER RISKS Infrastructure planning
and financing,
emergency policies, and
other protocols changed
 Some disasters take drastically based on
place without anyone experience from a
knowing them because serious disaster. For
the sites of disaster are example, When a fire
void of any structure or claymore with an 150
community. For lives in the ozone disco
example, numerous club in quezon city in
disasters happen under 1996, More stringent
the ocean but are not rules in securing
detected. In the same building permit for new
manner, eses make commercial structures
activities that the cure in immediately took effect.
caves or areas that
inhabited by humans get
undetected. However, if
CONCEPT OF
there are structures
VULNERABILITY
such as houses,
commercial
establishments, and
other buildings on the  The International
site of a disaster the Federation of Red
effects become more Cross and Red
critical. Therefore, the Crescent Societies or
presence of the (IFRC) Defines
structures, which may vulnerability as “The
house a significant diminished capacity of
number of people, is a an individual or group to
serious consideration anticipate, cope with,
and disaster resist and recover from
assessments. impact of a natural or
man-made hazard.”
 Meanwhile, According to
the United Nations
INSTITUTIONAL FRAMEWORK Office for Disaster
AND SYSTEM FOR RISK Risk Reduction,
REDUCTION AND Vulnerability is “The
PREVENTION characteristics and
circumstances of a
community system or
asset that make it
 Some disasters may not susceptible to the
be predicted; They may damaging effects of a
only be recognized hazard.”
when they happen.
There are various factors that Population density near a
must be considered to assess hazard event
the level of vulnerability of an
area or community. These
factors can affect one another
or can lead to other factors.  Population differs from
population density.
 Population refers to the
number of individuals
 Proximity to a hazard inhabiting a particular
event space at the same time.
 Population density near If people are distributed
a hazard event evenly in an area, the
 Capacity and efficiency impact of a disaster may
to reduce disaster risk be reduced to a
 Building codes in minimum.
disaster policies  On the other hand,
Population density
Refers to the number of
individuals living in an
area in relation to the
Proximity to a hazard event size of that area. If all
individuals crowd in one
portion of a place, There
 An area frequented by a is little space and time
certain hazard to escape from a
predisposes it to high hazard.
vulnerability. An  For example, when fire
earthquake, As an (hazard) Breaks out in a
example of a hazard, Is congested slum area, It
more likely to happen in spreads quickly and
the Philippines and in easily because of the
Brazil because the lack of spacing in
Philippines is situated between the houses.
along the pacific ring of Thus, crowded
fire where frequencies communities have high
of seismic activities vulnerability to hazards.
occur. Hence, this fact
already puts the
Philippines in a Capacity and efficiency to
vulnerable situation for reduce disaster risk
seismic related events.
In the same manner,
houses, buildings, and
other structures become
 The capacity of a
vulnerable to flooding if community to reduce
they are built on disaster risk includes
floodplains. the accessibility and
availability of services
and facilities that help in
 preparing for or during  Buildings and other
disasters. The structures may increase
availability of these disaster risk. When they
resources would result fall or collapse due to a
in the ability of a hazard such as an
community to anticipate, earthquake; they can
adapt, and respond to cause injury and even
the changes in socio loss of lives in the
ecological and design of the
economic impacts that construction of
are usually experienced buildings; possible
after a disaster. hazards should be
 Fortunately, in the considered .
Philippines, super
typhoon sa may now be
accurately predicted by
the Philippine
Atmospheric,
Geophysical and
Astronomical Services
administration
(PAGASA) through the
use of modern
equipment and
technology. In recent
years, many provinces
have already set up
suitable evacuation
centers to house
families prior to the
arrival of super
typhoons. Some even
have rescue boats to
help transport people
during flooding. The
dissemination of
information and
availability of rescue
equipment provide
immediate response
during disasters, making
a community less
vulnerable.

Building codes in disaster

policies
 -embryonic
–fetal

INFANCY
- Birth to 18-24 months Time of
extreme dependence on adults
- Many psychological activities are
just beginning (Language, symbolic
thought, sensori motor coordination
& social learning)
Developmental Tasks
According to Developmental Stages EARLY CHILDHOOD
• End of infancy to 5-6 years old
Lesson 1: (preschool years-grade 1) Young
DEVELOPMENTAL TASKS children learn to become more self-
ACCORDING TO DEVELOPMENTAL sufficient and care for themselves,
STAGES develop school readiness skills and
spend many hours in play with peers
According to John Santrock there •
are 8 developmental stages in a life
span development. His research MIDDLE & LATE CHILDHOOD
focuses on family processes and • 6-11 years old (elementary school
children psychosocial development. years)
•Fundamental skills of reading,
The following are the stages of writing, and arithmetic are
development; mastered
•Child is formally exposed to larger
 Prenatal Period world and its culture
 Infancy •Achievement becomes a more
 Early Childhood central theme of the child’s world
and self-control increases.
 Middle and late
childhood
 Adolescence
ADOLESCENCE
 Early Adulthood
•10-12 years old to 18-22 years old
 Middle adulthood
•Begins with rapid physical changes
 Late adulthood
(dramatic gains in height in weight,
changes in body contour, and
PRENATAL PERIOD
development of sexual
characteristics such as enlargement
- •Development happens quickly
of breasts, development of pubic
during this stage (tremendous
and facial hair, deepening of voice)
growth from a single cell to an
•Pursuit of independence & identity
organism complete with brain and
are prominent
behavioral capabilities) •
•Time between conception and
birth
•EARLY ADULTHOOD
•Divided into 3 stages: -germinal
•Late teens or early 20s to 30s 6 Developmental Stages with
•Time of establishing personal & developmental task
economic independence, career
development, selecting a mate, •Infancy and early childhood (birth
learning to live with someone in an till 6 years old) -in this stage, the
intimate way, starting a family & child begins to learn different
rearing children. physical activities like walking,
crawling as well as starting to read
MIDDLE ADULTHOOD and forming concepts.
•40 to 60 years old time of •Middle childhood (6-12 years old) -
expanding personal & social middle childhood is then where the
involvement & responsibility child learns different physical skills
•Assisting next generation in for simple games; as well as
becoming competent & mature developing concepts for everyday
individuals, reaching & maintaining living.
satisfaction in a career
•LATE ADULTHOOD •Adolescence (13-18 years old) -
•60s and above during the adolescence period, the
•Time for adjustment to decreasing child achieves more mature
strength and health, life review, relations with others. The child gets
retirement and adjustment to new to knows oneself and prepares
social roles himself for the coming years.
•
•Early adulthood (18-30 years old) -
here one is now ready to settle
•On the other hand Robert down and begin a family as well as a
Havighurst identified six major age new life. One looks for a career to
periods. Although many theorists help in raising himself and his
are responsible for contributing to family; practicing as well socially
the Developmental Tasks Theory, it
was Robert Havighurst who •Middle age (30-60 years old) - the
elaborated on this development middle age, is where one is able to
theory in the most systematic and see clearly to his future, here one is
extensive manner. then able to help his children as well
• as other teenagers to become more
•Robert Havighurst defines responsible. Here one also is able to
developmental tasks as one that adapt to everything that is
“arises at certain period in our life, happening to him physically,
the successful achievement of which emotionally even socially
leads to happiness and success with
later tasks while failure leads to •Later maturity (60 years old and
unhappiness, social disapproval, and over) - in this stage, one is adjusting
difficulty with later task”. to the happenings of his life. Here,
Havighurst, 1972 one needs to adjust to understand
everything especially in death
(ROBERT HAVIGHURST)
Lesson 2: educational opportunities that
DEVELOPMENTAL TASK AND enhance adolescents' mastery of life
CHALLENGES BEING EXPERIENCE skills.
DURING ADOLESCENCE
What Are the Developmental Tasks
•Adolescents have one foot in Facing Adolescents?
childhood and one foot in
adulthood. •Achieving mature relations with
both sexes
•A developmental task represents •Achieving masculine or feminine
our culture's definition of “normal" social role
development at different points in •Accepting one’s physique
the life span. By understanding the •Achieving emotional independence
developmental tasks that of adults
adolescents face, parents and adults •Preparing for marriage and family
become better equipped to support life
adolescents as they strive to •Preparing for an economic career
accomplish these tasks. •Acquiring values and an ethical
•The many developmental tasks system to guide behavior
facing adolescents are challenging, •Desiring and achieving socially
but they are achievable. responsible behavior
Adolescents are getting their first
taste of independence, yet they are
not, and do not want to be, totally
independent. Parents and adults
need to provide a supportive
environment in which adolescents
may discover and explore their
identities.

•Parents and other adults who work

with adolescents walk a tightrope.
Adolescents need them to play an
active role in their lives. However,
adults also need to provide
adolescents some room to make
their own decisions and to be
accountable for the consequences
of those decisions.
•When adolescents make the wrong
decisions, they need the support
and guidance of parents and adults
to help them learn from these
experiences. By understanding the
developmental tasks of adolescents,
parents and adults can help turn
mistakes made by adolescents into
 •Focus on topic sentences in
paragraphs as they often contain
the main idea.
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SECTION 2: ACTIVE READING

STRATEGIES

•Annotate the Text:

TECHNIQUES FOR SUMMARIZING •Write brief notes in the margins to
ACADEMIC TEXTS summarize paragraphs or jot down
your thoughts.
SECTION 1: UNDERSTANDING THE
TEXT

•Pre-Reading Analysis: SECTION 3: SUMMARIZATION

•Before diving into the text, take a TECHNIQUES
moment to skim through it.
•Identify the title, subtitles, •The 5Ws and H:
headings, and any visuals. •Answer the five "W" question
•Read the abstract or summary, if (Who, What, When, Where, Why)
available. and "How"
to grasp the text's essence.

SECTION 1: UNDERSTANDING THE SECTION 3: SUMMARIZATION

TEXT TECHNIQUES

•Identify the Main Purpose: •Use of Keywords:

•Determine the primary goal of the •Identify and list crucial keywords or
text (e.g., to inform, argue, phrases that encapsulate the text's
compare, or analyze). content.
•Recognize the author's thesis
statement or research question.

SECTION 4: STRUCTURING YOUR

SUMMARY
SECTION 2: ACTIVE READING
STRATEGIES Outline the Structure:
•Create a rough outline of your
•Highlight Key Information: summary with headings and
•Use highlighting or underlining to subheadings.
mark important sentences or
phrases.
SECTION 4: STRUCTURING YOUR
SUMMARY
 you'll be better equipped to
Write Concisely: condense diverse academic texts
•Craft your summary in clear and into concise, informative
concise language. summaries. Remember, practice
•Avoid unnecessary details or and persistence are key to
jargon. mastering this skill.

SECTION 5: TOOLS AND RESOURCES

•Digital Tools:
•Utilize digital tools like
summarization software, AI-based
tools, or online summarization
generators.
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SECTION 5: TOOLS AND RESOURCES

•Peer Review:
•Share your summary with peers or
mentors for feedback and
improvement.

SECTION 6: PRACTICE AND

FEEDBACK

•Regular Practice:
•Summarize a variety of academic
texts regularly to improve your
skills.
•Seek Feedback:
•Welcome constructive criticism
and suggestions to refine your
summarization abilities.

CONCLUSION
In conclusion, summarizing
academic texts is a valuable skill
that can enhance your
understanding of complex materials
and aid in effective communication.
By employing the techniques and
strategies outlined in this report,
 Characteristics of an effective
thesis statement

Phase 1
 A strong thesis
statement usually
contains an element of
an uncertainty, risk, or
challenge, Meaning that
Thesis statement of an it should offer a debate
academic text claim that can be proven
or disproved in the
What is thesis statement? essay
 Is a statement is a
Phase 2
statement or theory that
is put forward as a  An effective thesis
promise to be statement is not just a
maintained or proved it statement of fact or a
also tells the reader description of a topic
what will be in the instead it describes for
paper. the reader what the
particular position of the
 It defines and proved
writer is on an issue or
being discussed or it
his or her interpretation
summarizes the main
of the significance of a
point of the paper it is a
particular idea
122 sentence for about
30 to 40 words long
Phase 3
 It is found at the end of  A thesis statement
the introduction and it
should not merely
presents an argument to
announce something or
the reader
state the fact rather it
 It is a road map that tells should give an essay
the reader what to tension by the dusing
expect to the rest of the ideas that me challenge
paper your readers of views
 The other parts of the
paper such as body and Phase 4
conclusion gather and  It is important that the
organize evidences that thesis statement is not
persuade the reader to to general because the
logic of interpretation right there will not have
 It often reflects an enough space to cover
opinion or judgment that every possible aspect of
a writer has made about the thesis statement
a reading or personal
experience Example number 1:
  General idea - gadgets bit to enhance
 Narrow idea - laptop understanding.

Example number 2: Example:

 General idea-  The company's
appliances advertising campaign
for children reveals
 Narrow idea- Microwave serious issues regarding
oven
the misrepresentation of
nutritional content of its
products.
Genre and type of thesis
statement
Expository essay
 Is a genre of essay that
1. Argumentative essay requires the student to
(Making a claim) investigate an idea,
2. Analytical essay evaluate evidence,
3. Expository essay expound on the idea,
4. Narrative essay and set forth an
argument concerning
Argumentative essay (Making that idea in a clear and
a claim) concise manner .
 States the topic of your  This can be
paper your position on accomplished through
the topic and the comparison and
reasons you have for contrast definition,
taking the position. example the analysis of
cause and effect and
Example: etcetera.
 Death penalty should
be implemented in the Example:
judicial system in our  The typical college
country because of the student of the 21st
increasing rate of century utilizes
heinous crimes in the technology in a variety
philippines. of ways to complete
academic assignments
Analytical essay to interact socially with
 Guys the breaking down peers and family and to
of something into parts access information.
or the discussion of
something in a way that Narrative essay
it becomes on the  Is telling a story this
section of the whole. essay is often anecdotal
 Differs from other types experiential and
of the essays in that its personal allowing
primary goal is to students to express
explain something bit by themselves in creative,
 and quite often moving Step 6 : Include an opposing
ways. viewpoint to your pinion or
main idea if applicable
Example: - This should be an
 My positive argument for the
experiences with opposing view that i'd
reading and writing missed even if you do
throughout my not agree with overall
childhood led to an viewpoint
intense interest in Example: Mobile gaming can be
literary pursuits educational
throughout my lifetime.

Thesis statement guide and

Steps to formulating a thesis models
statement
Thesis statement model #1
Step 1: State your topic
Example: Regulating children's Sample thesis statement
mobile gaming Example:
 Parents should regulate
Step 2: State your opinion or the amount of time their
main idea about this topic. children spend on
- This will form the heart mobile games
of your thesis and an
effective statement to Thesis statement model #2
express one major idea. Thesis with concession
Example: Parents should Concession
regulate the amount of time their  Means addressing an
children spend on mobile argument from the
gaming. opposing viewpoint you
can use the phrase
Step 3: Give the strongest “even though” and
reason or assertion that “while”
support your opinion  States the writer's
Example: It is not always opinion or main idea as
intellectually stimulating. rebuttal.
Step 4: Give another strong Example:
reason or assertion that
support your opinion.
 Even though mobile
gaming can be
Example: It inhibits social
educational parents
interaction.
should regulate the
amount of time their
Step 5 : Give another strong
children spend on
assertion
mobile gaming .
Example: It shortens children's
attention span
Thesis statement model #3
Thesis with reasons
  You reveal the reasons
behind the writer's main
idea or opinion using the
phrase “because”
Example:
 Parents should regulate
the amount of time their
children spend on
mobile gaming because
it shortens children's
attention span it inhibits
social interaction and it
isn't always intellectually
stimulating

Thesis statement model #4

Thesis with concession reasons
 Here you will state a
concession opposing
viewpoint and states the
reasons or arguments of
a main idea.

Example:
 Even though television
can be educational
parent should regulate
the amount of time their
children spend on
mobile gaming because
it inhibits social
interaction shortens
children's attention
spans and it is it always
intellectually
stimulating .
 INTRODUCTION - is how to start
a critique paper. It launches the
critique, setting the stage for your
analysis.

BODY - contains the supporting

paragraphs. This is where you will
provide the facts that prove your
main idea and support your thesis.

CONCLUSION - reasserts your

overall general opinion of the ideas
CRITICAL APPROACHES presented in the text and ensures
IN WRITING A CRITIQUE there's no doubt in the reader's mind
as to what you believe and why.

CRITIQUE - is a formal analysis APPROACHES IN WRITING A

and evaluation of a text, production CRITIQUE:
or performance. It is a careful
analysis of an argument to determine 1. Formalist
what is said, how well the points are 2. Feminism
made what issues are overlooked, 3. Reader-Response
what implications are drawn from Criticism
such observations and what 4. Marxist Criticism
assumptions underlie the argument. 5. Sociological Criticism
- is a systematic, yet 6. Structuralism
personal response and evaluation of 7. Gender Criticism
what you read. It shows whether or 8. Historical
not the author provided reasonable
arguments and facts for their main 1. FORMALIST - It claims that
points. literary works contain intrinsic
properties and treat each work as a
distinct work of art.
Before you start writing, it is - It posits the key to
important to have a thorough understanding a text is through the
understanding of the work that text itself: the historical context, the
will be critiqued. author, or any other external
contexts are not necessary in
-Study the work under discussion. interpreting the meaning.
-Make notes on key parts of the
work. The common aspects looked into
-Develop an understanding of the formalism are the following:
main argument or purpose being ● Central passage that sums up the
expressed in the work. entirety of the work.
-Consider how the work relates to a ● Relationship of the form and the
broader issue or context. content.
● Use of imagery to develop the
MAIN PARTS OF A CRITIQUE symbols in the work.
● Interconnectedness of various The common aspects looked into
parts of the work paradox, ambiguity reader-response criticism are the
and irony in the work following:
● Unity in the work
● Contribution of parts and the work ● The impact of the reader's delivery
as a whole to its aesthetic quality. of sounds and visuals on enhancing
● Author's techniques in resolving and changing meaning.
contradictions within the work. ● Interaction between the reader
and the text in creating meaning.

2. FEMINISM - It focuses on how

literature presents women as subjects 4. MARXIST CRITICISM
of socio-political, psychological, and - It concerned with differences
economic oppression. It also reveals between economic classes and
how aspects of our culture are implications of a capitalist system,
patriarchal. such as the continuing conflicts
between the working class and the
EXAMPLE: How our culture views elite.
men as superior and women as - Hence, it attempts to reveal that
inferior. the ultimate source of people's
experience is the socioeconomic
The common aspects looked into system.
feminism are the following:

● How patriarchal ideology is an The common aspects looked into

overpowering presence. Marxist criticism are the
● How culture determines gender following:
● How gender issues are presented
in literary works and other aspects of ● Social class of the characters
human production and daily life ● Social class of the writer/creator
● How gender equality is presented ● Social class as represented in the
in the text work
● Conflicts and interactions between
3. READER-RESPONSE economic classes
CRITICISM - It is concerned with
the reviewer's reaction as an
audience of a work. 5. SOCIOLOGICAL CRITICISM
- This approach claims - It argues that social context must
that the reader's role cannot be be taken into consideration when
separated from understanding of the analyzing a text.
work; a text does not have a
meaning until the reader reads it and
interprets it. The common aspects looked into
- Readers are therefore sociological criticism are the
not passive and distant but are active following:
consumers of the material presented
to them. ● Focuses on man's relationship to
others in society, politics, religion,
and business.
● Focuses on the beliefs and values - A key goal for historical critics
of society and how they are reflected is to understand the effect of a
in a tex. literary work upon its original
readers.

5. STRUCTURALISM - It
focused on how human
behavior is determined by
social, cultural and
psychological structures. It
tended to offer a single
unified approach to human
life that would embrace all
disciplines.
EXAMPLE: The structuralist
analysis of Donne's poem,
Good Morrow, demands more
focus on the relevant genre, the
concept of courtly love, rather
than on the close reading of the
formal elements of the text.

7. GENDER CRITICISM
- This approach "examines how
sexual identity influences the
creation and reception of literary
works."
- Originally an offshoot of
feminist movements, gender
criticism today includes a number of
approaches, including the so-called
"masculinist" approach recently
advocated by poet Robert Bly.
- The bulk of gender criticism,
however, is feminist and takes as a
central precept that the patriarchal
attitudes that have dominated
western thought have resulted,
consciously or unconsciously, in
literature "full of unexamined 'male-
produced' assumptions."

8. HISTORICAL
- This approach "seeks to
understand a literary work by
investigating the social, cultural, and
intellectual context that produced it-
a context that necessarily includes
the artist's biography and milieu."
 PERSONAL DEVELOPMENT associated with each
Quarter 1- Module 2:Developing the other.
Whole Person
4. Sensual Self
YOUR OWN THOUGHTS,  Write how you feel as
FEELINGS AND ACTIONS a sensual person.
What sense do you
ASPECTS OF YOUR DEVELOPMENT use most sight,
hearing, speaking,
smelling, touching?
1. Physical Self How do you feel about
 Describe yourself. Try the different ways you
not to censor any take in information –
thoughts, which through the eyes,
come to your mind. ears, mouth, nose,
pores, and skin? In
 Include descriptions of
what ways do you let
our your height,
information in and out
weight, facial
of your body?
appearance, and
quality of skin, hair
5. Interactional Self
and descriptions of
body areas such as  Include descriptions of
your neck, chest, your strengths and
waist, legs. weaknesses in
intimate relationships
2. Intellectual Self and relationships to
friends, family, co-
 Include here an
students and strangers
assessment of how
in social settings.
well you reason and
Describe the strengths
solve problems, your
and weaknesses,
capacity to learn and
which your friends and
create, your general
family have noticed.
amount of knowledge,
Describe what kind of
your specific areas of
son or daughter,
knowledge, wisdom
brother or sisters you
you have acquired,
are.
and insights you have.
6. Nutritional Self
3. Emotional Self  How do you nourish
yourself? What foods
 Write as many words
do you like and
or phrase about typical
dislike? What do you
feelings you have,
like and dislike about
feelings you seldom
these?
have, feelings you try
to avoid, feelings you
7. Contextual Self
especially enjoy,
feelings from your past  Descriptions could be
and present, and in the areas of
feelings which are maintenance of your
living environment:
 reaction to light,
temperature, space,
weather, colors, sound
and seasons, and your The grandson thought about it for
impact on the
environment. a minute and then asked his

8. Spiritual Self or Life Force grandfather, "Which wolf will

 This could include
your feelings about win?"
yourself and organized
religion, reactions
about your spiritual The old Cherokee simply replied,
connections to others,
feelings about your "The one you feed".
spiritual development
and history, and
thought about your
metaphysical self.

The story of the two wolves:

The grandfather’s answer "The
Managing your thoughts,
feelings and actions one you feed"
One evening an old is deceivingly simple. There are
Cherokee told his grandson
about a battle that goes on inside at least four important concepts
people.
He said, "My son, the battle is or ideas implied by the answer:
between two wolves inside us
all" The mind is not the unitary
entity it seems to us but
"It is a terrible fight and it is consists of different parts.
between two wolves. One is For example in the story
evil - he is anger, envy, there are the two wolves
sorrow, regret, greed, and the “you” that chooses
arrogance, self-pity, guilt, between them.
resentment, inferiority,
lies, false pride, superiority,
These parts of the
and ego." He continued, "The
mind/brain can interact and
other is good - he is joy,
be in conflict with each
peace, love, hope, serenity,
other i.e. the two wolves
humility, kindness,
fight for dominance over
benevolence, empathy,
our mind and behavior.
generosity, truth, compassion,
and faith. The same fight is
going on inside you - and The “you” has the ability to
inside every other person, decide which wolf it will
too." feed.
Having made a choice,
“you” can decide
specifically how to “feed” or
nurture the selected wolf.

Thoughts, Feelings and

Actions

Everyone has problems, both big

and small. To better solve your
big problem it helps to learn how
your thoughts, feelings, and
actions are connected.
Imagine you have an upcoming
test, and you think “I’m going to
fail”. Because of this thought, you
start to worry. You are so worried
that you feel sick just thinking
about the test. Because It’s
uncomfortable, you decide not to
study.
The thought (“I’m going to fail’)
led to a feeling (worry), which led
to an action (not studying. What
might have changed if you had a
different thought?

IDENTIFYING AUTOMATIC
THOUGHTS

In this example, imagine you are

thinking about an upcoming test
or exam in a challenging class. In
the left column are examples of
thoughts that you might notice
coming into your mind
automatically. You can counter
these negative thoughts with
more productive, positive
thoughts like those in the right
column.

By paying attention to your

thoughts and replacing the
negative thoughts that can
sometimes pop up automatically
with positive thoughts, you may
find it easier to cope with
worrisome or stressful situations
like tests.
Automatic Thoughts Coping Thoughts
 I’m going to fail  I probably won’t get an A, but maybe
I’ll do okay
 I’m not prepared at all –  Next time, I’ll try to be more
Why didn’t I study more? organized and start studying earlier
 Given how much I had on my plate, I
studied as much as I could have.
 I had to choose between sleeping
and studying, and I chose sleeping.
 That’s an okay choice to make even
if it means I’m less prepared.

 My Average Grade is  I’ll have to work really hard to get

going to go way down my grades back up, but I can do it.
 My teacher is going to  I should go talk to my teacher about
think I’m a slacker the test.

 My parents are going to  My family (and I) should be happy

be so pissed with my best performance – there’s
nothing else I can do but try hard.
 Why should I even  I should at least see if there is any
bother taking the test – way to reschedule the test.
 I should just skip class  I can do this! I’ve been stressed
before, and I’m generally a good
student.
 This school is too hard -  I’m at a demanding school –
This class is too hard for expectations are high, but I know I’m
me - I can’t do this getting an amazing education
 Everyone else gets this  I have strengths other than being the
stuff - I’m such an idiot - highest achieving kid in school
I bet I’m not even in the
top 10% of my class - I
can’t ever do anything
right
THE CONCEPT OF
EXPOSURE 2.Socioeconomic elements
- These comprise the institutional
Geoscience Australia defines and government systems that
exposure as “the elements at dictate the kind of well-being and
risk from a natural or man-made lifestyles of communities. All
hazard event.” These elements these can be altered, enhanced,
include the individuals; or even questioned when
Households or community; exposed to hazard. In general,
Properties; Buildings and socioeconomic elements refer to
structures; Agricultural the manner of social interactions
commodities; Livelihood; And and not the individuals or
public facilities, Infrastructure, structure that are involved in the
And environmental assets system. For example,
present in an area that are socioeconomic elements
subject to potential losses. exposed to flooding and storm
Generally, the more a community surge hazards include system of
is exposed to hazard factors, the communication and
higher the disaster risk. transportation delivery of basic
polities, goods and services,
Elements exposed to hazards network of market and trade,
stability of fishing industries and
Generally, There are three main other livelihood dependent on
elements that are considered in aquatic resources, and peace
the exposure of a community to a and order. Like any other
hazard. disaster, these socio-economic
elements may have similar
critical effects due to disruption of
1. Physical elements normal processes and activities.
- These are elements that are
tangible or can be visually seen. 3.Environmental elements
Examples are landscapes, - This includes the ecosystems
inhabitants, buildings, and other and the natural processes that
structures that make up the are exposed to hazard events .
environment. Some are organisms (i.e., , humans,
measurable, such as population animals , and plants) depend on
density. the environment for survival.
- During a hazard event, thus Human activities such as over-
physical elements that are gazing, deforestation, and
exposed to hazard may be exploitation of natural resources
altered or entirely destroyed. trip the environment of its natural
flash floods can script off the abilities to protect itself from a
topsoil, leaving it flat and barren natural hazard. The absence or
in the aftermath. Another reduced number of trees, for
example is the degrees of example, may aggravate
population density from high landslides and or flash floods.
fatality rate, resulting from The aftermath of these hazards
devastating earthquakes. may cause hazard events that
may be difficult or even
impossible to reverse.