Prepared by:

NOLI A. SOREÑO
Instructor

1
 MODULE
NSTP-CWTS
DEVELOPED BY:
NOLI A. SOREÑO
SY. 2022-2023

Course Title:NSTP
Course No:NCM 107
Course Description: The CWTS I is a three (3)- unit- academic course fir students who opted to take the CWTS components
of the NSTP. Orients and trains students in programs or activities that contribute to the general welfare and the betterment
of the life for the members of the community or the enhancement of its facilities, especially those devoted to improving
health, education, environment,, entrepreneurship, safety, recreation and moral of the citizenry.
Course Credit: 3 units (153 hours)
Placement:First Year, First Semester
Pre-requisites: NSTP-CWTS

Institutional Outcomes:
1. Graduates can display Christ-like characters in the practice of their profession, endowed with faithful service for God and
humanity.
2. Graduates can demonstrate competence in their knowledge and skills with positive attitude in their respective workplace
exercising the principles, values and identity of PAC.
3. Graduates can demonstrate and share their knowledge, skills and attitude with expertise and specialization.
4. Graduates can apply appropriate knowledge utilizing creative and critical thinking skills in dealing simple to complex
problems.
5. Graduates have the ability to communicate English language and language major using simple to complex concepts,
such ability to understand and write reports and documentation and have the ability to give feedback effectively and
efficiently to instruction given.
6. Graduates can conduct research, investigations and designs in a broad range of context.
7. Graduates have the ability to engage activity in different workplace with respect to different cultural orientations.
8. Graduates can understand and practice the highest standard of ethical, social, professional roles and responsibilities.
9. Graduates have the ability to work harmoniously, effectively and efficiently as member and leader of the team.

2
10. Graduates who have the ability to identify and to address their educational needs by upgrading their skills and
competence and to allow them to contribute to the advancement of knowledge. Has the capacity to engage self-reflection
and lifelong learning.
11. Graduates can serve globally competitive, productive and useful to community and mankind.
12. Graduates can practice healthy lifestyle and demonstrate safety procedure and practices in their workplace.
13. Graduates can demonstrate and apply knowledge, skills, and attitude based on Philippine Qualification Framework as
mandated by DepEd, TESDA, CHED and other agencies.
14. Graduates can appreciate and demonstrate strong to manage and facilitate in increasing participation and involvement
in achieving ASEAN goal and objective that can accelerate economic, and social growth of the country.

PAC CORE VALUES

P- Professionalism and Academic A- Accountability and Integrity – As C-Committed to Serve God and
Excellence- We shall perform and faculty and staff are held Mankind – We shall serve God with
discharge our duties and responsible in our professional, full commitment and dedication, as
responsibilities with professionalism, personal and spiritual growth. to serve students, parents and
devotion, dedication and excellence; Serving with integrity and with mankind. Committed to prepare
in teaching and delivering quality strong relations to God and with students to serve with excellent
services at all times. faithful adherence to the word of performance and with distinctive
God. behavior as they practice their
profession.

Program outcomes:
1. Apply knowledge of physical, social, natural and health sciences, and humanities in the practice of NSTP.
2. Apply the concepts and principles of stewardship learned in NSTP toward the conservation and restoration of
environment.
3. Show understanding of the National Service Training Program (NSTP).
4. Promote and integrate values education, transformational leadership, and sustainable social mobilization for youth
development, community-building, national renewal, and global solidarity.

Level outcomes:
At the end of the semester the students are expected to recognize the Civic Welfare Training Service (CWTS) as the
components of NSTP that aims to help alleviate social problems through the different community service.

Course Outcomes:
1. Show understanding of the National Service Training Program (NSTP);
2. Recognize the Civic Welfare Training Service (CWTS) as the components of NSTP that aims to help alleviate social
problems through the different community service.
3. Express commitment to be actively involved in various community services.
4. Describe the nature of the human person.
5. Identify the importance of a person’s ability and capacity.
6. Describe a person’s unique qualities that make him/her a productive social being.
7. Define and expound on the nature and philosophical values of being a Filipino.

3
MODULE 1: NATP Program (RA 9163)………………………………………………………………………
Lesson 1: NSTP Components…………………………………………………………………………
Lesson 2: Coverage of the NSTP Law……………………………………………………………….
Lesson 3: NSTP- CWTS Vision………………………………………………………………………..
Lesson 4: NSTP-CWTS Mission……………………………………………………………………….
Lesson 5: NSTP- CWTS Core Values………………………………………………………………..
Lesson 6: NSTP Minimum Standard………………………………………………………………….

MODULE 2: The Nature of Human Person……………………………………………………………….

Lesson 7: The Human Person……………………………………………………………………….
Lesson 8: Characteristics of Human Person……………………………………………………….
Lesson 9: Biblical Views……………………………………………………………………………….
Lesson 10: Philosophical Views …………………………………………………………………….
Lesson 11: Classical Greek Views………………………………………………………………….
Lesson 12: Sociological Views……………………………………………………………………….
Lesson 13: Hierarchy of Needs………………………………………………………………………

MODULE 3: Values Development for Citizenship Training……………………………………………

Lesson 14: The Preamble……………………………………………………………………………..
Lesson 15: Philosophy of Values…………………………………………………………………….
Lesson 16: Filipino Values…………………………………………………………………………….
Lesson 17: Good Citizenship Values ………………………………………………………………..
Lesson 18: Roots of the Filipino Character…………………………………………………………
Lesson 19: National and Patriotism………………………………………………………………….
Lesson 20: Development of National and Patriotism in the Philippines
Lesson 21: Personal Development Plan

CHAPTER I: Leadership Training

Human Behaviour
Motivation
Good leadership
Characteristics of a Good Leader
Transformational Leadership
Transactional and Transformational Leadership
Behaviours of a Transformational Leadership
Four Components of Transformational Leadership
Leadership Development
Virtuous Cycle of Leadership Control
Seven Habit of Highly Effective People
Teamwork
Time Management

4
 College Department
NSTP-CWTS
Module-I

NSTP PROGRAM (RA 9163)

Learning Objectives
At the end of this chapter, the learners are expected to:
1.show understanding of the National Training Program (NSTP);
2. recognize the Civic Welfare Training (CWTS) as the component of NSTP that aims to help alleviate
social problems through the different community service; and
3. express commitment to be actively involved in various community service.

NSTP COMPONENTS
NSTP consist the following:
1. ROTC, institutionalized under section 38 and 39 Republic Act No.7077, designed to provide military
training to motivate, equip, organized, mobilize the youth for national defense preparedness. It shall instill
in them patriotism, moral virtues, respect for rights of civilians and adherence to the constitution.

2. LTS, is designed to train students to teach literacy and numeracy skills to school children, out-of-school
youth, and other segments of society in need of such services.

3. CWTS, is designed to involved students actively in activities contributory to the general welfare and the
betterment of life the member of the community or the enhancement of its facilities, especially those
devoted to improving health, education, environment, entrepreneurship, safety recreation, and morals of
the citizenry.

COVERAGE OF THE NSTP LAW

The NSTP Law covers the following:

1. All students both male and female, enrolled in any baccalaureate degree or two-years technical –
vocational or non-degree courses in public and private schools must complete one NSTP component of
their choice for two semesters as a graduation requirement.
2. All higher and technical-vocational institution, public and private, must offer at least one NSTP
component.
3. State universities and colleges (SUCs) must offer ROTC and at least one other NSTP component,
namely LTS or CWTS.

5
4. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PNPA), and other
SUC’s of similar nature, in view of the special character of these institution, are not covered by the NSTP
Law.
5. Private higher educational (HEISs) and technical- vocational education institutional with at least 350
students cadets may offer ROTC and consequently establish and maintain a Department of Military
Science and Tactics, which is still subject to the existing rules and regulations of the Armed Force Of the
Philippines.

NSTP-CWTS VISION

1. To train students to become innovators of social change with a culture of excellence and leaders with
integrity, competence and commitment to render service to the community.
2. To develop in the youth the values of patriotism and national pride, discipline and hard work, integrity
and accountability for nation- building, and volunteerism as valuable and effective member of the National
Service Corps CWTS.

NSTP- CWTS MISSION

NSTP-CWTS aims to promote and integrate values education, transformational leadership, and
sustainable social mobilization for youth development for youth development, community building, national
renewal, and global solidarity by:

1. Providing relevant activities that will contribute to the physical, intellectual, spiritual, and social
development of students.
2. Inculcating in students the values the values of leadership, patriotism, and social responsibility.
3. Training students to become project planners, designer and manager of innovative and sustainable
community service- oriented projects.
4. Conducting capability enhancements for civic welfare services geared toward preparing the youth to
become result- oriented social entrepreneurs, volunteers, and a socio- economic mobilizing force that
serves communities as value- driven innovators for progress.
5. Working closely with a network of organizations with outside the higher education institution.
6. Creating opportunity where students can render direct service to the community.

NSTP- CWTS CORE VALUES

NSTP- CWTS FOSTERS AS THE FOLLOWING VALUES:

1. Love of God
2. Human Dignity
3. Discipline, truth, goodness, and social responsibility
4. Awareness, innovation, and creativity
5. Respect, synergy, and professionalism
6. Excellent and indigenous learning
7. Protection and conservation and the environment
8. Quality service delivery

6
NSTP- CWTS MINIMUM STANDARDS

NSTP- CWTS helps develop informed and self –reliant communities by encouraging inter- government
agency cooperation and providing complementary assistance and support to facilitate socio-economic
progress, environmental management, and delivery of basis services, geared toward uplifting the well-
being of people.

The NSTP- CWTS strategies follow an integrative approach to community development, which unites the
people, local officials, civic leaders, and non-governmental organizations.

The NSTP –CWTS 1 is a three-unit, non-academic course for students who opt to take CWTS component
on NSTP.
The minimum standard for NSTP is the development of the common and specific modules set forth in the
IRR.

NSTP-CWTS 1 spans a total of 83 training hours for two semesters and includes seven topics and a
scope of instructions as follow:

1. Self-awareness and values development deal with the nature of self, personal development, roots of
the Filipino character, nationalism and patriotism, and good citizenship values with core Filipino values.

2. Leadership training discusses the concept of leadership, human behaviour, communication, motivation,
teamwork, time management, and decision making.

3. Dimension of development cover global, national and local issues on a health, education, enhancement
of instructional support materials and faculties, entrepreneurship, recreation, moral of the citizenry and
other social and other social welfare concerns such as voter’s education and poverty alleviation.

4. Community exposure and agency visits refer to the nature, development, and approaches in community
work and community building- building.

5. Community needs assessment includes knowing the community and the community needs assessment
process, survey, and actual conduct.

6. Community services dwell on drug education, health education medical and dental), environmental
education, entrepreneurship, and culture.

7. Program evaluation tackles the fundamentals, development, implementation, monitoring, and evaluation
of the program.

7
 College Department
NSTP-CWTS
MODULE-1

THE NATURE OF THE HUMAN PERSON

Learning Objectives:
At the end of this chapter, the learners are expected to:
1. describe the nature of the human person;
2. identify the importance of a person’s ability and capacity; and
3. describe a person’s unique qualities that make him/her a productive social being.

THE HUMAN PERSON

It is essentially difficult to understand the human person, human nature, and the possibility of achieving a
product society through the highest potential of a person.

Estañol (2007)defines the human person as having physical, spiritual, emotional, and intellectual
attributes. St. Thomas Aquinas describes the human person as having physical and spiritual substance
because he/she has a soul and is created by a superior being with a divine purpose. Dictionaries define
the human person as a “self-conscious animal.”

CHARATERISTIC OF A HUMAN PERSON

Babor (2007) in his book, The Human Person: Not Real, But Existing, discusses the several
characteristics of a human person, namely:

1. A human person is a rational being. He/She is free to think and has the capacity to reason and
distinguish between right and wrong.
2. A human person is born free. He /She has the freedom to do or not do things. However, every person is
responsible for her/his own action.
8
3. A human person is unique. He /She possesses an identity that makes him/her unlike any other person.
Generally speaking, even if two persons have the same characteristics and physical features, they are not
the same because each one has his/her own perception and different set of values and priorities in life.
4. Every person is intrinsically a social being and cannot detach himself/herself from other creatures.
Objects, or his fellowmen.
5. All living things are sexual by nature, but the uniqueness of expression of a person’s emotions,
attitudes, feelings, actions, and thoughts in sexual activity best exemplifies his/her uniqueness from
animal.

BIBLICAL VIEWS

The human person has superiority and dignity inherited from the Supreme Being.
According to the book of Genesis, chapter 1, verses 26-27, God created man and woman in his own
image and likeness and made them masters of the fish of the sea, the birds, the heaven, the earth, the
wild best, and all the reptiles that crawl upon the earth. The Supreme Being entrusted to the human
person the cares of the creatures on the earth, aware of the possibilities, challenges, and difficulties
he/she will encounter in his/her life.

Agbuya (1997) states that he/she ( human person) is designated by God to exercise dominion over other
creatures in his/her everyday use of freedom, search for happiness, and openness to the world around
him/her. And what makes him/ her human is his/her being a true person. Which includes the special gifts
and talents of thinking, loving longing for happiness, and making decision. The human nature was
patterned after the image of God.

PHILOSOPHICAL VIEWS

According to the Protagoras, a human person is the measure of all things that exist and all things that do
not exist in this world because what is in this world is just an imperfect copy of humanity’s original self in
realm ideas. Parmenides posited that a person has knowledge of something that exist, for a person who
does not exist is nothing.

Ahuman person like other animal has external and internal organs. A human being becomes evident when
he/she starts to share his/her thoughts and ideas with others.

Maguigad (2006) in his book, Philosophy of a Human Being, explains the different philosophical views of
the human person.
These are the following:

1. Conservatism
The conservative view is not entirely positive and definitely non egalitarian. Some men contribute more
than others to society, and, therefore, must be rewarded and honoured by society. All human persons may

9
not obey. This is in line with one of the Confucian ethical ideas which states that that superior man must
rule and the commoner must bow before his authority.

2. Liberalism
Liberalism has more egalitarian view of human nature. It believes that all men are capable of reason and
rational action have the capacity to live satisfactory and productive lives if given the opportunity. Reason is
common to all human beings and this fact raises them above the level of the beasts and enables them to
know the principles of suitable living. According to Mencius, “Every human being can become a sage king,
that is, anyone can gain the wisdom to rule.”

3. Socialism
In socialism, the human being readily engages in cooperatives social activities when give the opportunity.
Unfortunately, this natural cooperative instinct in not fostered when some people selfishly exploit other
people.

Marx believes that man is driven primarily by desire for economic gains.in his Das Kapital, he considers
the human person as asocial animal; if he/ she fails to relate actively with others and with nature, he/she
loses himself/herself
And becomes alienated. His/her drives lose human qualities and assume animal qualities.

4. Fascism
Fascism holds that what matters is the country itself. The human being can prosper only when the nation
prospers; his/her fate is merely secondary when it comes to the country. Lie the conservatives, the
fascists contend that some human beings are naturally and racially better than others.

CLASSICAL GREEK VIEWS

The early classical Greeks define the human person as “a rational animal” an animal’s vegetative sensory
and rational element is integrated within his/her being; thus he/she is a material (body) and spiritual (soul)
being. As a vegetative creature, the human person needs to have food to grow, develop, and reproduce.
As a sentient being. He/she needs sensory perceptions to gain knowledge. As a rational animal, he/she
needs the power of thoughts, reason, and cognition.

Due to a person’s nobility and his/her special place in God’s kingdom, it is through him/her that rest of
creation enter into a dialogue and relationship with the Supreme Being. Because the human person is
given given free to choose, decide, or ship his/her life, he/she is always responsible for his/her action.

A human person is capable of knowing, knowing, loving, and believing, which leads him/her to be fully
aware of his/her humanity.

SOSIOLOGICAL VIEWS

10
A perspective is a particular way of looking at end seeing something. Salcedo (2004) states that people
look at this social world or that various ways that human beings believes in a social way that human being
behave in a social way. Hence, when we talk about society or the social world, we are really referring to
the behaviour of human being.
This is not to say that all sociologist necessarily sees the social world from exactly the same perspective
(or viewpoint); neither do they always agree about what they see, how behaviour could or should or
should be understood, and so forth. As we will notice, the sociological perspective is made up of a number
of quite different sub- perspectives.

San Juan (2007) proposes some common ideas about the human person. These are the following:

1. Human person are social animals. We need to cooperate with other in some way to create the social
world in which to live.

2. The human person’s social behaviour is learned, not instinctive. In this respect the argument is that we
have to learn, from the moments we were born, how to be not just a human being but also a recognizable
member of the society into which we happen to have been born.
3. To understand the human person’s social behaviour, we have to focus
our attention on the groups to which people belong is a society.

4. Sociology is a discipline that looks into the totality of relationship in an individual’s life. Sociologists do
not restrict their studies to a single dimension of an individual’s life. Sociologists do not restrict their
studies to a single dimension of an individual’s life
(economics, politics, history, geography, psychology, and so forth). Although each of these is significant
and interesting in varying degrees, it is only by looking at how these relationships affects each other that
we can arrive at a complete picture of human social behaviour.

Sociologist do not reject the contributions of other social sciences. Sociology as an academic discipline
itself is based on the recognition that human social behaviour.

11
 College Department
NSTP-CWTS
Module-1

VALUES DEVELOPMENT FOR CITIZENSHIP TRAINING

Learning Objectives:
At the end of this chapter, the learners are expected to:
1. define and expound on the nature and philosophical values of being a Filipinos;
2. cite popular Filipino values of good citizenship; and
3. relate the concepts discussed to real-life situations.

Good Citizenship Values

1. Love for God or Pagkamaka-Dios

The Philippines is the only Christian nation in Asia, our population being
predominantly Catholic, Therefore, religiousness is a prime Filipino value.
Faith is the deeply rooted submission to a divine Creator and believing in His
authority over all creations. It is also putting oneself in his hands of the divine
authority which is an expression of faith in an unconditional love for God.
Jesus said to them, have faith in God…. whoever say to this mountain; be lifted
up and thrown in the sea! And does not doubt at all in his heart but believes that
what he says will take place, it will be done for him Mark11:22-23.

2. Love for fellow men or Pagkamaka-tao

St. Paul defines love in different way: love is patient, it never fails; it is eternal life.
There is faith, hope and love and the greatest of these is love (1 Corinthians 13).
It illustrates the real essence of love which strengthens the foundation of the
family and other social groupings. It is the strongest force with the human
community. It provides a deeper meaning to the purpose of human existence.

3. Love for country or Pagmaka-Bayan

Progressive countries are able to attain their economic goal because the people
have trust and confidence in their government and are actively supporting their

12
policies and program. Theses government, in return, reciprocate their peoples support with honest, sound,
and dynamic governance.

4. Love for the Environment or Pagkamaka-kalisan

Environment refers to everything that surrounds us from the natural world to the man-made physical
structures. Human interventions are important to derive the full benefits from natural resources, but such
interventions have at times gone beyond the limits of the domain reserved for human utilization.

ROOTS OF THE FILIPINO CHARACTER

Here are some highlights from: A Moral Recovery Program: Building a People Building a Nation” by
Patricia Licuanan (1988)

The Strengths and weaknesses of the Filipino have their roots in many factors such as:
a. the home environment
b. the social environment
c. culture and language
d. history
e. the education system
f. religion
g. the economic environment
h. the political environment
i. mass media
j. leadership and role models

ROOTS OF THE FILIPINO CHARACTER The strengths and weaknesses of the Filipino have their roots in
many factors such as: (1) the home environment, (2) the social environment, (3) culture and language, (4)
history, (5) the educational system, (6) religion, (7) the economic environment, (8) the political environment,
(9) mass media, and (10) leadership and role models.

1. The Family and Home Environment - Childbearing practices, family relations, and family attitudes and
orientation are the main components of the home environment. Childbearing in the Filipino family is
characterized by high nurturance, low independence training, and low discipline. The Filipino child grows up
in an atmosphere of affection and over protection, where one learns security and trust, on the one hand, and
dependence, on the other. In the indulgent atmosphere of the Filipino home, rigid standards of behaviour or
performance are not imposed, leading to a lack of discipline. Attempts to maintain discipline come in the
form of many "no's" and "don'ts" and a system of criticism to keep children in line. Subtle comparisons
among siblings also are used by mothers to control their children. These may contribute to the "crab

13
mentality." In a large family where we are encouraged to get along with our siblings and other relatives, we
learn pakikipagkapwa-tao. In an authoritarian setting we learn respect for age and authority; at the same
time, we become passive and dependent on authority. In the family, children are taught to value family and
to give it primary importance.

2. The Social Environment-The main components of the social environment are social structures and social
systems such as interpersonal religious and community interaction. The social environment of the Filipino is
characterized by a feudal structure with great gaps between the rich minority and the poor majority. These
gaps are not merely economic but cultural as well, with the elite being highly westernized and alienated from
the masses. This feudal structure develops dependence and passivity. The Filipino is raised in an
environment where one must depend on relationships with others in order to survive. In a poor country
where resources are scarce and where the systems meant to respond to people's needs can be insensitive,
inefficient, or nonexistent, the Filipino becomes very dependent on kinship and interpersonal relationships.

3. Culture and language- Much has been written about Filipino culture values. Such characteristics as
warmth and person orientation, devotion to family, and sense of joy and humor are part of our culture and
are reinforced by all socializing forces like the family, school, and peer group. The Filipino culture rewards
such traits and corresponding behavioral patterns develop because they make one more likable and enable
life to proceed more easily.

4. History-we are the product of our colonial history, which is regarded by many as the culprit behind our
lack of nationalism and our colonial mentality. Colonialism developed a mindset in the Filipino which
encouraged us to think of the colonial power superior and more powerful. We developed a dependence on
foreign powers that makes us believe we are not responsible for our country’s fate.

5. The Educational System-Aside from the problems inherit in the use of a foreign language in our
devotional system, the educational system leads to other problem for as a people. The lack of suitable local
textbooks and dependence on foreign textbooks, particularly in the higher school levels, force Filipino
students as well as their teachers to use school materials that are irrelevant to the Philippine setting. From
this comes a mindset that things learned in school are not related to real life.

6. Religion- Religion is the root of the Filipino’s optimism and capacity to accept life’s hardship. However,
religion also instills in us attitudes of resignation and a preoccupation with the afterlife and superstitions.

7. The Economic Environment-Many local traits are rooted in the poverty and hard life that is the lot of most
Filipinos, our difficulties drive us to take risks, impel us to work very hard, and develop in us the ability to
survive. Poverty, however, has also become an excuse for graft and corruption, particularly among the lower
rungs of the bureau. Unless things get too difficult, passivity sets in.

8. The Political Environment-The Philippine political environment is characterized by a centralization of

power. Political power or authority is concentrated in the hands of the elite and participation of most Filipinos
often is limited to voting in elections.

14
9. Mass Media– Mass Media to reinforce our colonial mentality. Advertisements using Caucasian models
and emphasizing a product’s similarity with imported brands are part of our daily lives. The tendency of
media to produce escapist movies, soap operas, comics etc. feed the Filipinos’ passivity. Rather than
confront our poverty and oppression, we fantasize instead. The propensity to use flashy sets, designer,
clothes, superstar, and other bongga features reinforce porma.

10. Leadership and Role Models- Filipinos look up to their leaders as role models, Political leaders are the
main models, but all others leader serve as role models as well. Thus, when our leaders violate the law or
show themselves to be self-serving and driven by person interest, when there is lack of public accountability,
there is a negative impact on the Filipinos.

NATIONAL AND PATRIOTSM

The philosophy of nationalism nowadays does not concern itself much with the aggressive and dangerous
form of invidious nationalism that often occupies center stage in the news and in sociological research.
Although this pernicious form can be of significant, instrumental value mobilizing oppressed people and
giving them a sense of dignity, its moral costs are usually taken by philosophers to outweigh its benefits,

The term nationalism is generally used to describe two things. The first is the attitude of the members of a
nation which includes the concepts of national identity, origin, ethnicity, and cultural ties. The second is the
action that the members of a nation take when seeing to achieve or sustain full statehood with complete
authority over domestic and international affairs. Patriotism is love of and devotion to one’s country.

PERSONAL DEVELOPMENT PLAN

A personal development plan will you figure that our and help you get there:
Prepare your own personal development plan. Be guided by these components suggested by wells.
1. Your True Self- Begin with some introspection to help you define your values, your patterns, and your
beliefs.
2. Make It Personal- Understand success and achievement, and what it means to you and to others.
3. Know Your Outcome- Set you goals and how to achieve them. This section is really about knowing
where you’re going.
4. Design Success- Lay out “success blueprint”. If the prior section covers where you’re goung, this is
about how you’ll get there.
5. Harness the Power- Determine to make your plans a reality. In order to succeed, you nedd more than a
plant; that plan needs to be executed.
6. Accepts Success- Establish a mind-set to succeed in bringing your desired outcomes to fruition.
7. Life is Circular- Look forward to the future to the future, and move on beyond the completion of your
plan.

15
 ..
NSTP-CWTS
Module-I

LEADERSHIP TRAINING
Learning Objectives
At the end of this chapter, the learners are expected to;
1. describe the tranformational leadership;
2. identify the characteristic of a leader;and
3. express commitment to teamwork.

HUMAN BEHAVIOUR
Human behaviour is the capacity of mental, physical, emotional, and social activities experienced during
the five stages of a human being’s life prenatal, infancy, childhood, adolescence, and adulthood. It
includes the behaviors as dictated by culture, society, values, moral, ethics, and genetics,
Encylopedia Britannica (2012) states that human beings have a typicall life course that consist of
successieve phases of growth, each of which is characterizd by a distinct set of physical, physiological,
and behavioral features. These phases are development or developmeny psychology is a field od study
that attempts tp describe and explain that changes in human cognitive, emotional, and behavioral
capabilities and functioning over the entire life.
GOOD LEADERSHIP
Leadershipp pertainsto the qualities exemplified by a leader. It also refers to acts of leading or the process
of social influence I which one person can enlist the aid and support of others in the accomplishment of a
common task. It is often said that come people are good leaders while others are not.

CHARACTERISTICS OF A GOOD LEADER

1. Vision- Good leader know where they want to go and they can motivate people to believe in their vision
for their country, community, and family. Good leaders view as what they could be and not simply as what
they are.
2. Wit- Good leaders are very passionate and intensely obsessed in whatever they are focused on, be it
business, sport, or hobby.

16
3. Passion- Good leaders show compassion for their supporters and follower. They posses exemplary
coaching and development skills. While these leaders have goals to accomplish, thhay can still
consistently care their constittuents.
They are not selfish individuals who think only about their own wnts and needs. They have a heart for
others.

4. Compassion- Good leaders show compassion for their supporters and followers. They possess
exempalry coaching and developmnent skills. While these leaders have goals to accomplish, thye can still
consistenly care for their constituents.They are not selfish individuals who think only about their own wants
and needs. They have a haert for others.

5. Charisma- Good leaders are captivating, charming individuals who tend to draw people toward them. It
could be because of the way they talk, or carry themselves. They excel in building relationship and
eliciting performance from their groups.

6. Communication Skills- Good leaders are usually great orators and persuaders. They can express their
clearly and convincingly.

7. Persistence-Good leaders are determined to attain their goals outweigh the risks and hardships.

8. Integrity – Good leaders mean what they say. They walk the talk, practice what they preach, and keep
their promisess. They are reliable.

9. Daring- Good leaders are bold, willing to take risk, and determined to chase their dreams amid the
reality of fear annd uncertainly. Winston Churchill states that courage is the virtue on which all other
virtues rest.

10. Discipline- Good leader observe self-control and order. Where most people are easily distracted or
dejected, good leaders manage to stay focused and steady regardless of the situation.

Maxwell (1999) says that a leader should recognize, develop, and refine certain personal characteristics
needed to be a truly effective leader, the kind of leader of leader people will want to follow. These are
some of the trait of the leader:

1. Character- is the quality of a person’s bahaviour as revealed by his/her habits, thoughts and
expression,attitudes and interests, actions, and personal philisophies in life. Be a piece the rock . There
are always two paths to choose from: character and compromise. Opt for character.

2. Charisma- is a special spritual gift bistowed temporarily by the Holy Spirit on a group or an individual for
the general good. It is extraordinary power in a person, group , or cause, which takes hold of popular
imagination and wins popular support.

17
3. Commitment- engages one to do something as a continuing obligation. It is a state of intellectual and
emotional adherance to some political, social, and religious theory of action.
4. Communication- is a two-way process of reaching mutual understanding, in which participants do not
only enchange information but also create and share meaning. The meaning of communictaion is in the
response nd not in what is said or hoe it is said.

5. Competence- indicates a sufficiency of knowlegde and skills that anable someone to act in a wide
variety og situations. It is tha capacity of a person to understand a situation and to respond ti it accordingly
and reasonably. A core competency is fundemental knowlge, ablilty, or experise in a specific area.

6. Courage- is the quality of the mind that enables a person to face difficulty and danger without fear. It
begins with an inward battle. It is making things right, not just smooting them ove. It inspires commitment
from followres. Life expands in proportion to one’s courage.

TRANFORMATIONAL LEADERSHIP

Bass (1990) expalins that tranformational leadrship is a form of leadership that occurs when leaders
broaden and elevate the interest of their emloyees, when they generate awareness and accepptance and
mission of the grou, and when thet stimulate their employees to look beyond their own self-interst for the
good of the group.

Transpormational leaders have a clear collective vision, and most importantly, they manage to
communicate it effectively to all employees to put the good of the whole organixation above- self –interest.
They also motivate employees to be more innovative, and they themselves take personal risks and are
not afraid to use unconvetional ( but ethical) methods to achieve the collective vision.

BAHAVIOR OF A TRANSFORMATIONAL LEADER

1. I articulate in ceating compelling vision of the future.

2. Uses stories and symbols to communicate his/her vision and message.
3. Specifies the importance of having a strong sense of purpose and a collective mission.
4. Talks optimistically and enthustiastiucally and expresses confidence that goals will be achieved.
5. Engenders the trust and respect of his/ her followers by doing the right thing rather than simply doing
things right.
6. Instills pride in employees.
7. Talks moat about important values and belief
18
8. Considers the moral and ethical consequences of decision
9. Seeks different perspectives when solving problems.
10. Encourage employees to challenge old assumptiona and to think about problems in new ways.
11. Apends time teaching and coaching
12. Considers each individual employee’s different needs, abilities, and aspirations
13. Is compassionate, appreciative, and responsive to each employee and recognizes and celebrates ech
employee’s achievement.

FOUR COMPONENTS OF TRANFORMATIONAL LEADERSHIP

1. Charisma- the leaders’s charisma or idealized influences is envisioning and building

confidence, and he/she sets high standards to be followed.

2. Inspirational motovation- the leader’s inpirational motivational provides followers

with chalenges and meaning/ reasons for engaging inshared goals and undertakings.

3. Intellectual simulation. The leaders intellectual simulation moves followers ro question assumptions and
generate more creatives solutions to problems.

4. Individual consideration. The leaders treats aech followers as an individual and provides coaching,
mentoring, and growth opppurtunities.

Tranformational leadrership has three types of function:

1. Task functions
2. Team function
3. Individual function

There has to be a balance among the three function.

1. Tranformational leadership and task functions:

> define the task- involves others
>making the plans- involves others
>allocating the tasks- involves others rather than the leader giving out task.
> controlling the tasks- uses peer pressure and self-control than being disciplinary.

19
> checking the performance- more self- management within the transformational approach.
> adjusting the plan- with group review

2. Tranformational leadership and team function

> setting the standards- involve the group
> enforcing discipline
>Promoting team spirit
>Encouraging and motivating
>Developping sub-leaders
>communicating with the group- has to be open and honest
> Training- lifelong learning process everyone needs to undergo

3. Tranformational leadership and individual function

> Attending to personal problems
> Praising individuals, inhancing confidence
> Giving status pride
> Using abilities of the peple within the organization- training as a continuing process.
> involving individuals in decision-making process.

Virtuous Cycle of leadership Control

There has to be awareness of the framework through which transformational leadership must, operate,
emphasizing that and informed membership is critical to effective leadership.
A leader wholehearted faith and belief in the rightness of a cause. A leader who shows his/her full support
to an organization indirectly tells the member to do the same.

1. A leader should be energetic, sympathetic, friendly, and understanding to ensure the unthusiastiv
cooperation of followers.
2. He/She should have confidence in knowing and doing his/her job to gain the confidence of followers.
3. He/She should be an example of followers.

SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE

Adopted from Seven Habits of Highly Effective People by Stephen Covey

(2007)

1. Be proactive . Proactive means bbeing able to take responsibility for your

life. You hav ethe freedom to choose your behaviour and response to stimuli. Use your creativity and have
some initiative. You are the one in charge.

20
2.Begins with the end in mind. Know where you want to go. When making plans and decision, see tpin
that the time and effort that will be spent conform to what you want to achieve. Envision your goal and
make it happen.

3. Put first things first. Practice self- management. Know your priorities.

4. Think win-win. Look at life as a cooperative arena, not a competitive one. Enter agreement ar make
sulotions that are mutually beneficial and satisfying to both parties.

5. Seek first to understand, then to be understood. As the saying goes, “ the best way to understand is to
listen.” The practice of emphaty governs this habit. It is about putting youself in someone else ‘s shoes. By
listening to a person’s explaination, only then can you evaluate, probe, give advice, and interpret his/her
feelings.

6. Synergize. The whole is greater than the sum of its parts. More task can be dpne if all things within
reach are maximized and utilized and. Synergize is the habit of creative cooperation. Better results can be
produced as agroup then as aindividuals.

7. Sharpen the saw. What you have learned a couple of years back will have become outdated. Many
things envolved and develop so fast that you need to update trrough various-food-for the brain resources.
A sense of humor is vital to relieve tension and boredom as well as to defuse hostility. Effective leaders
know how to use humor to enrgize his/her followers. Humor is a form of power that provides some control
over the work environment even as it fosters camaraderie.

TEAMWORK

Team work is the process of working collaboratively with a group of people in

order to achieve a goal. It is ofen a crucial part of a business as it is often
necessarily for cplleagues to work well together and try their best in any
circumstance. Teamwork means that people will try to cooperate by using their
individual skill and providing constructive feedback, despite any personal coflict
between individuals.
What does teamwork look like in action? Basically, group members focus on the goal. They put aside
individual differnces and petty gievances to get the job done. They show passion for the project and each
contributes to its success.

TIME MANAGEMENT
Time management is the art of arranging, organizing, and budgeting one’s time for the purpose of
generating more effective work and productivity. There is an abundance of books, classes. Workshop,

21
day-planners , and seminars on time management , which teach individuals and corporations how to be
more organized and productive. Time management is important.

DECISION-MAKING
Decision-making is the process that involves selecting the most logical choice from among two or more
options. An example is deciding whether to move to anew apartmemt, to live with the in-laws, or stay in
the same apartment. Making decision is instrumental in the survival and properity of human beings. The
right choice is what sets an average individual and properity of human beings. The right choice is what
sets an average individual from the rest. Although thr ability of making the correct decision within a short
span of time isa highly valued trait, we cannot simply follow a set of pattern when deciding on a course of
action at all points in time. There are different types of decision-making that we do depending on the
situation at hand.

Consider the following in decision-making:

1. Identification of alternative solutions
2. Evaluation of possible option to determine which one meets the decision objectives.
3. Selection of the best option after an in-depth evaluation.

INVOLVEMENT IN DECISION-MAKING

Every group has to make a decision at one time or another and all the members have to make a
commetment to choose the best option available.
The following are the different types of involvement in making decisions:

1. Consensus or agreement. Involves compromising various possibilities after all openion have been
heard. Disagreements and minority viepoints are discussed fully. Everyone feels free to express
himself/herself. This method helps build understanding, unity, cooperation, and commitment.

2. Majority voting is concidered the most effective way to make a decsion. However, one may lose the
interest or loyalty of the members of the miinority w ho voted againstthe decision, specially if they feel their
side was not heard.

3. The majority-is not conciously organized, but a few powerful personalities dominate the group, often
unconciously. These people later wonder why the others are apathetic.
4. The silent consesus – of some groups leads to unanimous decisions. These type of involvement in
decision-making is rarely applied when tackling important issues. Unanimous agreement is sometimes
assumed when some members do not want to diagree and have chosen to stay silent.

5. The clique is a small group whose members plan beforhand to get their way in decision-making.
Bacause they are better organized than those who disagrree, thay are often successful in getting/having
their own way in resolving an immediate issue, but they bring a spirit of rivalry, rather than cooperation, to
the group.

22
6. Tha handclasp happen- when one person make suggestion and another commends it. Without further
discussion, the maatter is decided. Resentanment, however, surfaces lator on.

7. The one-person decision is quickly made, but later when the decider needs free voluntary support from
to implement the decision, he/she might find trouble getting it.

8. The plop occurs when a group makes a decision by not making a decision at all someone makes a
suggestion, but it is dropped or junked altogether and no one pays any atttention to it.

DIFFICULTIES IN DECISION MAKING

1. Fear of consequenses brings and disagreement.

2. Conflicting loyalties of one person as a member of different groups frequently leads to divided loyalties
about decisions.
3. Interpersonal conflicts and personal differences evoke various feelings among members, which
interfere with sound decision-making.
4. Hidden agenda or secret motive can hinder decision-making for reasons a member does not share with
the group.
5. Blundering methods include using rigid procedure that leaves little room for expressing differing views,
substituting personal options for adequate information, and disregarding proper consultation or
consensus.
6. Inadequete leadership restrict the expression of openions and discussion on issues. Leader fail to
provide assistance in selecting appropraite methods for decision-making or are insensitive to the factors
that cause difficulty in the group.
7. Clash of interest occurs when different groups or individuals within an organization have opposing
interest.

23
 College Department
NSTP-CWTS
Module-1

FUNDAMENTAL OF GROUP DYNAMICS

Learning Objectives
At the end of this chapter, the learners are expected to:
1. state the fundamentals of group and group dynamics;
2. axplain the concepts, characteristics, and types of groups; and
3. classify groups a formal or infomal.

FUNDAMENTAL GROUP DYNAMIC

Group is defined as two more persons engaged in a social interaction. This implies that each member of a
group is aware of the other members and their influence. Some psychologist consider this defination to
general and prafer to limot the use of the term group to a collection of individuals who find their
association with one another rewarding. Other say that a group exists only when the individual member
have developed status and role relationships with respect to one another. Still others insist that the
individuals must have a common goal in order for them to be considered as agroup.
The existence of any group is assumed to depend of the participation and satisfaction of the individuals
comprising it.

GROUP DYNAMIC
The social process by which people interact in a small group and in face-to-face manners is called group
dynamic comes from the greek word dunamis which means “force.” Group dynamics the refers to the
study of the force operating within a group.

FORCES FOUND IN SMALL GROUPS

There are two imporatant historical landmarks in understanding small groups. These are the research of
Elton Mayo and his associates in the 1920s and 1930s, and the experiments conducted in the 1930s by
Kurt Lewin, considered as the founder of the group dynamic movement. According to Mayo, workers tend
to establish formal groups that effect job saticfaction and effectiveness. Lewin shows that different kinds of
leadership attitudes produce different response in groups.

A group is composed of individuals who have come together to accomplish a particular task or goal.
Group dynamic refers to the attitudinal and behavioral characteristic of a group. In a group, the members
24
share conciousness of membership and interaction. A group is not mere collection of individuals but an
aggregate of personaliities acting and interacting with one nother in the procees of living. To be a member
of a group, one must participate in its common life and activities. Group dynamics from the structure of a
group and how its member function.

CONCEPTS OF SOCIAL GROUP

San Juan and Centeno (2011) present that “ psychologically, man is said to be rational being; politically,
he si a political and power-saking being;theologically, he is a religious, God-seeking being; and
socuiologically, man is agregariuos social being seeking the company of other social being. The saying “
No man is an island” explains that a person cannot live satifactorily by himself/herslef alone. His/ Her very
existence and the satisfaction of his/her needs and wants, as well as his/her happiness, depends to a
large degree upon his/her association with other people.

TYPES OF GROUPS
Groups are generally classified as follow:

1. primary group is characterized by intimate face-to-face association and cooperation smong its
members. It fundaamentally forms the social nature and ideals of an individual. It involves sympathy and
mutual identification which is a form of natural expression ( San Juan & Centeno,2011).
2. Secondary group consists of members who are awareand cognizant of personal raltionships, but they
do not feel that their lives are bound with one another except in time of social crisis. The members may be
separated from one another by distance or by a lack of personal physical contact. Neverthless, they can
share their interest through correspondence, press, radio, telephone, or other means ( San Juan &
Centeno,2011).

CHARACTERISTICS OF A GROUP
Here are the important characteristics of a group.
1. Interaction is the pattern of mutual unfluence ( physical,verbal, non-verbal, emotiona.

2. Structure is a stable pattern of relationships.

a. role ideal with the behaviorexpected of members in a given position.
b. Norms are the rules that identify and describe appropriate behavior.
c. Inter-member ralations are influenced by authority and communication.

3. Goal are the reason for existence.

4. Percieve groupness is the extent in which members are active, energized,(common fate,similarity,
proximity).
5. Dynamic interdependency occurs when the members are active,energize, vibrant, and changing.

25
6. Motivation focuses on personal needs which- when attained-lead to satisfaction.

KINDS OF FORMAL GROUPS

Formal groups are divided into the following:

1. Command groups are specified by the organizational chart and often composed of a leader and the
members who directly report to him/her.
Examle: An academic department consisting of a chair and faculty members.
2. Task groups consist of people who work together to achieved a common task. Memebers are brought
together to a accomplish a narrow range of goals within a specified time.
Examples: Ad hoc commitees, project groups, standing committees.
3. Functional groups are created by an organization to accomplish apecific goal s within an unspecified
time frame. They continue to functioneven after their goals have been achieved.

KINDS OF INFORMAL GROUPS

1. Interest groups usually continue over time and may lost longer than general informal groups. The goals
and objectives of interst groups are specific to eacg group and may not be related to organizational goals
and objectives.
Examples: students who come together to form a study group for a specific class.
2. Friendship groups are formed by individuals who enjoy smilar social activities, political beliefs, religious
values, or other common bonds. Members enjoy each other’s company.
3. Reference groups are composed of people who are evaluated for social validation and social
comparison. Social validation and social comparison. Social validation allows individuals to justify their
attitudes and value while social comparison helps individuals evaluate their own actions by comparing
themselves with others.
Informal groups are formed naturally in response to the common interest and shared values of individuals.
They are created for purposes other than the accomlishment of organizational goals and do not have a
specified time frame. Informal groups are not designated by an organization and members can invites
others to join from time to time.

26
 College Department
NSTP-CWTS
Module-I

DIMENSION OF DEVELOPMENT: HEALTH AWARENESS

Learning Objective
At the end of this chapter, the learners are expected to:
1. name some common communicable and non-communicable disease;
2. identify the causes and symtoms of these diseases; and
3. enumerate and follow the presentive measures for these diseases.

Communicable diseases

Here are some common infections diseases:

Dengue

Hawker et al. (2007) mention in their book that dengue fever is a ferbile disease caused by one of four closely related virus
serotypes of the genus Flavivirus, family Flaviviridae. Each serotype iss sufficiently different that there is no cross-
protection, and epidemics caused by multiple serotypes (hyperendemicity) can occur. Dengue id transmited to human by
the Aedes aegypti mosquitoes that are found in the tropics they tend to bite just after dawn nd just before sunset.
However, it has been observed that they can bite and spread infection at any time of day. Incubation period is from 3 to 15
days.

SIGNS AND SYMPTOMS DENGUE

Dengue is manisfested by a sudden onset of high fever with severe headache and muscle and joint paints, myalgia and
arthralgia, it is also called breakbone fever

Prevention of dengue
The best way of prevention is to avoid being bitten by mosquitoes. Take note of the following tips:
1. use mosquito nets and insect repellent.
2. Put screens on doors windows.
3. Refrain from going outdoors during the time of the day when mosquetoes are most active.
4. Remove stagnant water. Cover water conatianers and change water in flower vases frequently.

27
Malaria
Malaria is a vector-borne infectious disease that is widespread in tropical and subtropical regions, inluding the Philipines. It
is “commonly associated with poverty but is also an effect of poverty and major hindrance to economic
development”Engelkirk,2007)

Prevention of Malaria
Malaria can be prevented by avoiding mosquito bites through the use of mosquito nets and insect repellent, spraying
insecticides, and draining standing water where mosquitoes lay their eggs.

No vaccine is currently availabe for malaria. Preventive drugs must be taken continuously to reduce the risk of infection.

Cholera
Cholera is an acute intestinal infection caused by ingestion of food or water contaminated with the bacterium Vibrio cholera.
It has a short incubation period lasting from less than one day to five days. It also produces an exterotoxin that causes
copious, painless, and watery diarrhea that can quickly lead to severe dehydration and death it treatment is not promtly
given. Vomoting also accurs in most patients. (hawker et al.,2007)

Sign and symptoms of Cholera

Follow these precaution to reduce the risk of contracting cholera:

1. Wash hands with soap and water frequently and throughly.

2. Drink safe water only.

3. Eat food that is completely cooked.

4. Avoid raw food, street food, and any food suspicious sources.
5. Observe proper hygiene and sanitation at all times.

Avian Influence (Bird Flu)

Avian influenza is an infection caused by avian influenza A viruses found chiefly in birds, but infections can occur in
humans. The risk is generally low to most people because the viruses do not usually infect humans. However, confirmed
case of human infection have been reported from direct contact with infected poultry or contaminated surface.H5NI is a
particularly deadly strain of bird flu that can infect human and other mammals.

Sind and Symptoms of Avian Influenza

Symptoms of avian flu include fever, cough, sore throat, and muscle aches. Some people may also experience nausea,
vomiting, pneumonia, diarrhea, and others serve and life-threatening complications, depending on which virus has caused
the infection.

Prevention of Avian Influenza

Consider these precaution measures to prevent infection:

1. Wash hands or use alcohol-based hand sanitizer to avoid infection of all kinds.
2. stay away from farms and live animals’ markets.

28
3. Cover mouth and nose when coughing or sneezing.
4. Cook chicken thoroughly. Do not eat raw eggs.
5. Avoid cross-contamination. Do not use the same utensils for both raw meat and other kinds of food.

HIN1
HIN1 is a flu virus that is also known as the swine flu. Scientist call the HIN1 virus a “quadruple reassort ant” virus because
it contains two genes found in flu viruses which circulate among pigs and two genes found in flu viruses which circulate
among birds. The HIN1 virus is passed to person to person just like other flu strains. But not only eating pork.

What sets the HIN1 virus apart from other seasonal flu viruses is that studies have shown it to cause more severe
symptoms in people younger than 25 years of age while people over 60 years old have some immunity against it.
Most cases of flu caused by HIN1 are mil. However, there have been cases of severe complications in people with other
media conditions such a pregnancy, diabetes, heart disease, and asthma.
HIN1 is a subtype of the influenza A virus and is the most common form that infects people. Certain strains if HIN1 are
endemic in the human population and cause periodic flu outbreaks. It was anHIN1 flu virus that was responsible for the
1919.

Here are important facts about swine flu

1. Swine flu is a respiratory disease caused by influenza viruses that infect the respiratory tract of pigs and result in nasal
secretions, barking cough, decrease appetite, and listless bahavior.
2. Swine flu viruses may mutate (change), so that they are easily transmissible among humans.
3. The 2009 swine flu outbreak was due to the HIN1 virus and was first observed in Mixico.
4. Two antiviral agents, zanamivir (Relenza) and oseltamivir (Tamiflu), have been reported to help prevent or reduce the
effect of swine flu if taken within 48 hours at the onset of symptoms.

Signs and Symptoms of Swine Flu

Symptoms of swine flu to humans are similar to those of ordinary flu: fever, cough, sore throat, stuffy nose, headache, chills,
and fatigue, some people may experience vomiting and diarrhea.

Prevention HIN1
The best way to avoid influenza infection is through vaccination.
Almost all vaccine has some side effects. Common side effects of HIN1 vaccines are typical of flu vaccines. They are as
follows:

1. Flu shot: Soreness, minor swelling at the shot site, muscle ache, low-grade fever, and nausse. These do not usually last
for more than 24 hours

2. Nasal spray: runny nose, low grade fever, vomiting, headache, wheezing, cough, and sore throat.
The nasal spray vaccine contains live virus that has been altered to hinder its ability to replicate in human tissue. People
with a suppressed immune system should not get vaccinated with the nasal spray. Also, most vaccines that contain flu
viral particles are cultivated in egg, so individuals with an allergy to eggs should not get the vaccine unless tested and
advised by their doctor that they are cleared to obtain it.

Typhoid fever
Typhoid fever, also known as typhoid, is an acute illness most often caused by the Salmonella typhi bacteria or the
Salmonella paratyphi, a realted bacterium that usually leads to a less severe infection. The bacteria are deposited in water
of food by a human carrier and are then spread to other people in the area (Hawker et al.,2007).

Typhoid is common worldwide and has received various name such as gastic fever, abdominal typhus, infantile remittent
fever, slow fever, nervous fever, or pythogenic fever. The name typhoid means “ resemblingtyphus” and comes from the

29
neuropsychiatric symptoms common to typhoid and typhus. Despite this similarity of their names, typhoid fever and typhus
are distinct disease and are caused by different species of bacteria.

Signs and Symptoms of Typhoid Fever

People with typhoid fever usually have a sustained high fever. Chest congestion develops in many patients, and abdominal
pain and discomfort are common. The fever becomes constant. Other symptoms include poor appetite, headache, body
aches, and lethargy. Improvement occurs in the third and fourth weeks for those who do not experience complications.
About 10 percent of patients have recurrent symptoms (relapse) after feeling better for one two weeks. Relapses are
actually more common in individuals treated with antibiotics.

Prevention and Treatment of Typhoid Fever

Typhoid fever can be prevented by drinking safe water only, improving sanitation, and eating well-cooked food while it still
hot. Washing the hands often and keeping the surrounding clean will help stop the spread of infection.

Two vaccines, one injected and the other given orally, are available. These are recommended especially to people in high-
risk areas. Typhoid fever is treated with antibiotic that kill the salmonella bacteria. Prior to the use of antibiotics, the fatality
rate was 20 percent. Death occurred from overwhelming infection, pneumonia, intestinal bleeding, or intestinal perforation.
With antibiotic and supportive care, mortality has been reduced to 1 to 2 percent. With appropriate antibiotic therapy, there
is usually improvement within one to two days and recovery within seven to ten days.
The carrier state, which occurs in 3 to 5 percent of those infected, can be treated with prolonged antibiotics. Often, removal
of the gallbladder, the site of chronic infection, will cure the carrier state.

Non-communicable Diseases

Here are some non-communicable but dreaded diseases:

Hypertension
Blood pleasure refers to the force axerted by the circulating blood on the walls of blood vessels. It is one of the body’s vital
signs.
The pressure of the circulating blood decreases as blood moves through asteries, arterioles, capillaries,a nd viens. Blood
preasure generally refers to arterial pressure, the pressure in the larger arteries, the arteries being the blood vessels which
take blood away from the heart.
Blood pressure consists of two numbers: the systolic pressure (when the heart beats) and the diastolic pressure (when the
heart relaxes).

The systolic pressure is the number above the diastolic pressure.

1. Normal Blood Pressure
Blood pressure reading 120/80 0r lower considered normal.
2. High Blood Pressure
Blood pressure reading 140/90 or highest is considered high. Ifone or both numbers are usually high blood pressure or
hypertension.
3. Low Blood Pressure
Blood pressure that is too low is known as hypotension.

30
High Blood Pressure Range

Sytolic pressure (mmHg) Diastolic pressure (mmhg) Stages of High Blood Pressure

210 120 Stage 4

180 110 Stage 3
160 100 Stage 2
140 90 Stage 1

Sytolic pressure (mmHg) Diastolic pressure (mmhg) Pressure Range

130 85 High normal blood pressure

120 80 Normal blood pressure
110 75 Law normal blood pressure

Sytolic pressure (mmHg) Diastolic pressure (mmhg) Pressure Range

90 60 Borderline low blood prssure

60 40 Too low blood pressure
50 33 Dangerously low blood pressure

For most people who are suffering from hypertension, there is no obvious cause why their blood pressure is high. This
condition is called essential hypertension and it is especially important that their blood pressure is kept under control.

Prevention of Hypertension
Changing your diet and lifestyle can do much in managing blood pressure:
1. Quit Smoking
2. Limit the intake of alcoholic beverages.
3. Lose weight if you are overweight.
4. Exercise and eat well-balance, nutritious meals that are low in fat, salt, and cholesterol but high in fever.

Signs and Symptoms of Hypertension

General signs of high blood pressure include headache, dizziness, pounding in ears, and nosebleed. These symptoms
typically do not occur until high blood pressure has reached an advanced and even possibly life-threatening stage.

Cardiovascular disease
High blood pressure increase the risk of coronary artery disease, also called atherosclerosis. High blood pressure puts
added force against the artery wall. Overtime, this extra pressure cam damage the arteries. The injured arteries tend to
become narrow and hardened by fatty deposits. They block the flow of blood to the heart and cannot deliver enough
oxygen to the other parts of the body.

Other causes of cardiovascular disease are as follows:

1. Smoking- Cigarette smokers are at agreater risk than pipe and cigar smokers, but all forms of tobacco are proven to be
detrimental to the heart’s health.
2. Diabetes
3. Overweight- Person who have an excess body fat are at higher risk than person of normal weight.

31
4. Diet high in saturated fat and salt.
5. Family history- Children of parents who developed heart disease before the age of 55 have a higher risk of developing
heart desease.
6. Lack of exercise
7. Age- Risk of the heart disease increase over the age of 45 in males and over 55 in females.
8. Too much drinking- People who take two alcoholic drinks per day are at risk.
9. high blood pressure.
10. Having high cholesterol level

Diabetes is classed as a metabolism disorder. Metabolism refers to the way the body uses digested food (or energy
and growth. Most of what is eaten is broken down into glucose. (ilucose is a form of sugar in the blood. It is the principal
source of fuel for the body.

When food is digested, glucose makes its way into the bloodstream. The cells use glucose I or energy and growth. I
however, glucose cannot enter the cells without insulin. Insulin makes it possible for the cells to take in the gJucose,

Insulin is a hormone that is produced by the pancreas. After eating, the pancreas automatic ally releases an
adequate quantity of insulin to move the glucose present in the blood into the cells. As soon as glucose enters the cells,
blood gJucose levels drop.

In a person with diabetes, the quantity of glucose in the blood is too elevated (hyperglycemia) because the body
docs not produce enough insulin, produces no insulin, or has cells that do not respond properly to the insulin that the
pancreas produces. This results in too much glucose building up in the blood. This excess blood glucose eventually
passes out of the body through the urine. So, even though the blood has plenty of glucose, the cells are not getting it for
their essentialenergy and growth.

Th ree Types of Diabetes

Type 1 Diabetes

The body does not produce insulin. This type is also referred to as insulin-dependent diabetes, juvenile diabetes, or
early-onset diabetes. People usually develop type 1 diabetes before their 40th year, often in early adulthood or teenage
years.

Type 1 diabetes is nowhere near as common as type 2 diabetes. Approximately 10 percent of all diabetes cases
are type h

Patients with type I diabetes will need to take insulin injections for the rest of their life. They must also ensure proper
blood-glucose levels by carrying out regular blood tests and following a special diet.

Type 2 Diabetes

32
 The body does not produce enough insulin for proper function, or the cells in the body do not react properly to
insulin (insulin resistance). Approximately 90 percent of all cases of diabetes worldwide are of this type.

Some people may be able to control their type 2 diabetes by losing weight, following a healthy diet, doing plenty of
exercise, and monitoring their blood glucose levels.
I lowever, type 2 diabetes is typically a progressive disease. It gradually gets worse and the patient will probably end up
having to take insulin, usually in tablet form.

Overweight and obese people have a much higher risk of developing type 2 diabetes compared to those with a healthy
body weight. People with a high level of visceral fa

also known as central obesity, belly fat, or abdominal obesity, are especially at risk.
Being overweight or obese causes the body to release chemicals that can destabilize the
body’s cardiovascular and metabolic systems.

The risk of developing type 2 diabetes increases with age, particularly when aging people put on weight and become less
physically active. Those with a close relative who
has type 2 diabetes and those of Middle Eastern, African, and South Asian descents are
at a higher risk of developing the disease, including men whose testosterone levels are low. '

Cancer

Cancer is a class of diseases characterized by out-of-control cell growth. There are

over 100 different types of cancer, and each is classified by the type of cell that is initially
affected.

Cancer harms the body when damaged cells divide uncontrollably to form lumps or masses of tissue called
tumors(except in the case of leukemia where cancer prohibits
normal blood function by abnormal cell division in the bloodstream). Tumors can grow and
interfere with the digestive, nervous, and circulatory systems and they can release hormones
that alter body functions. Tumors that stay in one spot and demonstrate limited growth are

33
 generally considered to be benign.

More dangerous or malignant tumors form when two things occur:

1. A cancerous cell manages to move throughout the body using the blood orlymph systems, destroying healthy tissue in a
process called invasion.

2. A cancerous cell manages to divide and grow, making new blood vessels to feeditselfin a process called angiogenesis.

When a tumor successfully spreads to other parts of the body and grows, invading and destroying other healthy tissues, it is

said to have metastasized. This process itselt is called metastasis, and the result is a serious condition that is very difficult

to treat Physicians and researchers who specialize in the study, diagnosis, treatment, and prevention of cancer are called

oncologists.
Cancer is ultimately the result of cells that grow uncontrollably and do not die.

Normal cells in the body follow an orderly path of growth, division, and death.
Programmed cell death is called apoptosis, and when this process breaks down, cancer
begins to form. Unlike regular cells, cancer cells do not experience programmatic death
and instead continue to grow and divide. This leads to a mass of abnormal cells thatgrow out of
control.

Classification of Cancer
There are five broad groups of cancer, namely:
Carcinomas are characterized by cells that cover internal and external parts of the body such as
lung, breast, and colon.

34
Sarcomas are characterized by cells that are located in the bone, cartilage, fat, connective tissue, muscle, and other
supportive tissues.

Lymphomas are cancers that begin in the lymph nodes and immune system tissues.

Leukemias are cancers that begin in the bone marrow and often accumulate in the bloodstream.

Adenomas are cancers that arise in the thyroid, pituitary gland, adrenal gland, and other glandular tissues.

Signs and Symptoms of Cancer

Cancer symptoms are quite varied and depend on where the cancer is located, where it has spread, and how big the tumor
is. Some cancers can be felt or seen through the skin. For instance, a lump on the breast or testicle can be an indicator of
cancer in those locations. Skin cancer (melanoma) is often marked by a change in a wart or mole on the skin. Some oral
cancers present white patches inside the mouth or white spots on the tongue.

Other cancers have symptoms that are less physically apparent. Some brain tumors tend to manifest early as they affect
important cognitive functions. Pancreas cancers are usually too small to produce symptoms until they induce pain by
pushing against nearby nerves or interfere with liver function to bring about a yellowing of the skin and eyes called
jaundice.Symptoms can also appear as a tumor grows and pushes against organs and blood vessels. For example, colon
cancers lead to constipation, diarrhea, and changes in stool size. Bladder or prostate cancers affect bladder functions such
as more frequent or infrequent urination.

As cancer cells use the body’s energy and interfere with normal hormone function, it is possible to cause fever, fatigue,
excessive sweating, anemia, and unexplained weight loss. However, these symptoms are common in several other
maladies as well. For example, coughing and hoarseness can point to lung or throat cancer as well as several other
conditions.

35
Chapter 6: Dimension of Development: Health Awareness