REVIEWER IN ORAL COMMUNICATION - This type refers to communication that requires

you to deliver or send the message before or in

LESSON 1: STRATEGIES IN VARIOUS front of group
SPEECH SITUATIONS - The message can be driven by informal or
persuasive purposes
CONTEXT - “In public communication, unlike in interpersonal
- In speech is the situation that beings people to a and small group, the channels are more
conversation or a speaking event exaggerated. The voice is louder and the gestures
It refers 3 things; are more expansive because the audience is bigger.
1. The person speaking The speaker might use additional visual channels
2. The situation/event/occasion; and such as slides or a powerpoint presentation ”
3. The person(s) being addressed/spoken to (Hybels&Weaver, 2012, p 19)
Example: You deliver a graduation speech to
A person is exposed to several communication your batch
context in his or her everyday life, and these
context can either be intrapersonal, interpersonal 4. MASS COMMUNICATION
- This refers to communication that takes place
TYPES OF SPEECH CONTEXT through television, radio, newspapers, magazines,
1. Intrapersonal Communication books, billboards, internat, and other types of media
2. Interpersonal Communication Example: Robert reads a newspaper to keep
3. Public Communication himself updated with the latest issues
4. Mass Communication
LESSON 2: TYPES OF SPEECHES AND
1. INTRAPERSONAL COMMUNICATION SPEECH STYLES
- This refers to communication that centers on one
person where the speaker acts both as the sender TYPES SPEECH ACCORDING TO PURPOSE
and the receiver of the message 1. INFORMATIVE/EXPLORATORY
- “The message is made up of your thoughts and - This type of speech provides information history
feelings. The channel is your brain, which processes theories, practical applications, and etc. that can
what you are thinking and feeling” help the listener understand something that is
- There is feedback in the sense that as you talk to unknown to them or already known but not yet
yourself. You discard certain ideas and replace clearly understood
them with others. (Hybels&Weaver, 2012 p.16) - It is also meant to help the listener understand a
topic in a more in dept manner by providing the
2. INTERPERSONAL COMMUNICATION following in a organized way:
- This refers to communication between and among - New Data
people and established personal relationship - Data that are not readily to everyone
between and among them - Data already know to the audience but looked at
in a different way
TYPES OF INTERPERSONAL - This speech seeks to inform the audience about
COMMUNICATION new
1. DYAD COMMUNICATION
- This communication occurs between two people 2. PERSUASIVE
Example: Your teacher conducted a home visitation - A persuasive speech is written to persuade or
and talk with your Mother convince the listener, of the validity of the
2. SMALL GROUP COMMUNICATION speaker’s argument
- This refers to communication that involves at least - This might involve persuading someone to change
three but more than twelve people engaging in a their opinion or at the very least take into account
face to face interaction achieve a desired goal some elements that have not really been considered
- In this type all the participants can freely share before
ideas in a loose and open discussion
Example: Your group leader distributes and 3. ENTERTAINMENT
discusses your notes in your presentation - In this speech, the speaker seeks to provide
pleasure and enjoyment that make the audience
3. PUBLIC COMMUNICATION laugh or identify with anecdotal information
  If you lose your place and start trying to ad lib,
TYPES OF SPEECH ACCORDING TO the contrast in your style of delivery will alert
DELIVERY your audience that something is wrong
1. READING/SPEAKING FROM A
MANUSCRIPT SPEAKING SITUATIONS
- Implies reading a pre-written speech, paper script  When you perform in a stage play
or teleprompter  When you deliver a declamation, oratorical, or
literary piece
Description of Manuscript Speech  When an actor or actress in a scene perform a
 Speaking with advanced preparation script from memory
 Planned and rehearsed speech
 Reading a loud a written message TIPS IN DELIVERING A MEMORIZED
SPEECH
DISADVANTAGE OF MANUSCRIPT  Rehearse the speech over and over again until
SPEECH you sound natural and feel confident
 Boring/Uninteresting way to present  Observe how actors/actresses perform their
 Lacks audience rapport or connection script in a theater, television, or movie scenes

SPEAKING SITUATION 3. IMPROMPTU SPEECH

 Newscasting with a teleprompter or an autocue - Speech that is delivered on the spot with no
device chance to prepare or memorize
 Presenting the legal proceedings and redirect in
court DESCRIPTION OF IMPROMPTU SPEECH
 Reading the rules  Speaking without advanced preparation
 Unrehearsed speech
TIPS IN DELIVERING A MANUSCRIPT  Spoken coversationally
SPEECH
 Rehearse the speech over and over again until ADVANTAGE OF IMPROMPTU SPEECH
you sound natural  More focused and brief
 Observe accomplished news anchors and role  The advantages of this kind of speaking is that
how conversational they sound when they its spontaneous and responsive in an animated
deliver the news group context

DISADVANTAGE OF IMPROMPTU SPEECH

2. MEMORIZED SPEECH
 Tendency to be disorganized
- Speech that is committed and delivered entirely
 Lacks connection with the audience
from memory
 Nerve-racking for inexperienced speakers and
DESCRIPTION OF MEMORIZED SPEECH beginners
 Speaking with advanced preparation
SPEAKING SITUATION
 Planned and rehearsed speech
 In an event where you are asked to say a few
 Reciting a written message word-for-word
words
from memory
 First day at work or in class, or during an
ADVANTAGE OF MEMORIZED SPEECH interview
 Exact repetition of the written words from
TIPS IN DELIVERING A IMPROMPTU
memory
SPEECH
 Free to move around the stage
 Take a moment to collect your thoughts and
DISADVANTAGE OF MEMORIZED plan the main point you want to make
SPEECH  Thank the person for inviting you to speak
 You might end up speaking in a monotone or a  Deliver your message, making your main point
sing-song repetitive delivery pattern as briefly as you can while still covering it
 You might also present your speech in a rapid  Thank the person again for the opportunity to
“machine gun” style that fails to emphasize the speak stop talking
most important points
4. EXTEMPORANEOUS SPEECH
- A speech that is given without any special  are plans, ways, or means of sharing
advance preparation and is delivered without the information which are adopted to achieve a
help of notes and others, 3 minutes is the maximum particular social, political, psychological, and
time of preparation linguistic purpose.

DESCRIPTION OF EXTEMPORANEOUS TYPES OF COMMUNICATIVE STRATEGIES

SPEECH 1. NOMINATION
 Speaking with limited preparation  Speaker carries to establish a topic
 Guided by notes or outline collaboratively. Basically, when you use this
 Delivered conversationally strategy, you try to introduce a topic with the
 Most popular type people you are talking to.
EXAMPLES:
ADVANTAGE OF EXTEMPORANEOUS “Hey, how are you? I missed you!”
SPEECH “Have you felt the earthquake last night?”
 It promotes the likelihood that you, the speaker “There’s a new film festival next month!”
will be perceived as knowledgeable and
credible 2. RESTRICTION
 Audience is likely to pay better attention to the  It refers to any limitation you may give or
message because it is engaging both verbally create as a speaker. On some cases of
and nonverbally communication, there's instructions that must
be followed. Those instructions confine you as
DISADVANTAGE OF a speaker and limit what you can say.
EXTEMPORANEOUS SPEECH
 It requires a great deal of preparation for both 3. TURN-TAKING
the verbal and the non verbal components of  This points to the process by which individuals
the speech. Adequate preparation cannot be decide who take the conversational floor.
achieved the day before Primarily, the idea is to give all communicators
a chance to speak.
SPEAKING SITUATION
 When you are a candidate for a post in a 4. TOPIC CONTROL
student government and you deliver your  Topic Control takes how the procedure of
campaign speech before voting public formality or informality affects the progress of
 When you are assigned to report a topic in class topic in conversation
 This means that when a topic is initiated, it
TIPS IN DELIVERING AN should be collectively developed by avoiding
EXTEMPORANUEOS SPEECH unnecessary interruptions and topic shifts.
 Create an outline
 Organize your points logically (most important 5. TOPIC SHIFTING
to least important or vice versa)  Involves moving from one topic to another,
 Use facts and real-life experience as your where one part of a conversation ends and
examples where the other begins.
 Manage your time well
 Rehearse, rehearse, rehearse 6.REPAIR
 Refers to how speaker address the problems in
LESSON 3: COMMUNICATION speaking, listening and comprehending that
STRATEGIES they may encounter in a conversation
Engaging in a conversation is bound by implicit
rules and regulations. Cohen (1990) stated that 7.TERMINATION
"strategies must be used to start and maintain a  Refers to the conversation participants’ close
conversation. Knowing and applying grammar initiating expressions that end a topic in a
appropriately is one of the most basic strategies to conversation
maintain a conversation."
TYPES OF SPEECH STYLE
COMMUNICATIVE STRATEGIES
According to Martin Joos , Speech style means  This is an informal communication between
the form of language that the speaker uses which groups and peers. Casual style is used in
characterized by the degree of formality. conversation between friends and insiders who
have something to share and have shared
SPEECH STYLES background information but don’t have close
1. FROZEN STYLE relations.

 this style is also known as fixed speech, it is the EXAMPLES: phone calls, everyday conversation
highest form of communicative style which is with friends, chats,
often used in respectful situations or formal
ceremonies like Shakespearean plays, 5.INTIMATE STYLE
weddings, funerals, and more.
 Frozen speech is used generally in a very  The last type is used in talks between two very
formal setting, does not require any feedback close individuals. The use of codes, gestures
from the audience, most formal communicative and signals known only to these individual is
style for respectful situations. likely. Like casual, there is also a free and easy
participation of both speaker and listener.
EXAMPLES : Pledges, anthems, marriage  For very close relationships like couples,
ceremonies, laws, etc family, and best friends. It is also used for self-
addressed questions or self-talk, etc. Intimate
2. FORMAL STYLE speech is used in conversation between people
 this type uses formal words and expressions who are very close and know each other quite
and is mostly seen in writing rather than well because they have the maximum of shared
speaking background information.
 Formal speeches are straightforward speeches.
In this speech style, the speaker avoids using EXAMPLES: Couple talking about their future
slang terminologies, what the speaker says is plans, family sharing ideas, very close friends
something that has been prepared beforehand, sharing secrets, etc.
its complex sentence and noun phrases are well
structured, logically sequenced and strongly
coherent.
EXAMPLES: Announcements, SONA, welcome
addresses, etc

3. CONSULTATIVE STYLE
 The third level of language. It is basically
unplanned speech since the speaker uses the
participation and feedback of the listener. The
speaker will supply background information
while the listener participates continuously
 This is used in semi-formal communication,
sentences end to be shorter and spontaneous,
the speaker does not usually plan what he/she
wants to say, most operational among others.

EXAMPLES: regular classroom discussions,

doctor-patient, etc.

4. CASUAL STYLE
 this style is also known as informal style, it is
usually used between, friends, or even insiders
who have things to share. In this type, there is a
free and easy participation of both speaker and
listener.
REVIEWER IN PRACTICAL RESEARCH 2 graphically and verbally in the conceptual
Conceptual Framework. framework.
 A graphical presentation of your concepts or However, looking so broad or numerous, all
ideas on the basic structure or components of components of the study, concrete and abstract, are
your research as well as on the relationships of not extensively and thoroughly explained by the
these elements with one another. conceptual framework. Hence, there is this other
 a graph or non-prose material, specifically, a part of your research paper called theoretical
schematic diagram showing well-ordered framework.
research elements.
 giving a carefully constructed arrangement of Theoretical Framework
the components of your study, a conceptual  gives and explains the theories, principles,
framework outlined abroad or plans to shape generalizations, and research findings, which
your research. have some connection to our research study.

Purposes of Conceptual Framework Conceptual Framework

1. Conceptual framework shows the organization,  enables the readers to clearly see in their
order, and direction of your research study. minds the basic structure of the research and
2. It is an essential initial activity of your research the relationships of variables and other factual
because by means of a schematic diagram, things involved in the study.
explained verbally as well, it enables the readers to
understand the research. Theoretical Framework
3. It enables the readers to obtain a general  makes people know and understand evidence-
understanding of the research. based truths, concepts, speculations, and
4. It gives people a notion of the research activities assumptions underlying each aspect of the
you want to perform, on the manner you want to research and the relationships of these research
carry these activities out, and on the manner you features with one another.
have to prove your familiarity with your research
topic or research problem. QUESTIONNAIRE
5. It also serves the purpose of clarifying concepts  -A set of Questions designed to generate the
and their relationship with one another in a research statistical information from a specific
study. demographic needed to accomplish the
research objectives
CONCEPT MAP
 It is made up of varied figures: lines, circles, PURPOSE OF QUESTIONNAIRE
boxes, and other marks or symbols representing 1. The primary purpose of a questionnaire is to
your concepts on these varied features of your extract data from respondents. (in form of
research Interviews, Opinions, and questionnaires)
 research question, review of related literatures, 2. It is an Inexpensive way to gather data from a
research methodology, and variables, among potentially large number of respondents (by mail,
others email, or telephone)
 a conceptual framework looks like a map 3. It helps to Increase the speed and accuracy of
showing the main features of a plan or project recording
plus the relationship between or among the 4. When properly constructed and responsibly
features or variables in the research. administered It becomes a very important tool for
Through the proper connection of lines and providing a standardized data-gathering procedure
pointing of arrows to boxes and other codes
symbolizing your concepts about the research, the CHARACTERISTICS OF A GOOD
readers are able to visualize a comprehensive QUESTIONNAIRE
picture of your study 1. It deals with an important or significant topic.
2. Its significance is carefully stated on the
CONCEPTUAL FRAMEWORK VS. questionnaire or on its cover letter.
THEORETICAL FRAMEWORK 3. It seeks only that data which cannot be obtained
All your plans, concepts, or ideas about the many from the resources like books, Reports, and records.
aspects of your research are shown and clarified 4. It is as short as possible, only long enough to get
the essential data.
5. It is attractive in appearance, nearly arranged,  These are simple questions that ask respondents
and clearly stated or printed. to answer in yes or no. One major drawback
6. Directions are clear and complete, and important with dichotomous questions is that they cannot
terms are clarified. analyze the answers between yes and no, true
7. The questions are objective, with no clues, hints, or false, agree or disagree there is no scope
or suggestions. for a middle perspective.
8. Questions are presented in order from simple to 2. MULTIPLE CHOICE
complex.  When all response choices are known. When
9. Double-barrelled questions or putting two quantitative statistical results are desired
questions in one question are also avoided. 3. LIKERT-SCALE
 To assess a person's feelings about something
OPEN ENDED OR UNSTRUCTURED
QUESTIONNAIRES SA-Strongly Agree
Open-ended questions give an opportunity for the A-Agree,
respondents to express their opinions in a free- UD-Undecided/ N- Neutral
flowing manner. These questions don't have a D-Disagree
predetermined set of responses and the respondent SD-Strongly Disagree
is free to answer whatever he/she feels is right. it
can help to get true, insightful, and even unexpected SAMPLING
suggestions.  your method or process of selecting
respondents or people to answer questions
1. COMPLETELY UNSTRUCTURED meant to yield data for a research study.
QUESTIONS SAMPLE
 Such questions were asked openly to get  a unit that is selected from population
opinion or view about the aspect.  Represents the whole population
Example: What facilities do you expect from your  Purpose to draw the inference
institution? POPULATION
How can we promote women’s empowerment in  the bigger group from where you choose the
the Philippines? sample
SAMPLING FRAME
2. THEMATIC APPERCEPTION TEST  term used to mean the list of the members of
 TAT invented by (Murray, 1943) was such population from where you will get the
originally designed to measure normal sample.
dimensions of personality in the general
population. The TAT is a widely used PROBABILITY SAMPLING OR UNBIASED
projective test for the assessment of children SAMPLING PROBABILITY SAMPLING
and adults. It is designed to reveal an  involves all members listed in the sampling
individual's perception of interpersonal frame representing a certain population focused
relationships. on by your study.
 Probability sampling means that every member
3. WORD ASSOCIATE QUESTIONS of the population has a chance of being
 words are presented and the respondents selected. It is mainly used in quantitative
mentioned the first word that comes to their research. If you want to produce results that are
mind. representative of the whole population, you
need to use a probability sampling technique
4. SENTENCE, STORY, OR PICTURE
COMPLETION UNBIASED SAMPLING
 The respondent will complete an incomplete  you are able to obtain a sample that is capable
sentences, or stories or write on an empty of representing the population under study or of
conversation balloon in a picture showing strong similarities in characteristics
with the members of the population.
CLOSE-ENDED OR STRUCTURED
QUESTIONNAIRES SAMPLING ERROR
1. DICHOTOMOUS QUESTIONS  crops up if the selection does not take place in
the way it is planned.
 How numerous the sampling errors are depend
on the size of the sample. 2. SYSTEMATIC SAMPLING
 The smaller the sample is, the bigger the  for this kind of probability sampling, chance
number of sampling errors. and system are the ones to determine who
NOTE: Choose to have a bigger sample of should compose the sample.
respondents to avoid sampling errors. ;-) For instance, if you want to have a sample of
150, you may select a set of numbers like 1 to 15,
PROBABILITY SAMPLING and out of a list of 1,500 students, take every 15th
 involves random selection, allowing you to name on the list until you complete the total number
make statistical inferences about the whole of respondents to constitute your sample.
group.
NON-PROBABILITY SAMPLING 3. STRATIFIED SAMPLING
 involves non-random selection based on  the group comprising the sample is chosen in a
convenience or other criteria, allowing you to way that such group is liable to subdivision
easily collect initial data. during the data analysis stage.
 A study needing group-by-group analysis finds
TYPES OF PROBABILITY SAMPLING stratified sampling the right probability
1. SIMPLE RANDOM SAMPLING sampling to use.
 the best type of probability sampling through 4. CLUSTER SAMPLING.
which you can choose sample from a  a probability sampling that makes you isolate a
population. set of persons instead of individual members to
 Using a pure-chance selection, you assure serve as sample members.
every member get to have the same opportunity For example, if you want to have a sample of 120
to be in the sample. Here, the only basis of out of 1,000 students, you can randomly select three
including or excluding a member is by sections with 40 students each to constitute the
chance or opportunity, not by any occurrence sample.
accounted for by cause-effect relationships.
• A simple random sample takes a small, random NON-PROBABILITY SAMPLING
portion of the entire population to represent the  Non-probability sampling disregards random
entire data set, where each member has an equal selection of subjects.
probability of being chosen. Researchers can  The subjects are chosen based on their
create a simple random sample using methods like availability or the purpose of the study, and
lotteries or random draws in some cases, on the sole discretion of the
Simple random sampling happens through any of researcher.
these two methods:  This is not a scientific way of selecting
1. ) Have a list of all members of the population; respondents. Neither does it offer a valid or an
write each name on a card, and choose cards objective way of detecting sampling errors
through a pure-chance selection
2. ) Have a list of all members, give a number to TYPES OF NON-PROBABILITY SAMPLING
member and then use randomized or unordered 1. QUOTA SAMPLING.
numbers in selecting names from the list.  You resort to quota sampling when you think
you know the characteristics of the target
SIMPLE RANDOM SAMPLING population very well.
 All subsets of the frame are given an equal  In this case, you tend to choose sample
probability. members possessing or indicating the
 Random number generators characteristics of the target population.
 Using a quota or a specific set of persons
ADVANTAGES: whom you believe to have the characteristics of
 Minimal knowledge of population needed the target population involved in the study is
 Easy to analyze data your way of showing that the sample you
have chosen closely represents the target
DISADVANTAGES: population as regards such characteristics.
 Low frequency of use 2. VOLUNTARY SAMPLING
 Does not use researchers’ expertise  since the subjects you expect to participate in
 Larger risk of random error the sample selection are the ones volunteering
 to constitute the sample, there is no need for certain place, you tend to increase the number
you to do any selection process. of people you want to form the sample of your
3. PURPOSIVE OR JUDGMENTAL study.
SAMPLING
 you choose people whom you are sure could
correspond to the objectives of your study,
like selecting those with rich experience or
interest in your study.
 Purposive sampling, also known as judgmental,
selective, or subjective sampling, is a form of
non-probability sampling in which researchers
rely on their own judgment when choosing
members of the population to participate in
their study.

HOMOGENEOUS SAMPLING
 is a purposive sampling technique that aims to
achieve a homogeneous sample; that is, a
sample whose units (e.g., people, cases, etc.)
share the same (or very similar) characteristics
or traits (e.g., a group of people that are similar
in terms of age, gender, background,
occupation, etc.).

HETEROGENOUS (HETEROJINYUS)
 in statistics means that your populations,
samples or results are different. It is the
opposite of homogeneity, which means that the
population/data/results are the same.

4. AVAILABILITY SAMPLING
 the willingness of a person as your subject to
interact with you counts a lot in this
nonprobability sampling method.
 If during the data-collection time, you
encounter people walking on a school campus,
along corridors, and along the park or
employees lining up at an office, and these
people show willingness to respond to your
questions, then you automatically consider
them as your respondents.

5. SNOWBALL SAMPLING
 Similar to snow expanding widely or rolling
rapidly, this sampling method does not give a
specific set of samples.
 This is true for a study involving an unspecified
group of people.
 Dealing with varied groups of people such as
street children, mendicants, drug dependents,
call center workers, informal settlers, street
vendors, and the like is possible in this kind of
non-probability sampling.
 Free to obtain data from any group just like
snow freely expanding and accumulating at a
REVIEWER IN FILIPINO SA PILING LARANG iv. Suliranin
Abstrak-Sintesis-Buod v. Aral
Abstrak vi. Wakas
 Maikling lagom ng isang pananaliksik, tesis,
rebuy daloy ng kumprehensiya AGENDA
 Tumutulong sa mga mambabasa upang  Talaan ng mga paksang tatalakayin sa isang
madaling matukoy ang layunin ng pag-aaral pagpupulong
 Matatagpuan sa unahan ng manuskripto  Nililinaw nito ang layunin, detalye ng mga
 Protektado sa batas ng Copyright paksang tatalakayin, mangunguna, haba ng
 Humahayag ng pangunahing resulta at paksa
konklusyon ng siyentipikong artikulo DAPAT GAWIN:
 Uri ng Abstrak:  Sabihan ang mga dadalo
o DESKRIPTONG ABSTRAK  Buuin ang mga agenda naglalaman
 Limitadong abstrak o ng tatalakaying paksa
indikatib abstrak  Ipakita sa namumuno kung sang-
 Maihahambing sa talaan ng ayon sa nabuong agenda
nilalaman na nasa anyong  Tignan mabuti kung
patalata nangangailangan pa ng pagwawasto
o IMPORMATIBONG ABSTRAK  Ipamigay sa mga dadalo
 Ganap na abstrak (Complete)
 Kasama ang kaligiran, KATITIKANG PULONG (MINUTES OF THE
layunin, metodolohiya, MEETING)
resulta at konklusyon  Dokumentong nagtatala ng mahahalagang
SINTESIS diskusyon at desisyon
 Pinagsama-samang mga ideya mula sa iba’t  Ibinabatay sa adyendang inihanda ng lupon
ibang sanaysay o presentasyon  Ginagawa ng kalihim, typist o reporter
 Tungkol sa resulta ng integrasyon ng inyong  Tuwiran ngunit detalyado
narinig, nabasa  Ginagamit ang pandinig, bilis ng pagsulat at
 Ang kakayahan mong magamit ang natutuhan linaw ng pag-iisip
 Kahalagahan nito:
upang madebelop at masuportahan ang iyong
 Naipapaalam ang nangyari sa pulong
argumento  Nagsisilbing gabay upang
 INTEGRASYON- pagbibigay sara-sariling o matandaan ang napagpulungan
kani-kaniyang ideya  Mahalagang dokumento sa paglipas
ng panahon
BALANGKAS  Gawing hanguan o sanggunian sa
 Talaan ng mga aytem na nakaayos upang susunod
mapakita ang hirarkikal na ugnayan ng paksa  Batayan ng kagalingan ng
 Pangunahing hakbang sa proseso ng pagsusulat indibidwal
ng akademikong sulatin  Nilalaman:
 Maaaring papaksa o pangungusap  Paksa
 HIRARKIKAL - wastong pagkasunod-sunod  Petsa
ng bawat item  Oras
 Pook
AKADEMIK  Dadalo (Tao)
I. Panimula, Kaligiran ng Pag-aaral  Oras ng pagsimula
II. Kaugnay na Literatura  Oras ng pagtatapos
III. Metodolohiya GABAY SA PAGSULAT NG KATITIKANG
IV. Paglalahad ng Kongklusyon PULONG:
V. Lagom at Resulta BAGO ANG PULONG
1) Maghanda bilang tagatala
DI-AKADEMIK 2) Lumikha ng template para sa madaling
i. Panimula pagsulat
ii. Tauhan
iii. Tagpuan
 3) Basahin ang agenda upang madali sa o Nagsasaad rin kung bakit mahalaga
pagsunod ng daloy ang proyekto
4) Mangalap ng impormasyon tungkol sa 5. LAYUNIN
layunin, dumalo at iba pa  Gustong makamit
o AYON KAY JEREMY AT LYNN
HABANG NAGPUPULONG MINER:
1) Magpokus sa pang-unawa ng pinag-uusapan  SPECIFIC - Nakasaad ang
at sa pagtala ng mga desisyon o bagay na nais makamit o
rekomendasyon mangyari sa p.proyekto
2) Itala ang aksiyon habang nangyayari, hindi  IMMEDIATE –Nakasaad
ang tiyak na petsa kung
pagkatapos
kalian ito matatapos
 MEASURABLE - May
PAGKATAPOS NG PULONG basehan o patunay na
1) Repasuhin ang isinulat naisakatuparan ang proyekto
2) Magtanong kung mayroong hindi  PRACTICAL - Nagsasaad ng
naintindihan solusyon sa binaggit na
3) Ipabasa sa namumuno suliranin
4) Mas mainam kung mayroong numero ang  LOGICAL - Nagsasaad ng
pahina para mapadali ang pagrerepaso paraan kung paano
5) Repasuhin muli at tignan kung wasto ang makakamit ang proyekto
salita, bantas, at iba pa  EVALUABLE - Masusukat
6) Ibigay sa mga dumalo sa pulong at magtabi kung papaano makatutulong
ng kopya ang proyekto
6. PLANO NG DAPAT GAWIN
PANUKALANG PROYEKTO (PROJECT  Ang plan of action ay naglalarawan ng
PROPOSAL) isasagawa (solusyon)
 Ang panukala at isang proposal na naglalayong  Maplano ng mabuti, pagkakasunod-sunod at
ilatag ang mga plano o adhikain para sa isang taong kakailanganin
komunidad o samahan.  Makatotohanan o realistic, at ikonsidera ang
 Isang kasulatan o mungkahing naglalaman ng badyet
mga plano ng gawaing ihaharap sa tao o  Talatakdaan at ilang araw gagawin at
samahang pag-uukulan nito sa siyang tatanggap matatapos
at magpapatibay nito.
 Ayon kay BARTLE
 Kailangan magbigay ng impormasyon at 7. BADYET
mahikayat ng positibong pagtugon mula  Pinakamahalaga bahagi lalo na ang wastong
sa pinag-uukulan paglalatag ng badyet
 Ayon kay NEBIU  Talaan ng gastusin
 Detalyadong deskripsyon ng isang serye  Pag-aralang mabuti upang makatipid
ng mga aktibidad na naglalayong  Gawing simple at malinaw ang badyet
maresolba ang isang tiyak na problema  Pangkatin ang gastusin ayon sa klasipikasyon
 Madalas ito as nakasulat , minsan ito ay  Isama maging ang huling sentimo
anyong oras na presentasyon o kaya  Siguraduhing wasto at tama ang pagkakwenta
kumbinasyon ng dalawa
TALUMPATI
BALANGKAS NG PANUKALANG  Pagpapahayag ng mga kaisipan, pananaw at
PROYEKTO saloobin ng isang tao sa harap ng madla.
1. PAMAGAT NG PANUKALANG  Layunin:
PROYEKTO o Humikayat, magbahagi ng
2. NAGPADALA katotohanan, mangatuwiran, at
3. PETSA magbigay kaalaman o impormasyon
4. PAGPAPAHAYAG NG SULIRANIN  Paglalahad,pangangatwiran at pagsasalaysay
o Batay sa pangangailangang nais  Sining ng pagpapahayag ng kaisipan sa
tugunan. paraang pasalita
  Magdudulot ng sigla o lugud, papuri o paligsahan, ang mananalumpati ay tinatanggal
katuligsaan kung lalampas o kaya ay kulangin sa oras.
 Samakatwid, ang pagpili ng materyal at ang
TATLONG BAHAGI NG TALUMPATI pag-aayos ng panimula, katawan at ang
1. PANIMULA konklusyon ay apektado sa itinakdang oras.
a. Mapukaw ang interes o matawag ang Ang ikatlong kosiderasyon ay ang pag-uulit ng
pansin ng mga tagapakinig paksa. Ibig ng lupon ng inampalan na
b. Layunin ng talumpati (nakapaloob) makarinig sa mga tungkol sa magkakaparehong
2. KATAWAN O KAALAMAN paksa. Iminungkahi ni Copeland na mas
a. Gumagamit ang manunulumpati ng maganda kung orihinal at maayos ang
iba’t ibang kaparaanan para organisasyon ng pagtalakay sa paksa.
mapagtibay ang kaniyang ideya,
kaisipan at paninindigan. 3. ISANAULONG TALUMPATI
3. KATAPUSAN a. MEMORIZED SPEECH - sa
a. Nililinaw ng mananalumpati ang bahaging ito ang tagapagsalita ay
kaniyang mga paninindigan gumagawa muna ng kanyang
b. Nag-iiwan ng kakintalan o talumpati. Samakatwid, may
impresyon sa huli paghahanda na sa ganitong tipo ng
pagtatalumpati at kailangang
PAGHAHANDA NG TALUMPATI memoryado o saulado ang pyesa
1. Pagpili ng paksa bago bigkasin ang talumpati.
2. Pangangalap ng datos b. PAGBASA NG PAPEL SA
3. Pagbabalangkas PANAYAM O KUMPERENSYA–
4. Kaaya-ayang personalidad makikita sa bahaging ito ang
5. Malinaw na pananalita kasanayan sa pagsulat ng papel na
6. Malawak na kaalaman sa paksa babasahin sa kumperensya. Ang pag-
7. Maayos at angkop na kumpas oorganisa ng mga ideya at ang
8. May ugnayan sa tagapanood pagsulat ng panimula, katawan at
wakas/kongklusyon ay dapat na
URI NG TALUMPATI magkakaugnay at may kaisahan.
1. IMPROMPTU
a. Biglaang talumpati MGA KASANGKAPAN NG
b. Ibinigay rito ang paksa sa oras na TAGAPAGSALITA/MANANALUMPATI
mismo ng pagsasalita 1. TINDIG – Natural na tindig ang mas
c. Paghahanda maganda
i. Magpokus 2. TINIG – Malinaw at angkop ang tinig na
ii. Iwasang mag-isip ng gamit
negatibo 3. GALAW – Ayusin ang paggalaw lalo na
iii. Magsalita ng tuwiran kung maraming tagapakinig
iv. Magtiwala sa sarili 4. KUMPAS – Paggamit sa kamay upang
v. Magsalita nang medyo magbigay ng mga reperensiya
mabagal

2. EXTEMPORE
a. Ayon kay James M. Copeland
(1964) ang unang kahirapan sa
pagsasagawa ng pagbigkas ng
extempore ay ang kawalan ng
kahandaan sa pagbigkas
 Ang paghahanda sa ganitong tipo o uri ng
pagtatalumpati ay limitado sa oras sa pagitan
ng pagkuha ng paksa at mismong paligsahan.
 Ang ikalawang konsiderasyon ay ang
pagtatakda ng oras sa pagtatalumpati. Sa ibang
  As we share our culture with others, we were
able to pass it on the new members of society
REVIEWER IN UCSP
or the younger generation in different ways. In
1. DYNAMIC, FLEXIBLE, ADAPTIVE the process of socialization on we were able to
teach them about many things in life and equip
 This basically means that cultures interact and
them with the culturally acceptable ways of
change. Most socities interact with other
surviving, competing, and making meaningful
studies and lead to exchanges of material (e.g
interaction with others in society
tools and furniture) non material (e.g ideas and
symbols)
7. REQUIRES LANGUAGE AND OTHER
 Culture is adaptive and dynamic, once we
FORMS OF COMMUNICATIONS
recognize problems, culture can adapt again in
 In the process of learning and transmitting
a more positive way to find solutions
culture we need symbols and language to
communicate with others in society
2. SHARED AND MAY BE CHALLENGED
 A symbol is something that stands for
(Given the reality of social differentation)
something else
 As we share culture with others, we are able to
 Language is one of the key elements of culture
act in appropriate ways as well as predict how
needed for people to interact with other people
others will act. Despite the shared nature of
culture, that doesn’t mean that culture is
HOW CULTURE TRANSMITTED?
homogenous (the same). It may be challenged
1. Rituals
by the presence of other cultures and other
2. Materials
social forces in society like modernization,
industrialization and globalization
ETHNOCENTRISM/XENOCENTRISM AND
CULTURAL RELATIVISM AS
3. LEARNED THROUGH SOCIALIZATION
ORIENTATION IN VIEWING OTHER
OR ENCULTURATION
CULTURES
 It is not biological we do not inherit it but learn
as we interact in society. Much of learning
ETHNOCENTRISM
culture is unconsious. We learn, absorb, and
 Is a term coined by WILLIAM SUMMER, is
acquire culture from families, peers,
the tendency to see and evaluate other cultures
institutions, and the media. The process of
in terms of one’s own race, nation, or culture.
learning culture is known as
This rests on the belief of the superiority of
ENCULTURATION
one’s own culture or ethnic group compared to
others. While societies have the tendency to
4. PATTERN SOCIAL INTERACTION
display or manifest certain amount of
 Culture as a normative system has the capacity
ethnocentrism.
to define and control human behavior. Norms
are cultural expectations in terms of how one
XENOCENTRISM
will think, feel or behave as set by one’s
 People are highly influenced by the culture
culture. It sets the pattern in terms of what is
or many cultures outside the realm of their
appropriate or in appropriate in a given setting.
society. In this globalized society one’s
Human interactions are guided by some forms
exposure to cultural practices of others may
of standards and explain which in the end
make one to give preference to the ideas,
regularize
lifestyle and products of other cultures which is
termed by JOHN D. FULLMER as
5. INTEGRATED
xenocentrism. People who usually experience
 This is known as holism or the various parts of
xenocentrism came from a country with lower
a culture being interconnected or interlinked.
economic position as compared to the one
All aspects of cultures are related to one
preferred. This may be triggered by comparison
another and the trully understand a culture one
wherein the person sees one’s position as
must learn about all of its parts, not only a few
inferior and would like to improve one’s status
or experience a better condition compared to
6. TRANSMITTED THROUGH
his/her current position.
SOCIALIZATION
  small in built with teeth similar to the later A.
afarensis.
CULTURAL RELATIVISM
 Is the principle that an individual human’s 2. AUSTRALOPITHECUS AFARENSIS
beliefs and activities should be understood by  is the most represented australopithecine
others in terms of that individuals own culture. species.
THOUGH FRANZ BOAS coined the term the  its remains were discovered in Tanzania and
concept was popularized by his students. Ethiopia.
 Cultural Relativism highlights the perspective  it is a small hominid and the teeth were
that no culture is superior to any other culture somewhat
when comparing systems of morality, law,  large.
politics etc.  it has a small brain, about 400 cubic
 Culture is seen to have equal value. It rests on centimeters.
the idea that all cultural practices and beliefs  its arms and legs were about the same length
are equally valid and that truth itself is relative,
depending on the cultural environment. 3. Australopithecus Africanus
 Followers of the idea of cultural relativism also  was the first gracile australopithecine that was
embrace the views that religious, ethical, discovered
aesthetics and political beliefs are completely  the name australopithecus africanus was coined
relative to the individual within a cultural by Professor Raymond Dart which means
identity. It also covers ideas of moral relativism “southern ape of Africa”.
( ethics depend on a social construct)  like A. afarencis it has a small built
situational relativism (right or wrong is based  the adult australopithecus africanus were 3 ½ to
on the particular situation), and cognitive 4 ½ feet tall.
relativism (truth itself has no objective  it lived between three million and 2 million
standard) years ago.

LOOKING BACK AT HUMAN B. ROBUST AUSTRALOPITHECINES

BIOCULTURAL AND 1. AUSTRALOPITHECUS AETHIOPICUS
SOCIAL EVOLUTION  were the earliest and somewhat the least known
of the robust australopithecines.
HUMAN EVOLUTION  some of its fossils were found in Northern
 Is the evolutionary process leading to the Kenya and Ethiopia dating between 2.3 million
appearance of modern day humans. and 2.7million years ago.
 It is characterized by a number of  it is different from the other australopithecus
morphological, developmental, physiological species because of its larger dentition, and
and behavioral changes that have taken place huge cheek bones.
since the split between the last common
ancestor of humans and apes. 2. AUSTRALOPITHECUS ROBUSTUS
In human evolution, the term HOMO is used  was a new australopithecine species discovered
to determine the species of human beings. by Robert Broom.
According to anthropologists, the direct ancestors  it has larger teeth, massive jaw, and a flatter
of the HOMO SPECIES are the HOMINIDS. face than A. africanus
According to EMBER (2011), the first  it died out a million years ago and it is not
definite hominids are the Australopithecus. The ancestral to human genus, homo.
Australopithecus is divided into two groups, THE
GRACILE AUSTRALOPITHECINES and THE 3. AUSTRALOPITHECUS BOISEI
ROBUST AUSTRALOPITHECINES.  was discovered by a paleontologist named
Louis Leakey in Western Tanzania.
A. GRACILE AUSTRALOPITHECINES  it is named after a benefactor named Charles
SPECIES Boisei.
1. AUSTRALOPITHECUS ANAMENSIS  it has enormous molar teeth and expanded
 was the earliest australopithecine species. premolars, a thick and deep jaw, and thick
 they found in some locations in Northern cheek bones
Kenya.
 it lived between about 2.3 and 1.3 million years than the Neanderthals. They lived 100,000 years
ago. ago.
 also it is not ancestral to human genus or homo. The homo sapiens appeared 50,000 years
ago. It was characterized as the modern human.
HOMO SPECIES They have a dome skull, chin, small eyebrows and a
 Hominids have a brain larger compared to the rather puny skeletal.
australopithecus species which appeared about
2.3 million years ago. CULTURAL AND SOCIOPOLITICAL
 It is classified to our genus, homo. EVOLUTION
 It is divided into two species, the homo habilis NEOLITHIC REVOLUTION
and the homo rudolfensis.  In about 10,000 BCE, humans began to
 These two species were found in part of Kenya cultivate crops and domesticate certain animals
and Tanzania. like sheep, cows, and goats. This was a change
 Both have lived at the same time as the from the system of hunting and gathering that
australopithecus boisei. have sustained humans and allowed them to
survived from the earliest times. In this time
1. HOMO HABILIS period permanent settlements were established.
 appeared around 2.3 million years ago. It is sometimes called as the agricultural
 it has a larger brain and reduced the size of revolution.
molars and premolars compared to the
australopithecus.
 it has the presence of long arms just like the
australopithecus.

2. HOMO RUDOLFENSIS
 somewhat the same as the features of homo
habilis.
 many paleoanthropologist make no distinctions
between the two species.
 some say that the difference lies on their cheek,
teeth and face.

HOMO ERECTUS
 The homo erectus was the first hominid species
that was distributed in the “old world”.
 It was seen in parts of Africa and in Asia.
 It was discovered by Eugene Dubois and called
it pithecanthropus erectus at first which means
erect ape man.
 Homo erectus have smaller teeth than the other
species in the homo genus.
 The brain averages 895 to 1040 cc in size
larger than the fossils found of
australopithecines
 It is known that the homo erectus have the
capacity to control fire. With the discovery of
fire, the homo erectus survived the cold.
 Lower paleolithic tools and other artifacts were
probably produced by homo erectus.

Paleoanthropologists agreed that homo

erectus evolved into homo sapiens but somehow
have different opinions about how the transition
occurred. They have been found in many parts of
the old world. Homo sapiens may have lived earlier
EARLY CIVILIZATIONS AND THE RISE OF
THE STATE
 Started in the Indus Valley in South Asia.
 A lot are thinking that it started in Egypt but
most archeologists declare that the early
civilization started in Indus Valley.
 The people of this Indus Valley civilization did
not build massive monuments like others.

TWO OR TWIN CITIES OF INDUS

VALLEY
1.) Harappa
2.) Mohenjo-Daro
The ruins of two ancient cities, Harappa
and Mohenjo-Daro and the remnants of many
In the medieval period (500 – 1400 CE) in
other settlements, have revealed great clues to this
Europe, there were a variety of authority forms
mystery.
throughout the region. This included feudal lords,
empires, religious authorities, free cities, and other
HARAPPA,
authorities. According to Barkley (1991), “political
 was in fact, such a rich discovery that the Indus
scientists, sociologists and anthropologists began
Valley civilization is also called the Harappan
studying the state formation processes in Europe
Civilization
and elsewhere in the 1600s – beginning
Archeological records provide no immediate
significantly with Max Weber. However, state
answers for a center of power or for depictions of
formation became a primary interest in the 1970s.
people in power in Harappan society. But, there are
The question was often framed as a contest between
indications of complex decisions being taken and
a state forces and a society forces and the study of
implemented. For instance, the extraordinary
how the state became prominent over particular
uniformity of Harappan artifacts as evident in
societies.”
pottery, seals, weights and bricks

MAJOR THEORIES ABOUT THE

HARAPPAN
CIVILIZATION
 There was a single state, given the similarity in
artifacts, the evidence for planned settlements,
the standardized ratio of brick size, and the
establishment of settlements near sources of
raw materials.
 There was no single ruler but several:
Mohenjo-Daro had a separate ruler, Harappa
another, and so forth.
 Harappan society had no rulers, and everybody
enjoyed equal status. LESSON 5: SOCIAL
ORGANIZATION/SOCIAL INSTITUTION
HOW SOCIETY IS ORGANIZED
SOCIETY – is a social system that is composed of
people assigned to perform a definite task and
function in a social system called SOCIAL
INSTITUTION.
“NO MAN IS AN ISLAND.” – man has a societal
personality.

GROUP – constituted by two or more persons who

interact together and are together physically.
• REQUIREMENTS FOR A GROUP:
• two or more people
• There must be an interaction.
• Members of the group must be together
physically.

LESSON 6: Deviance and Social Control:

Sickos, Perverts, Freaks, and People like Us
DEVIANCE- the violation of social norms
STIGMA- the disapproval attached to disobeying
the expected norms
CRIME- the forms of deviance in which formal
penalties are imposed by the society
We are all deviant at some time or another and in
some places

DEVIANCE
 Deviance is a violation of ever-changing social
norms
 Deviance is culturally dependent and
historically located, exists always in
juxtaposition with some “normality”
 Deviance is socially constructed even though
some of it might be characterized as an
immoral absolute
 Deviance is overlooked in some situations

SOCIAL STRUCTURE Who/what is defined as deviant?

 Refers to the independent network of roles and  Both acts and individuals (and even entire
the hierarchy of statuses which define the groups) can be defined as deviant: “Condemn
reciprocal expectations and the power the sin, love the sinner,” “aliens”, “misfits”.
arrangement of the members of the social unit etc.
guided by norms.  Low status persons (e.g. ethnic minorities, poor
ROLE people) are more likely to be perceived as
 refers to the sum total of behavior expectations deviant, their good behavior “explained away”
and activities associated with a social position  Higher status persons (e.g. priests, doctors) are
which a holder is supposed to carry out and less likely to be defined as deviant, their bad
perform. behavior “explained away”
ROLES
 are mutually interdependent, and each STRUCTURAL-FUNCTIONALIST
individual member places his or her role in VIEWPOINT
relation to others.  Deviance serves vital functions for society
SOCIAL FUNCTION  Sets examples of unacceptable behavior
 result of action that occur in relation to a  Provides guidelines for (opposite) behavior that
particular structure and includes the results of is necessary to maintain social order
the activities of the individuals occupying  Bonds people together through their common
particular statuses. rejection of deviant behavior
FAMILY  Provides jobs for those who deal with deviants
 Basic structure in the Philippine setting.  Can signal problems in a society that need
addressed (stimulate positive change)
 Opens societies to new and creative paths of MERTON’S WAYS OF ADAPTING TO
thinking STRAIN
CONFORMITY - embracing the society's
MISCONCEPTIONS ABOUT DEVIANCE definition of success and adhering to the established
 Some acts are inherently deviant and approved means of achieving success
 Those who deviate are socially identified and INNOVATION - use of illicit means to reach
recognized approved goals
 Deviants purposely and knowingly break the RITUALISM - strict adherence to culturally-
law prescribed rules, even though individuals give up
 Deviance occurs because there is a dishonest, on the goals they hoped to achieve
selfish element to human nature RETREATISM - giving up on both the goals and
the means
MICRO-LEVEL EXPLANATIONS OF REBELLION - rejecting the socially approved
DEVIANCE ideas of "success" and the means of attaining that
SOCIAL CONTROL THEORY success, but replaces those with alternative
 our bonds with society encourage us to definitions of success and alternative strategies for
conform; with fewer bonds, we are more likely attaining the new goals
to be deviant CONFLICT THEORY
RATIONAL CHOICE THEORY  deviance is a result of social inequality
 the decision to be deviant depends upon a  Elites want to maintain control, so they define
cost/benefit analysis of sanctions what is deviant to benefit themselves and
DIFFERENTIAL ASSOCIATION THEORY deflect attention from their own behaviors
 conformity or deviance is learned from those  The greater the power differentials and
we spend time with inequalities, especially class, the greater the
LABELING THEORY conflict in a society
 behavior is not intrinsically deviant, but  Conflict is inevitable under the current
becomes deviant because it is labeled as such capitalist power arrangement
 Members of a society define (label) what is FEMINIST THEORY
deviant and impose sanctions for that behavior  abuses suffered by women are rooted in the
 Individuals who engage in primary deviance patriarchal, capitalist system
are not labeled, but those who engage in  The causes include the gendered division of
secondary deviance are labor, the separation of spheres, and the
LABELING THEORY, CON’T. socialization of children
 Being labeled can reinforce deviant behavior  Cultural attitudes toward crime against women
by: differ based on the status of women in that
 Increasing alienation society
 Forcing increased interaction with deviant  Women are less often in a position to commit
peers crimes and often commit crimes that are
 Motivating juvenile delinquents to positively different from men’s
value and identify with the deviant status CRIME AND INDIVIDUALS: MACRO-
 Deviance becomes a self-fulfilling prophecy LEVEL ANALYSIS
 Those with less power in society are more  Laws reflect the current opinion of what is right
likely to be labeled as deviants or wrong
CONSENSUS CRIMES - members of a society
MESO AND MACRO-LEVEL are in general agreement about the serious of the
EXPLANATIONS OF DEVIANCE deviant act
Structural-functionalist theories CONFLICT CRIMES - one group passes a law
ANOMIE - the breakdown of the norms guiding over which there is disagreement or which
behavior leads to social disorganization disadvantages another group
STRAIN THEORY - those with fewer resources
are less able to achieve societally shared goals and TYPES OF CRIME
may resort to deviant behaviors to achieve their  Predatory or street crime
desired goals  Victimless or public order crimes
 Hate crimes
 Organized crime
 Occupational or white collar crime  Preventative policies
 State organized crimes
 Global crimes THE FUNCTIONS OF PRISONS
 Revenge or retribution
TYPES OF WHITE-COLLAR CRIMES  Removing dangerous individuals from society
 Crimes against the company  Deterrence
 Crimes against employees (e.g., the neglect of  Despite these, nearly 75% of male prisoners
worker safety) will re-offend (high recidivism)
 Crimes against customers
 Crimes against the public ALTERNATIVES TO PRISON
 White-collar crimes are less publicized, but SOCIAL CAPITAL
ultimately more costly and more deadly than  rebuild social networks, shared norms, values,
violent predatory crimes and understanding that facilitate cooperation
within or among groups and access to
WAYS OF MEASURING CRIME important resources
 Uniform crime reports SHOCK PROBATION
 Self-reported surveys  releasing a first time offender early in the hope
 Victimization surveys that the shock of prison life would deter them
DAY TREATMENT or half-way houses
RESTITUTION
 The offender renders money or service to the
victim or community under supervised parole
to compensate the victim

LESSON 6: HUMAN RIGHTS
 Triangulation is best!
Human rights are generally
defined as those rights, which are inherent in our
WORLD SYSTEMS PERSPECTIVE
nature, and without which, we cannot live as human
 The cause of deviance lies in the global
beings.
economy, inequalities between countries, and
- United Nation
competition between countries for resources
and wealth
Human rights are supreme,
 Capitalism has caused inequality to rise
inherent, and inalienable rights to
between core and periphery nations
life, dignity and self-development.
 Periphery nations may resort to unconventional
It is the essence of these rights that
means to meet their goals
makes man human.
DEALING WITH CRIME
-Philippine Commission on Human Right
STRUCTURAL-functionalist- the justice system is
important for maintaining order in society
International norms that help to
CONFLICT- the criminal justice system presents
protect all people everywhere from
crime as a threat from poor people and minorities
severe political, legal, and social
and disproportionately arrests and sentences them
abuses.
PRISONS AND JAILS
http://plato.stanford.edu/entries/rights-human/
TOTAL INSTITUTION
 completely controls the prisoners’ lives and
regulates all of their activities
DEGRADATION
 mark the inmate as deviant
MORTIFICATION
 break down the individual’s original self as the
inmate experiences resocialization
 Incarceration rates have increased
 “Get tough on crime”
 “War on drugs”
  Everyone is equal before the law and is
entitled to equal protection or the equal benefit
of the law.
AS ECONOMIC, SOCIAL AND CULTURAL
RIGHTS
 Considered to be more of standards to be
observed by the State
 Freedom from detention, torture and other
forms of political repression will be
meaningless when people are hostage to
hunger, disease, ignorance and unemployment.

AS WORKERS’ RIGHTS
CATEGORIES OF HUMAN RIGHTS  Includes the right to association, the right to
 As Fundamental Freedom in Political Rights organize unions, to bargain collectively, the
 As Democratic Rights prohibition of employment of children, and the
 As Mobility Rights guarantee of minimum wages and other
 As Right to Life, Liberty and the Security of support.
the Person AS ABORIGINAL RIGHTS
 As Legal Rights  Associated with the rights of indigenous
 As Rights of Equality cultural tribes or communities
 As Economic, Social and Cultural Rights AS REPRODUCTIVE RIGHTS
 As Workers’ Rights  Includes the right to found a family and bear
 As Aboriginal Rights children, to gender sensitivity and the
 As Reproductive Rights biomedical technology, and to family planning
 As Protective Rights of Persons in Armed AS PROTECTIVE RIGHTS OF PERSONS IN
Conflicts ARMED CONFLICTS
 As Right of Self-determination  Rights provided in the international
 As Minority Group Right humanitarian law for the protection of
children, women and non-combatants during
AS FUNDAMENTAL FREEDOM IN internal armed conflicts
POLITICAL RIGHTS AS RIGHT OF SELF-DETERMINATION
 The Bill of Rights in the Philippine  This rights was asserted by colonial peoples in
Constitution contains these fundamental their struggle for independence
freedoms  Right of people to be free from colonial rule
AS DEMOCRATIC RIGHTS and decide their own destiny (Article II,
 Rights that are commonly exercised in a Section 7, Philippine Constitution)
democratic state AS MINORITY GROUP RIGHT
AS MOBILITY RIGHTS  These rights include the protection of ethnic,
 Right to travel and return to one’s country, and linguistic and religious minorities (Article XIV,
the freedom to movement within the country Section 7, Philippine Constitution)
 National as well as international in character
AS RIGHT TO LIFE, LIBERTY AND THE ORIGIN OF HUMAN RIGHTS IN THE
SECURITY OF THE PERSON PHILIPPINES
 Represents the core of fundamental rights 1896
which relate to the right to physical and  Educated Filipinos were already aware of the
personal integrity, consistent with human basic constitutional guarantees mentioned in
dignity. the American and English Bill of Rights
AS LEGAL RIGHTS
 Rights that constitute due process that can be JUNE 2O, 1899
invoked by persons accused  Malolos Constitution was adopted,
AS RIGHTS OF EQUALITY establishing a Republican government,
 Right against discrimination contained several provisions on civil and
political rights, guaranteeing freedom from
arbitrary arrest and detention, freedom from
 searches and seizures, freedom to choose home
and freedom of religion.

1901
 Upon assumption of U.S. sovereignty over the
Philippines, President McKinley directed
application of the American Bill of Rights
through his Instruction to the Philippine
Commission
 Said principles were reiterated in the Philippine
Bill of 1902, the Philippine Autonomy Act of
1916 (Jones Law), and the Philippine
Independence Act of 1934 (Tydings- Mcduffee
Law)

1935
 The first Philippine Constitution was adopted

1937
 Philippine constitution was reiterated
 Bill of Rights included which are now known
as civil and political rights

1942-1944
 Filipinos were temporarily deprived of the
enjoyment of the civil and political rights
(military rule of Japan)
1945
 Civil and political rights of Filipinos restored

1970’s
 Rule of President Ferdinand Marcos
 Filipinos were again subjected to violation of
human rights

1986
 EDSA Revolution
 A new resolution was adopted which took
effect the following year

1987
 The new constitution categorically states that
the State values dignity of every human person
and guarantees full respect for human rights
(Bill of Rights).
 interactions between the hormones, glands, and
nervous system where the adrenal gland drives
the production of “cortisol” or between known
as the “stress hormone”.
 The production of cortisol enables a person’s
body to produce the energy it needs to gear it
toward action. Another response of the body
similar to the production of cortisol is the
release of substance called norepinephrine,
which triggers the body’s reaction, such as
increased heart rate, higher blood pressure, and
respiration, to prepare the body for action.
 The adolescent’s physical response to stress is
faster than that of an adult simply because the
part of the adolescent’s brain, the prefrontal
cortex, that assesses danger and directs action
during stress is not yet fully developed.
Prolonged or chronic situations that involve
both cortisol and norepinephrine will eventually
affect the body to wear down fast. This is the reason
why prolonged or chronic stress often causes
fatigue, aging, and illness caused by low immune
system.

STRESS AS RELATIONAL
REVIEWER IN PERDEV  Stress is relational is when a person
STRESS experiencing stress takes a step back to look at
 is defined as a reaction of the mind body to a the situation that is causing the stress, and
stimulus that disturbs the well-being, state of assessing it. Assessment here means that when
calm, or equilibrium of a person. There is a a person allows reasoning to prevail and weigh
common belief that stress is unhealthy, but the relevance or irrelevance of the situation.
discussions among experts conclude that this is  If the relevance is positive, the person will look
not entirely the case. at the situation in a more positive light. If the
Psychologists have agreed that small and relevance is negative, this will produce
sporadic amounts of stress can be helpful and negative emotions that may lead to stress.
beneficial to individuals, while excessive amounts An example of this is a flight delay
of stress sustained over a lengthy period of time can  A positive relevance to this will have the
be destructive to both physical and mental health. person thinking this is one situation he has no
control of, and there may be a purpose why it is
POINTS OF VIEW ABOUT STRESS happening.
STRESS AS STIMULUS  A negative relevance will produce agitation and
 stimulus as defined as something that urges impatience, blaming the airline or whoever is
something else to happen, develop, or become responsible for the delay which may result to
more active. Stress is stimulus when there is a lost of opportunities.
relational condition between persons and the
situations they are in (Feist and Rosenberg BRAIN
2012).  Chronic stress can lead to poor concentration,
 As a stimulus, stress is caused by situations that low mood, personality changes and may ever
may be life threatening or life changing, such damage brain cells.
as separation, moving into a new home, or MOUTH
having a new job. These conditions or events  Mouth ulcers, dryness and even speech
are called stressors. impediments can be affected by chronic stress
STRESS AS RESPONSE REPRODUCTIVE SYSTEM
 Stress as a response is the way the body reacts  Recurrent vaginal infections, problems with
to the challenging situations. This involves getting pregnant and giving birth and disrupted
 menstrual cycles are issues in women.
Impotence and premature ejaculation can result POSSIBLE STRESSORS OF A HIGH
in men. SCHOOL STUDENT FACES
MUSCLES 1. SCHOOL DEMANDS AND
 Negative emotions are stored as tension in EXPECTATIONS
muscles and can lead to muscles spasms,  Quizzes and tests, home works and projects,
chronic pain, fatigue, and even tics and oral recitation, quarterly and final exams, and
tremors. grades most specially, epitomize the kind of
SKIN AND HAIR stressors adolescents have when it comes to
 Eczema, acne and psoriasis can be triggered by studying.
negative emotions and periods of chronic  Although grades are not the only gauge of what
stress. High stress levels can cause hair loss one has learned, it is what the educational
and even baldness. system relies on when trying to measure one’s
LUNGS learning capacity.
 Chronic stress can trigger asthmatic symptoms  Graduating senior high school students feel the
like wheezing and bronchodilation stress more than any other year level. The
HEART question that lingers on their minds is whether
 Excessive adrenaline and cortisol production one will graduate on time or not. Apparently,
from negative emotions and stress can lead to academic failure to most students is never an
hypertension, cardiovascular diseases putting a option.
strain on your heart. 2. SELECTING A SCHOOL, COLLEGE
DIGESTIVE TRACT COURSE, OR CAREER
 Negative emotions keeps the body in stress  A high school student who just graduated faces
mode directing blood flow away to digestive more demanding challenges, and the first of
disorders like indigestion, IBS and excess acid these are the entrance exams to whatever
causing heart burn and even ulcers. school or university, and the course that they
HEALTHY STRESS will choose. Deciding what course to take is
 There are certain type of stress that can benefit another stressor that is similar to taking
a person. Stress that is short and sporadic can entrance examination.
propel a person to a necessary action. These  Oftentimes, fresh graduates have gone through
type of stress can motivate, energize, and spur several aptitude tests conducted in high school
an individual into fruitful action. to help them define what their interest are and
what are probable college course fits their
Bad stress can be transformed into good interest.
stress depending on how individual assesses the  Unfortunately, there is need for more relevant
situation. Adolescent students, who are in constant information describing the kinds of jobs that
stressful situations particularly related to school are available to college graduates.
work and relationships, should learn more coping  This is another reason why high school
mechanism to assist them in their development graduates also go through a guessing game as
toward a healthy adult life to where and what they will end up doing after
college.
What are the usual stressors of middle and late 3. SEPARATION ANXIETY
adolescents?  High school graduation, to some, means
The Mayo Clinic in the United States temporary ending or separation from some of
identified two sources of stressors as external and their friends. There is a possible scenario that a
internal source. best friend might move to another place to
EXTERNAL STRESSORS are those that comes study or move another school. Technology
outside of you like situations, people, and might ease the pain of separation, by simply
experiences. going online, texting, calling to get instant
INTERNAL STRESSORS are those coming from connection with someone who is sorely missed.
within you, like thoughts that you have that caused 4. COLLEGE LIFE
you to feel fearful, uncertainties about the future,  The prospect of being by themselves in a new
lack of control over situations, and even the school in college and meeting and adjusting to
personal beliefs, which include your own new people is another cause of stress for
expectations graduating senior students.
 The unfamiliarity of a new environment can schools are aware of the presence of bullying
bring stress to adolescents as they set their foot and have policies dealing with it. If you are
in college being bullied, either physically or verbally,
5. ROMANTIC RELATIONSHIP OR THE report this to your teacher, the school principal,
LACK OF IT and your parents.
 Adolescents have a tendency to feel awkward
when they are not in a special relationship with HOW TO COPE WITH STRESS?
someone. Somehow, having an intimate  Coping is a very important mechanism in
relationship is a status symbol that says one is dealing with stress.
good looking, interesting, and attractive  It can help in avoiding the damages that may be
6. FAMILY DEMANDS AND brought about by severe or chronic stress to
EXPECTATIONS your health and well-being.
 The adolescents is still learning and yearning  Coping can be problem-focused, when
for independence and autonomy, but parents remedies or solutions are thought of to change
may not be ready to relinquish control over the situation to lessen the stress, or emotion-
their “baby”. focused, when the objective is to lessen the
 This is why conflicts sets in. There is also emotional impact caused by the stressful
rebellion in the mind of adolescents, to go to situation. (Feist and Rosenberg 2012)
against the norm and set their own norms that  Coping may also be a combination of both
may not be agreeable to the parents. problem-focused and emotional-focused
 There are still parents who think they know remedies.
better than their children and so they decide for . 1. CONDUCT CREATIVE IMAGERY OF
them on critical issues. An example is hat THE PROBLEM
course to take in college. Parents who believe  look at the stressor as a relational situation
that there is no future in music or designing where you can assess and change the way you
career can overrule a highly creative and look as the stressful situation
sensitive adolescents who may wish to take up 2. SEEK GROUP OR SOCIAL GROUP
music or designing arts.  talk to people you know and trust, surround
 Encouragement to take up another course, like yourself with friends who can offer you sincere
the one that may be similar to one or both understanding and empathy. Talk to an adult
parents, for example, medicine, usually and share your thought and feelings.
happens. 3. GET INTO RELAXATION ACTIVITIES
 Parental expectations are difficult to meet,  Get into relaxation activities like breathing
especially if these counter one’s self-identity exercises, regular physical exercise, meditation,
7. HEALTH CONCERNS yoga, self-hypnosis, reading a good book, or
 To some adolescents, health may be a problem. listening to relaxing music.
Heath problems may run a gamut of varieties, 4. CREATE A SITUATION WHERE YOU
such as unwanted pregnancy, HIV and other CAN FEEL MORE RELAXED
sexually transmitted diseases, unhealthy  create a situation where you can feel more
lifestyles such as poor eating and sleeping relaxed like a quiet environment or a
habits that often lead to lifetime diseases, and comfortable position, and project a passive
so on. attitude toward the stressor.
8. DEMANDS OF SOCIAL LIFE 5. LEARN TO MANAGE YOUR TIME
 There is a common thinking among adolescents  analyze how much time you are spending for
that it is embarrassing to be alone. That is why studying, for being online, for texting or
the need to belong is significantly important for calling, for watching TV, and see where you
adolescents. are spending more time.
 In order to become part of a group, the 6. EAT PROPERLY
individual has to have a common interest with  select nutritious, healthy food. Eat regular and
the other members of the group like being in avoid skipping meals
the honor’s list, singing, dancing, and sports.
9. BULLYING EDWARD GARDNER’S MULTIPLE
 Being bullied in school can be very stressful INTELLIGENCE THEORY
and may cause emotional and psychological
trauma to the individual experiencing it. Many
  singing,
 playing musical instruments,
 recognizing sounds and tonal patterns,
 composing music, and
 remembering melodies.
5. BODILY KINESTHETIC INTELLIGENCE
 Bodily Kinesthetic Intelligence is the ability to
control body movements and handle objects
skilfully.
 They express themselves best through
movement because of their good sense of
1. LINGUISTIC INTELLIGENCE balance and hand-eye coordination.
 Linguistic intelligence is the ability to use  Through interacting with the space around
words in both oral and written communication. them, they are able to process information.
 People with this ability think in words rather Their skills include:
than visuals.  dancing,
They are good in:  physical coordination,
 listening  sports,
 Speaking  crafts,
 Writing  acting,
 discussing, and  miming, and
 other language skills.  using their hands to create or build.
2. LOGICO-MATHEMATICAL 6. INTERPERSONAL INTELLIGENCE
INTELLIGENCE  Interpersonal Intelligence is the ability to relate
 Logico-mathematical Intelligence is the ability to and understand other people.
to reason, apply logic, and work with numbers.
 They think in logical and numerical patterns,  They can sense feelings, intentions, and
making connections between pieces of motivations and are adept at recognizing non-
information. verbal language, for example body language.
Their skills include: Their skills include:
 problem solving  seeing things from other perspectives,
 classifying and categorizing information  listening,
 thinking logically  using empathy,
 Questioning  understanding other people's moods and
 carrying out investigations feelings, and
 performing mathematical calculations, and  communicating both verbally and non-verbally
 working with geometric shapes. 7. INTRAPERSONAL INTELLIGENCE
3. VISUAL-SPATIAL INTELLIGENCE  Intrapersonal Intelligence is the ability to
 Visual-spatial Intelligence is the ability to understand ourselves, who we are, and what
perceive the visual they tend to think in makes us the way that we are.
pictures and need to create vivid mental images  They recognize their own strengths and
to retain information weakness
Their skills include:  have a capacity for self-analysis
 understanding charts and graphs  awareness of their inner feelings, desires and
 Sketching dreams,
 Painting  evaluating their thinking patterns and reasoning
 creating visual images with themselves
 constructing and fixing design 8. NATURALISTIC INTELLIGENCE
4. MUSICAL INTELLIGENCE  Naturalistic Intelligence is the ability to
 Musical Intelligence is the ability to produce recognize and categorize things. They are
and appreciate music. lovers of nature and see patterns on how nature
 These musically inclined people think in works
sounds, rhythms, and patterns.  Exploring
 They immediately respond to music either  Gardening
appreciating or criticizing what they hear.  Fauna
Their skills include:
 Flora to show the cross-linkages. This helps you to
 Observing see how one part of the subject affects another.
 Natural events

HOW TO ENHANCE BRAIN FUNCTIONS?

There are many ways to enhance brain functions.
Some of these are maintaining healthy lifestyle: SALOVEY’S FIVE DOMAINS OF
 eating right amount of food, EMOTIONAL INTELLIGENCE
 exercising, and 1. KNOWING ONE'S EMOTIONS OR SELF-
 sleeping on time. AWARENESS
 One of the ways on how to help adolescent  Self-awareness brings with it the skill for self-
students to improve their brain functions and to reflection. It is about a person who recognizes
retain easily the concepts they are studying is an emotion being felt, and is able to verbalize
by developing mind maps it, by saying, "I am experiencing anger" or "I
 British psychology author and consultant, am angry" at the peak of one’s rage.
TONY BUZAN, who also developed the  This is about knowing how we feel and the
techniques in creating such map, popularized thought behind the feeling. According to
the use of the phrase “MIND MAP” MAYER, when one recognizes this emotion,
Mind maps are useful during: there is also a desire to get rid of it or get out of
 brainstorming sessions, that situation. When this happens, this is seen
 making decisions, as a sign that the neocortex is gaining some
 organizing information, control over the amygdala.
 simplifying complex ideas, 2. MANAGING EMOTIONS
 note-taking, and  Goleman points out that we often have very
 even for personal use. little or no control when an emotion occurs and
what this emotion will be, but we can have
UP3US control on how long an emotion will last.
1. USE WORDS OR SINGLE PHRASES 3. MOTIVATING ONESELF
SINGLE  Research studies have shown that hope is a
 Many words in normal writing are padding, as major indicator of emotional intelligence. Hope
they ensure that facts are conveyed in correct is the element present when one is fighting
context, and in format that is pleasant to read. some overwhelming anxiety, a defeatist
In mind maps, single, strong words, and short attitude, or depression.
meaningful phrases can convey the same 4. RECOGNIZING EMOTIONS IN OTHERS
meaning more potently. Excess words just  The capacity to recognize the emotions in other
clutter the mind map. people is called empathy. According to
2. PRINT WORDS Goleman, the root cause of our capacity to
 Joined up or indistinct writing is more difficult empathize is self-awareness. If we recognize
to read our own emotions and how these affect us, then
3. USE COLOR TO SEPARATE DIFFERENT it will be easier to recognize other people's
IDEAS emotions as well
 This will help you to separate ideas where 5. HANDLING RELATIONSHIPS
necessary. It also helps you to visualize the  Emotional intelligence is also evident in the
mind map for recall. Color can help to show the way we manage our relationships with others.
organization of the subject Howard Gardner, the proponent of multiple
4. USE SYMBOLS AND IMAGES intelligences, and hiscolleague, Thomas Hatch,
 Pictures can help you to remember information came up with four components of social
more effectively than words, so if a symbol or intelligence (or interpersonal intelligence).
picture means something to you, use it. (You
can use photo libraries like iStockPhoto to BENEFITS OF EMOTIONAL
source images inexpensively) INTELLIGENCE
5. USE CROSS LINKAGES It is often believed that Emotional Intelligence
 Information in one part of a mind map may (El) or also referred to as EQ (Emotional Quotient),
relate to another part. Here, you can draw lines is more important in achieving success in one's
career or personal life than IQ. While a high 1Q is
not a surefire element to one's success, EQ has been sensual pleasure, thrill, rapture, gratification,
identified as the foundation in developing important satisfaction, euphoria, whimsy, ecstasy; and to its
skills necessary for one's success at work extreme, mania
A. PHYSICAL AND MENTAL HEALTH
 Emotional intelligence equips one with tools in LOVE: acceptance, friendliness, trust, kindness,
managing stress; and stress, which usually affinity, devotion, adoration, infatuation, and agape
brings discomfort and illnesses, can be avoided.
For mental health, emotional intelligence works SURPRISE: shock, astonishment, amazement, and
well when dealing with frustrations and wonder
challenges, providing the individual with plenty
of healthy coping mechanisms.
B. WORK PERFORMANCE
 Either in school if you are still a student, or at
work, if you are already employed. El helps in
understanding people and situations more
objectively and with more understanding and
compassion. Emotions that are managed well
relieve one from stressful situations and
misunderstandings with others.
C. RELATIONSHIPS
 Interpersonal relationships are enhanced
because emotions are expressed in a more
positive way, and with empathy, genuine caring
is expressed and shared. El also builds trust so
that conflicts are managed better.

ROBERT PLUTCHIK
 theorized that emotions are multi-dimensional,
or having various intensities, identified these
as: ADORATION, ECSTASY,
ANTICIPATION, RAGE, DISGUST,
GRIEF, SURPRISE, and FEAR.
Each of colors these eight basic emotions have
varying intensities, starting with the most intense at
the center of the circle with the most intense
(Plutchik's Wheel of Emotions), to the least intense
of emotions within that category

EIGHT MAIN FAMILIES OF EMOTIONS

ANGER: fury, outrage, resentment, wrath,
exasperation, indignation, vexation, acrimony,
animosity, annoyance, irritability, hostility; and to
its extremes, hatred and violence

SADNESS: grief, sorrow, cheerlessness, gloom,

melancholy, self-pity, loneliness, dejection, despair;
and in extreme, depression

FEAR: anxiety, apprehension, nervousness,

concern, consternation, misgiving, wariness, qualm,
edginess, dread, fright, terror; and in extreme,
phobia and panic

ENJOYMENT: happiness, joy, relief,

contentment, bliss, delight, amusement, pride,