Interpersonal Skill
Interpersonal skills can be defined as “those skills which one needs in order to communicate effectively with another person or a group of people” Interpersonal skills include the habits, attitudes, manners, appearance, and behaviors we use around other people which affect how we get along with other people. We sometimes do not understand how important interpersonal skills really are. It's easy to laugh and make jokes about people who obviously lack interpersonal skills, but sometimes we need to examine our own impressions on others to better prepare for success in life as well as for a productive career. The development of interpersonal skills begins early in life and is influenced by family, friends, and our observations of the world around us. Television and movies also influence this area, but most of these characteristics are passed along to us by our parents or guardians. Some aspects of interpersonal skills are even inherited. Appearance and some personality traits are largely influenced by our genes. For us to improve our interpersonal skills, we must first be aware of what we are like from the perspective of other people who interact with us. Habits we are unaware of, actions we think go unnoticed, and other things about us that might affect other people are impossible for us to change if we are not aware of them. One of the things that teachers try to do, starting in the early grades, is to help students’ correct bad habits and to develop good interpersonal skills. As we become adults, it increasingly becomes our own responsibility to initiate any changes in interpersonal skills that might be needed. They are more important than ever and they greatly influence both opportunities and success. It's just that rather than trying to change interpersonal skills, as is the case when we are children, adults tend to make judgments about one another based on interpersonal skills without explicitly saying that is the case.
Core Areas for effective Intrapersonal Relationships
a) Self-awareness: includes recognition of our personality, our strengths and weaknesses, our likes and dislikes. Developing self-awareness can help us to recognize when we are stressed or under pressure. It is also often a prerequisite for effective communication and interpersonal relations, as well as for developing empathy for others.
b) Effective listening: The ability to listen effectively is a core skill in a range of interpersonal situations.
c) Questioning: The ability to use questions that maximize the amount of relevant (relative to irrelevant) information that is gathered in an exchange, serves to enhance the communicative efficiency of the interaction.
d) Oral communication: describes any type of inter-action that makes use of spoken words.
e) Helping or facilitating helping others.
f) Reflecting: statements in the interviewer’s own words that encapsulate and re-present the essence of the interviewee’s own words. Presenting reflections during interactions can serve a similar information gathering function to that seen in questioning.
g) Assertiveness: Asserting oneself can serve many different communicative functions including allowing the expression of views clearly and openly and the avoidance of negative conflicts.
h) Non-verbal communications: A number of communicative activities also involve non-verbal behavior and an ability to detect and portray messages through this medium is also seen as a central interpersonal skill. Messages can be communicated through the following non-verbal channels:
Non-Verbal Channels
Facial expressions: an individual’s emotional state can be transmitted via their facial expression. In addition, facial expressions can be used to regulate interactions.
Gaze: Emotion information can also be communicated through gaze. For example, long stares are often seen as signals of hostility or aggression. Looking can also be used to initiate and regulate interpersonal interactions and can be used to assess the reactions of others during oral presentations and conversations.
Gestures: Gestures can be used to replace words, in addition to words to place emphasis on an element of a verbal message, or to regulate or signal the beginning or end of an interaction.
d. Posture: An individual’s posture can reveal how they feel and their attitude towards others involved in the interaction Posture also tends to vary as a function of how formal an interpersonal situation is with more relaxed postures indicating less formal situations.
Paralinguistic cues: Non-verbal vocal cues such as the pitch, tone and speed of speech can also reveal information about emotional states and can be used to regulate interactions. For example, people experiencing anxiety tend to speak very quickly and in a high pitch. Paralinguistic cues can also regulate turn-taking in interactions and pitch changes also indicate when questions have been asked.
Why Interpersonal skill important?
· Interpersonal skills enhance employability
· Interpersonal skills is fundamental in learning
· It can improve you personality
· It creates a feeling of community and intimacy where everyone's contributions are valued
Ways to Improve Your Interpersonal Skills
Smile. Few people want to be around someone who is always down in the dumps. Do your best to be friendly and upbeat with your coworkers. Maintain a positive, cheerful attitude about work and about life. Smile often. The positive energy you radiate will draw others to you.
Be appreciative. Find one positive thing about everyone you work with and let them hear it. Be generous with praise and kind words of encouragement. Say thank you when someone helps you. Make colleagues feel welcome when they call or stop by your office. If you let others know that they are appreciated, they’ll want to give you their best.
Pay attention to others. Observe what’s going on in other people’s lives. Acknowledge their happy milestones, and express concern and sympathy for difficult situations such as an illness or death. Make eye contact and address people by their first names. Ask others for their opinions.
Practice active listening. To actively listen is to demonstrate that you intend to hear and understand another’s point of view. It means restating, in your own words, what the other person has said. In this way, you know that you understood their meaning and they know that your responses are more than lip service. Your coworkers will appreciate knowing that you really do listen to what they have to say.
Bring people together. Create an environment that encourages others to work together. Treat everyone equally, and don't play favorites. Avoid talking about others behind their backs. Follow up on other people's suggestions or requests. When you make a statement or announcement, check to see that you have been understood. If folks see you as someone solid and fair, they will grow to trust you.
Resolve conflicts. Take a step beyond simply bringing people together, and become someone who resolves conflicts when they arise. Learn how to be an effective mediator. If coworkers bicker over personal or professional disagreements, arrange to sit down with both parties and help sort out their differences. By taking on such a leadership role, you will garner respect and admiration from those around you.
Communicate clearly. Pay close attention to both what you say and how you say it. A clear and effective communicator avoids misunderstandings with coworkers, collegues, and associates. Verbal eloquence projects an image of intelligence and maturity, no matter what your age. If you tend to blurt out anything that comes to mind, people won’t put much weight on your words or opinions.
Humor them. Don’t be afraid to be funny or clever. Most people are drawn to a person that can make them laugh. Use your sense of humor as an effective tool to lower barriers and gain people’s affection.
See it from their side. Empathy means being able to put yourself in someone else’s shoes and understand how they feel. Try to view situations and responses from another person’s perspective. This can be accomplished through staying in touch with your own emotions; those who are cut off from their own feelings are often unable to empathize with others.
Don't complain. There is nothing worse than a chronic complainer or whiner. If you simply have to vent about something, save it for your diary. If you must verbalize your grievances, vent to your personal friends and family, and keep it short. Spare those around you, or else you’ll get a bad reputation.
Try to address someone by their exact name. Remembering a person's name is a sincere sign of interest, is highly flattering, and never forgotten.
12. Praise first and criticize later, and only if you have to.
13. Choose to be EnthusiasticCorporate presidents voted it the most valuable personality trait. It's the biggest single factor in successful selling. Think enthusiastically. Talk enthusiastically. Become enthusiastic by acting enthusiastic. Your thoughts and actions establish your level of enthusiasm.
14. Be Alive to Everything You DoWalk fast. Put a bounce in your step. A vigorous, hearty handshake indicates you are glad to be alive and happy to be with the other person. A good smile radiates enthusiasm. Put spirit into your speech by varying the tempo, raising and lowering the pitch, changing the tone and modulation. Force yourself to act with enthusiasm, and soon you will feel enthusiastic.
15. Broadcast Good NewsNo one ever made a friend or accomplished anything worthwhile by transmitting bad news. Good news, on the other hand, promotes good-will and spreads enthusiasm. The message, "Hey! I've got good news" gets the attention of everyone. Take sunshine to school or work. Always aim to make the person you talk to feel better than they otherwise would.
16. The Power of VisualizationImagination powerfully influences successful outcomes. When imagination and willpower compete, the imagination always wins. Force of will never keep you striving for success, but proper visualization will. All peak performers visualize success. Before you try to do anything, close your eyes and visualize yourself doing it well.
17. Positive Self-TalkWhat did you say to yourself today? Did you moan and groan about everyone at school or work? Did you complain about your parents to your best friend? What we think is 100% reflected in how we feel. If all we think about is negative thoughts, our actions will be negative. Remember "I'm a 10! I'm Healthy! Wealthy! Happy! I do what I ought to do, when I ought to do it, whether I want to or not! No Debate! I love me!"
Love OthersHow can we become more loving? By bringing encouragement, optimism, and hope to all that we meet. By helping others feel comfortable in our presence. By spreading joy and goodwill. By being concerned about the wishes and desires of others. By understanding, caring, accepting, and forgiving. By becoming more concerned about helping others achieve their individual desires.
Saturday, April 30, 2011
Social Dance
Social Dance
Social dances are dance that emerged in the 15th century Europe in a variety of rigorous adaptations and refinements of folk dances, gay and lively in character. It is also known as couple dance or ballroom dance here in the Philippines. It was developed first as social diversion among the aristocracy of Italy and France, and then explained to become part of the social life of the emerging middle class as well. Examples of these are cha-cha-cha, waltz, swing, tango, etc.
Background of the different Social Dances
A. Cha-Cha-Cha
It is a Cuban dance popularized in the 1950s, it is an outgrowth of the Rumba and Mambo and it has invariably short and staccato melodic notes. Its time signature is usually 4/4 and it has the series of four rhythmic units: double, triple, double, triple. It has the break 2 or off beat in the Philippines where in the dancers takes in the leading steps off the second beat of the musical phrase. Its dance steps are Cha-Cha-Cha Basic Step, Side Step, Cross Step, Half Turn, and Full Turn.
A. Ballroom Waltz
The word waltz came from the German word “Waltzen” which means to resolve. It was developed in Central Europe from the Asian Couple Dance known as the “landler” in 19th century waltz become an outstanding ballroom dancing until 20th century introduction of jazz dance styles. Variations; Viennese Waltz, Boston Waltz – dipping, gliding motion, and step and the related Cudle Waltz of South America which is often danced with a stamping step and extra heel clicks.
B. Swing
The New Orleans and Chicago – style jazz of Benny Goodman the band leader developed a rhythm now called as swing. It is formerly called as Jitterbug, Lindy Hop etc. It is in 4/4 time signature.
C. Tango
Philippine Tango was developed from the American Style and it is Characterized by Fast and Slow Walking Step.
Social dances are dance that emerged in the 15th century Europe in a variety of rigorous adaptations and refinements of folk dances, gay and lively in character. It is also known as couple dance or ballroom dance here in the Philippines. It was developed first as social diversion among the aristocracy of Italy and France, and then explained to become part of the social life of the emerging middle class as well. Examples of these are cha-cha-cha, waltz, swing, tango, etc.
Background of the different Social Dances
A. Cha-Cha-Cha
It is a Cuban dance popularized in the 1950s, it is an outgrowth of the Rumba and Mambo and it has invariably short and staccato melodic notes. Its time signature is usually 4/4 and it has the series of four rhythmic units: double, triple, double, triple. It has the break 2 or off beat in the Philippines where in the dancers takes in the leading steps off the second beat of the musical phrase. Its dance steps are Cha-Cha-Cha Basic Step, Side Step, Cross Step, Half Turn, and Full Turn.
A. Ballroom Waltz
The word waltz came from the German word “Waltzen” which means to resolve. It was developed in Central Europe from the Asian Couple Dance known as the “landler” in 19th century waltz become an outstanding ballroom dancing until 20th century introduction of jazz dance styles. Variations; Viennese Waltz, Boston Waltz – dipping, gliding motion, and step and the related Cudle Waltz of South America which is often danced with a stamping step and extra heel clicks.
B. Swing
The New Orleans and Chicago – style jazz of Benny Goodman the band leader developed a rhythm now called as swing. It is formerly called as Jitterbug, Lindy Hop etc. It is in 4/4 time signature.
C. Tango
Philippine Tango was developed from the American Style and it is Characterized by Fast and Slow Walking Step.
Rapid Population Growth
RAPID POPULATION GROWTH
Population growth at times is beneficial, but when population growth becomes “Rapid” there is a great chance that the counter-productive level has been reached
What is Rapid Growth?
Rapid growth is a quick increase in population. It is also the result of the difference between the rate of birth and the rate of death.
What Causes rapid population growth?
· Poverty and lower living conditions
· Birth control is prohibited
· Older populations living longer while birth rates do not decline
· Lack of population education and awareness
· Early marriage
What are the Effects of Rapid Population Growth?
* overpopulation * insufficient land to produce crops
* lack of land * hunger and starvation
* pollution * malnutrition
*quality of housing decrease * disease such as typhoid and cholera
* contaminated water supply *poor waste management
Population Policies and Programs
I. Population Programs – are planned activities to realize t5he goals expressed in the population of the country.
II. Population Policies – are set of guidelines and goals for changing the rate of population growth.
POPULATION PROGRAMS
A. Population Commission – agencies mandated by the national government to coordinate and provide the needed policy and information and advocate support for the activities of PPMP (Philippine Population Management Program). It provides over-all direction and manages the funds for the central operation of the program. Pop Com also formulated the “Comprehensive Philippine Population Management Program which promotes balance among population, resources and environment as the key elements for attaining the welfare of all Filipino Families through sustainable development.
2 Main Strategies of Pop Com
a. Pop Education Program of the Dep Ed – for youth awareness
b. Integration of population education concepts in the teaching units for elementary and secondary levels by the Nureau of Public Schools.
c. Population Education Center – prepares and acquaints teachers and students with current concepts and values on responsible family living.
d. Philippine Weslesyan College in Cabanatuan City – program consist of curriculum development for elementary, secondary and college levels.
e. Different Organizations:
- Social Communication Center
- Family Planning Organizations of the Philippine (FPOP)
- Philippine Rural Reconstruction Movement (PRRM)
- Department of Agrarian Reform (DAR)
- Responsible Parenthood Council (RPC)
- Department of Agriculture (DA)
- National Food Authority (NFA)
- Department of Education
- Dep of Environment & Natural Resources (DENR)
- Laguna Lake Development Authority (LLDA)
- Forest Management Bureau (FBM)
- Bangko Sentral ng Pilipinas (BSP)
- Department of Finance
- Food and Nutrition Research Institute (FRNI)
- Department of Health (DOH)
- Department of Labor and Employment (DOLE)
- Department of Tourism (DOT)
- Department of Trade and Industry (DTI)
- Department of Interior and Local Government (DILG)
- National Economic and Development Authority (NEDA)
- National Statistics Coordination Board (NSCB)
- National Statistics Office (NSO)
- Bureau of Customs (BOC)
- Bureau of Internal Revenue (BIR)
- Department of Sience and Technology (DOST)
- Department of Social Welfare and Development (DSWD)
- Department of Public Works and Highways (DPWH)
- University of the Philippines Population Institute (UPPI)
B. PPMP (Philippine Population Management Programs)
C. PRE (Population Resources and Environment) – analyzes the way people manages and use available resources.
FAMILY PLANNING
DUTIES AND RESPONSIBILITIES OF PARENTS
1. Provision of Physical Care and Love
2. Inculcating Discipline
3. Developing Social Competence
4. Education
5. Citizenship Training
6. Teaching the Wise Use of Money
7. Financial Aspect of Responsibility
8. Spiritual Formation
RIGHTS OF CHILDREN
1. Children have the right to be born well once they are conceived.
2. Children have the right to a wholesome family life.
3. Children have the right to develop into a happy, useful, and active member of society.
4. Children have the right to a healthy and vigorous life.
5. Children have the right to enrich and strengthen their character through a moral and upright life.
6. Children have the right to education and skills development
7. Children have the right to safe and wholesome recreation and activities.
8. Children have the right to be protected from anything that will affect negatively his development and growth.
9. Children have right to live in an environment that will affect positively their growth and development.
10. Children have the right to the care, assistance, and protection of the State.
11. Children have the right to an efficient and honest government.
12. Children have the right to grow up as a free and responsible individual
The Different Natural Family Planning Methods
A. Lactational Amenorrhea Method (LAM) This method takes advantage of the normal physiologic response of the woman’s body to a suckling infant which is to inhibit ovulation. It makes use of “full or almost full” breastfeeding immediately after giving birth until six (6) months after delivery provided the mother has no menses yet. For LAM to be effective, three requirements should be present: • The baby is 6 months or less • The mother’s monthly period has not returned • The baby is fully breastfed. LAM is up to six months only; the couple therefore is advised to learn another natural method before the six months end or when the first menstruation after childbirth occurs.
B. Cervical Mucus Method (CMM) This method includes (Billings Ovulation Method, Mercedes Wilson Method and Two Day Method. The method involves the daily observation by the woman of the naturally occurring changes of the cervical mucus during the Different phases of a woman’s menstrual cycle. The sensation of wetness or dryness are observed throughout the day and recorded in a learning chart. A couple using this method notes the changes in a woman’s cervical mucus using a learning chart.
To effectively practice this method, the couple, especially the woman, should do the following:
1. The woman must consciously observe the quality of her cervical mucus in what she sees and what she feels throughout the day.
2. She should observe the sensation of wetness or dryness and the appearance of the mucus outside the vagina.
3. The best time is to observe before or after urinating. Observation starts on the first day of menstruation.
4. The woman does the observation by asking “How do I feel?” and by looking at the mucus in her underwear and asking, “What do I see?”
Observations must be recorded in the evening before going to bed. This should be done at the end of the day because the most fertile sign of the day must be recorded in a learning chart as a guide for fertile and infertile days. Couples who want to use Cervical Mucus Method should seek assistance from user teachers in their neighborhood or in church-based organizations or from trained NFP providers in health centers.
C. Two-Day Method (TDM) The two-day method is a simple fertility awareness-based method of natural family planning that involves cervical secretions as indicator of fertility and the woman checking the presence of secretions every day. It is one of the Cervical Mucus methods but is given a separate treatment here because it is new and is still being mainstreamed. If a woman notices any secretion today or yesterday, she should consider herself fertile and the couple should avoid lovemaking if they do not want a pregnancy to occur. In other words, the woman is considered fertile if she noticed any secretion for two successive days. The method can be used by women with cycles of any length and has normal secretions. What is needed is the woman’s willingness to check her secretions everyday and the discipline of the couple to abstain for several consecutive days each cycle if the indications suggest that the woman is fertile.
D. Basal Body Temperature (BBT) With the use of a thermometer, a couple takes the body temperature of the woman at almost the same time each morning before she gets out of bed and notes how it changes in a learning chart. By charting the daily temperature of the woman, a couple will be able to identify the fertile and infertile days. The woman’s temperature rises 0.2 to 0.5 degrees around the time of ovulation. In this method, the couple avoids lovemaking from the first day of menstruation until the temperature has risen above her regular temperature and stayed up for three full days. After this, the couple can have their lovemaking until her next menstrual bleeding begins.
E. Sympto-thermal Method (STM)This is a combination of the observation of the cervical mucus changes, low and high temperature changes, and secondary signs and symptoms of fertility before and after ovulation. A couple notes the mucus and takes the temperature of the body at rest in a learning chart. The couple should avoid lovemaking until the rules have been applied on both the peak day and the shift in temperature. These rules are derived from the cervical mucus method and the BBT method described above.
F. Standard Days Method (SDM) The Standard Days Method is a modern scientific method of family planning based on fertility awareness. It helps a woman know her fertile days by simply counting the days of her cycle, starting with the first day of menstruation. It identifies days 8-19 of the cycle as the fertile period when pregnancy may occur if there is intercourse. Days 1-7 and the rest of the days after day 19 are identified as non-fertile days. SDM’s “fertile window” of days 8-19 has been standardized and is applicable only for women whose menstrual cycles range from 26 to 32 days. Among the 13 beads is a dark brown bead that marks the 26th day of the woman’s cycle. If the next menstruation occurs before this bead, then the woman has a cycle less than 26 days. The couple therefore cannot use the method because the woman has a short menstrual cycle. Between the last brown bead and the red bead is a small black bead. If the woman’s next menstruation fall on or beyond this bead, then the woman has a cycle longer that 32 days. In this case, because the woman has a long menstrual cycle , the couple should seek advice from a qualified NFP or SDM facilitator. The couple uses a color-coded device called the “cycle beads” to mark the fertile and infertile days of the menstrual cycle. The “cycle beads” has 32 beads representing the days in the menstrual cycle. It has one red bead that represents the first day of menstruation, followed by six brown beads that represent the days that the woman cannot get pregnant. Next to the brown beads are 12 white beads that represent the days that the woman can get pregnant and 13 brown beads that also represent the days the woman cannot get pregnant. A rubber ring that fits around the beads is used to mark the days in the cycle that are represented by the colored beads. On the first day of menstruation, the rubber ring is moved to the red bead and the date of the first day of menstruation is recorded in the SDM Card. The record can be used later when the couple could not remember whether the marker was moved of not. Every morning the marker is moved to the next bead. The marker should be moved in the same direction, from the narrow to the wide end of the bead. The marker is moved even on days that the woman has her period. On the day the next period starts again, the marker is moved again to the red bead. This means a new cycle has started.
Population growth at times is beneficial, but when population growth becomes “Rapid” there is a great chance that the counter-productive level has been reached
What is Rapid Growth?
Rapid growth is a quick increase in population. It is also the result of the difference between the rate of birth and the rate of death.
What Causes rapid population growth?
· Poverty and lower living conditions
· Birth control is prohibited
· Older populations living longer while birth rates do not decline
· Lack of population education and awareness
· Early marriage
What are the Effects of Rapid Population Growth?
* overpopulation * insufficient land to produce crops
* lack of land * hunger and starvation
* pollution * malnutrition
*quality of housing decrease * disease such as typhoid and cholera
* contaminated water supply *poor waste management
Population Policies and Programs
I. Population Programs – are planned activities to realize t5he goals expressed in the population of the country.
II. Population Policies – are set of guidelines and goals for changing the rate of population growth.
POPULATION PROGRAMS
A. Population Commission – agencies mandated by the national government to coordinate and provide the needed policy and information and advocate support for the activities of PPMP (Philippine Population Management Program). It provides over-all direction and manages the funds for the central operation of the program. Pop Com also formulated the “Comprehensive Philippine Population Management Program which promotes balance among population, resources and environment as the key elements for attaining the welfare of all Filipino Families through sustainable development.
2 Main Strategies of Pop Com
a. Pop Education Program of the Dep Ed – for youth awareness
b. Integration of population education concepts in the teaching units for elementary and secondary levels by the Nureau of Public Schools.
c. Population Education Center – prepares and acquaints teachers and students with current concepts and values on responsible family living.
d. Philippine Weslesyan College in Cabanatuan City – program consist of curriculum development for elementary, secondary and college levels.
e. Different Organizations:
- Social Communication Center
- Family Planning Organizations of the Philippine (FPOP)
- Philippine Rural Reconstruction Movement (PRRM)
- Department of Agrarian Reform (DAR)
- Responsible Parenthood Council (RPC)
- Department of Agriculture (DA)
- National Food Authority (NFA)
- Department of Education
- Dep of Environment & Natural Resources (DENR)
- Laguna Lake Development Authority (LLDA)
- Forest Management Bureau (FBM)
- Bangko Sentral ng Pilipinas (BSP)
- Department of Finance
- Food and Nutrition Research Institute (FRNI)
- Department of Health (DOH)
- Department of Labor and Employment (DOLE)
- Department of Tourism (DOT)
- Department of Trade and Industry (DTI)
- Department of Interior and Local Government (DILG)
- National Economic and Development Authority (NEDA)
- National Statistics Coordination Board (NSCB)
- National Statistics Office (NSO)
- Bureau of Customs (BOC)
- Bureau of Internal Revenue (BIR)
- Department of Sience and Technology (DOST)
- Department of Social Welfare and Development (DSWD)
- Department of Public Works and Highways (DPWH)
- University of the Philippines Population Institute (UPPI)
B. PPMP (Philippine Population Management Programs)
C. PRE (Population Resources and Environment) – analyzes the way people manages and use available resources.
FAMILY PLANNING
DUTIES AND RESPONSIBILITIES OF PARENTS
1. Provision of Physical Care and Love
2. Inculcating Discipline
3. Developing Social Competence
4. Education
5. Citizenship Training
6. Teaching the Wise Use of Money
7. Financial Aspect of Responsibility
8. Spiritual Formation
RIGHTS OF CHILDREN
1. Children have the right to be born well once they are conceived.
2. Children have the right to a wholesome family life.
3. Children have the right to develop into a happy, useful, and active member of society.
4. Children have the right to a healthy and vigorous life.
5. Children have the right to enrich and strengthen their character through a moral and upright life.
6. Children have the right to education and skills development
7. Children have the right to safe and wholesome recreation and activities.
8. Children have the right to be protected from anything that will affect negatively his development and growth.
9. Children have right to live in an environment that will affect positively their growth and development.
10. Children have the right to the care, assistance, and protection of the State.
11. Children have the right to an efficient and honest government.
12. Children have the right to grow up as a free and responsible individual
The Different Natural Family Planning Methods
A. Lactational Amenorrhea Method (LAM) This method takes advantage of the normal physiologic response of the woman’s body to a suckling infant which is to inhibit ovulation. It makes use of “full or almost full” breastfeeding immediately after giving birth until six (6) months after delivery provided the mother has no menses yet. For LAM to be effective, three requirements should be present: • The baby is 6 months or less • The mother’s monthly period has not returned • The baby is fully breastfed. LAM is up to six months only; the couple therefore is advised to learn another natural method before the six months end or when the first menstruation after childbirth occurs.
B. Cervical Mucus Method (CMM) This method includes (Billings Ovulation Method, Mercedes Wilson Method and Two Day Method. The method involves the daily observation by the woman of the naturally occurring changes of the cervical mucus during the Different phases of a woman’s menstrual cycle. The sensation of wetness or dryness are observed throughout the day and recorded in a learning chart. A couple using this method notes the changes in a woman’s cervical mucus using a learning chart.
To effectively practice this method, the couple, especially the woman, should do the following:
1. The woman must consciously observe the quality of her cervical mucus in what she sees and what she feels throughout the day.
2. She should observe the sensation of wetness or dryness and the appearance of the mucus outside the vagina.
3. The best time is to observe before or after urinating. Observation starts on the first day of menstruation.
4. The woman does the observation by asking “How do I feel?” and by looking at the mucus in her underwear and asking, “What do I see?”
Observations must be recorded in the evening before going to bed. This should be done at the end of the day because the most fertile sign of the day must be recorded in a learning chart as a guide for fertile and infertile days. Couples who want to use Cervical Mucus Method should seek assistance from user teachers in their neighborhood or in church-based organizations or from trained NFP providers in health centers.
C. Two-Day Method (TDM) The two-day method is a simple fertility awareness-based method of natural family planning that involves cervical secretions as indicator of fertility and the woman checking the presence of secretions every day. It is one of the Cervical Mucus methods but is given a separate treatment here because it is new and is still being mainstreamed. If a woman notices any secretion today or yesterday, she should consider herself fertile and the couple should avoid lovemaking if they do not want a pregnancy to occur. In other words, the woman is considered fertile if she noticed any secretion for two successive days. The method can be used by women with cycles of any length and has normal secretions. What is needed is the woman’s willingness to check her secretions everyday and the discipline of the couple to abstain for several consecutive days each cycle if the indications suggest that the woman is fertile.
D. Basal Body Temperature (BBT) With the use of a thermometer, a couple takes the body temperature of the woman at almost the same time each morning before she gets out of bed and notes how it changes in a learning chart. By charting the daily temperature of the woman, a couple will be able to identify the fertile and infertile days. The woman’s temperature rises 0.2 to 0.5 degrees around the time of ovulation. In this method, the couple avoids lovemaking from the first day of menstruation until the temperature has risen above her regular temperature and stayed up for three full days. After this, the couple can have their lovemaking until her next menstrual bleeding begins.
E. Sympto-thermal Method (STM)This is a combination of the observation of the cervical mucus changes, low and high temperature changes, and secondary signs and symptoms of fertility before and after ovulation. A couple notes the mucus and takes the temperature of the body at rest in a learning chart. The couple should avoid lovemaking until the rules have been applied on both the peak day and the shift in temperature. These rules are derived from the cervical mucus method and the BBT method described above.
F. Standard Days Method (SDM) The Standard Days Method is a modern scientific method of family planning based on fertility awareness. It helps a woman know her fertile days by simply counting the days of her cycle, starting with the first day of menstruation. It identifies days 8-19 of the cycle as the fertile period when pregnancy may occur if there is intercourse. Days 1-7 and the rest of the days after day 19 are identified as non-fertile days. SDM’s “fertile window” of days 8-19 has been standardized and is applicable only for women whose menstrual cycles range from 26 to 32 days. Among the 13 beads is a dark brown bead that marks the 26th day of the woman’s cycle. If the next menstruation occurs before this bead, then the woman has a cycle less than 26 days. The couple therefore cannot use the method because the woman has a short menstrual cycle. Between the last brown bead and the red bead is a small black bead. If the woman’s next menstruation fall on or beyond this bead, then the woman has a cycle longer that 32 days. In this case, because the woman has a long menstrual cycle , the couple should seek advice from a qualified NFP or SDM facilitator. The couple uses a color-coded device called the “cycle beads” to mark the fertile and infertile days of the menstrual cycle. The “cycle beads” has 32 beads representing the days in the menstrual cycle. It has one red bead that represents the first day of menstruation, followed by six brown beads that represent the days that the woman cannot get pregnant. Next to the brown beads are 12 white beads that represent the days that the woman can get pregnant and 13 brown beads that also represent the days the woman cannot get pregnant. A rubber ring that fits around the beads is used to mark the days in the cycle that are represented by the colored beads. On the first day of menstruation, the rubber ring is moved to the red bead and the date of the first day of menstruation is recorded in the SDM Card. The record can be used later when the couple could not remember whether the marker was moved of not. Every morning the marker is moved to the next bead. The marker should be moved in the same direction, from the narrow to the wide end of the bead. The marker is moved even on days that the woman has her period. On the day the next period starts again, the marker is moved again to the red bead. This means a new cycle has started.
SPORTS MANAGEMENT AND LEADERSHIP
SPORTS MANAGEMENT AND LEADERSHIP
PRINCIPLES OF ORGANIZING SPORTS ACTIVITIES
Organization and management of sports at the school level is an application of knowledge and skills learned from the 1st to 4th year. Its success is dependent upon the cooperation of the over-all chairman and co-chairman, who assigns the different committee chairmen and plan all the rules prescribed for the said sport activities. There are different types of sports program in schools that the students can participate in. These activities develop different skills of the students and one is leadership skill.
TYPES OF SPORTS PROGRAM
A. INTRAMURAL
It is an athletic competition within four walls of the school. The word “intramural came from the word “intra’ which means “within” and “murus, meaning walls. In this program activities are done within the school and all the students participate with these event. This sports program serves as the culminating activity or application of knowledge and skills learned during the lower year in physical education.
B. EXTRAMURALS
It is a higher level athletic competition done outside the school. Examples of extramural are division or district level, unit or congressional level, city or provincial meet, regional meet, national meet or palarong pambansa and international competitions.
C. PLAY DAY OR FUN DAY
These are recreational activities that are done during free time of students to showcase talents and relax their minds from their academic activities. Examples of these are activities done during MAPEH Week, Foundation day and feasts day. Examples of activities are dance competitions and showcase, laro ng lahi, parlor games, etc.
TYPES OF SPORTS LEADERS
A. SPORTS PROGRAM ORGANIZATION LEADERS
a. General Manager – The highest official of a sports competition.
b. Athletic Manager – assist the general manager.
c. Technical Officials – students or teachers who have the knowledge to officiate a certain sports event.
d. Tournament Managers – assists the athletic manager in running the different sports event.
e. Tournament Coordinators – sees to it that the ground facilities and equipment are ready before the schedule of games
f. Recorders – in-charge of all official records and results of the sports competition.
Things the organization leaders should consider carefully:
Scheduling Eligibility Financing
Points distribution Awards Protest and forfeitures
Publicity Officiating officials Other activities
B. COMMITTEES
TYPE OF COMMITTEES
a. Finance and Resources Committee – raises funds for the expenses of all the committees and prepares statements of accounts at the end of the meet.
b. Program and Invitation Committee – in-charge of preparing the program of activities and invitations and sending them to all concern in due time.
c. Peace and Order Committee– provides and maintains round – the – clock general order and security in all the venues.
d. Physical Facilities – prepares the necessary facilities and venues needed in the sports events
e. Equipment – makes sure that all equipment for the sports events is available and distributed before the competitions.
f. Prizes and Awards – prepares medals, trophies, plaques, certificates,, etc. and awards the same to the winners
g. Technical Committees – investigates and decides all protests, appeals or violations regarding the conduct of the games.
h. Accommodation Committee – prepares the necessary communication and approval of the use and readiness of the facilities and venues needed for the different events.
i. Discipline and Protest – solve technical problems and decides for appropriate action.
C. OFFICIATING OFFICIALS
Officiating officials should have undergone rigid training in sports facilitating and referees course that control and manage the conduct of games. Each official have different duties and responsibilities depending on the sports he or she is responsibilities.
TYPES OF OFFICIALS
a. Field or Court Officials – are those who run on the floor, court and field during the game / play. They take charge of the team or an individual who infracts rules and violates the laws. Examples are referees, umpire, linesmen, timer and judge.
b. Table Officials – take care of the score sheet, game clock, stop clock and other equipments used during the game. Examples are scorer, timekeeper, announcer and recorder.
QUALITIES OF AN OFFICIAL
1. Knowledge of the rules
2. Experience and mastery of the game
3. Physical condition of official
4. Has presence of mind
5. Good rapport with the players, coaches and co-referee
6. Good judgment
7. Practices good mechanics as signals, plays and teamwork
8. Hustles or works with fitness and comfort ability
CODE OF ETHICS FOR OFFICIALS
1. Avoid talking with the crowd any time before, during or after the game and during intermission.
2. Don’t choose or request officiating assignments.
3. Be prompt.
4. Be in good physical condition
5. Don’t show off
6. Avoid an intimate relationship with coaches or teams
7. Don’t criticize or explain a fellow official’s decision to either coach or team
8. Don’t argue with players
9. Be impartial in administering the rules
10. Sit properly on the chair while officiating and be alert and attentive all the time.
11. Dress simply, neatly, cleanly, and approximately during the match
12. See to it that the playing area is tidy and free from obstructions.
13. Adhere enthusiastically to the ideals of good sportsmanship
14. Call out the scorers clearly in an even tone of voice
15. Always have a rulebook during tournament.
D. COACHING AND COACHING STAFF
They are responsible for the development and improvement of the athletes skills. A good coaching make a successful and champion team.
TYPES OF CAOCH
1. Strict
2. Bossy
3. Business type-coach
QUALITIES OF A GOOD AND EFFECTIVE COACH
1. Knowledge of the sports / rules
2. Communicator – good speaker or listener
3. Ability to understand and handle the athletes
a. Knowledge of training and conditioning methods
b. Fair evaluation of athlete
PLANNING, DEVELOPING, IMPLIMENTING AND EVALUATING SPORTS PROGRAMS
STAGES OF PLANNING SPORTS COMPETITION
1. Planning
2. Execution
3. Evaluation
PRE-GAME ACTIVITIES
· Prepare the lists of sports event to be played
· List down available facilities and equipment
· Prepare the entry forms of participants
· Prepare the different forms to be used in each event
· Prepare the guidelines for the participating team
· Prepare the format for the team gallery
SCHEDULING
This is one of the most important parts in staging a sports competition is scheduling and this should be well developed to avoid confusion. To have an organized schedule of games we use the types of elimination. This is usually computed and done by the tournament managers.
When the number of entries is not one of the even power of 2 (ex. 2, 4, 8, 16, 32, etc..) some teams become BYE. To determine the number of byes this formula is used BYE=P2 –N; where in P2 is next power of 2 N is the number of entries and B is the number of byes.
POWER OF 2 2=2 2.2=4 2.2.2=8 2.2.2.2=16 2.2.2.2.2=32
Example: 11 entries
16 next power of 2
B= P2 – N
B=16-11
B= 5
TYPES OF ELIMINATION
A. Single elimination – this elimination tournament determines the winner by eliminating the looser in every game until there is only one contestant left. Its advantage is it is ideal for competitions with limited allotted time and budget and there are a lot of team entries. But it is not a fair method in determining the winner because all of the teams did not get a chance to compete with each other. The formula is G = N-1 where N= is the number of entries and G is the number of games.
Example 1 N= 4
No. of byes: 0
G = N-1
G = 4 – 1
G = 3
A. Double Elimination – in this elimination every team should be defeated twice before they are declared out of the competition. Formula used is G = 2(N-1) where in G is no. of games and N is no. of entries. Its advantage is, it is ideal when the skills of the players are needed to consider and there is an allotted length of time good for small number of entries. Its disadvantage it is not ideal for many entries and limited time allotted for the competition and it is not a fair method in determining the winner because all of the teams did not get a chance to compete with each other.
Example 1 N = 4
No. of Bye = 0
G=2(N-1)
G=2(4-1)
G=6
A.
2Round Robin – in this elimination every team has the opportunity to play with each other and it is ideal if there is enough time, facilities and budget available. It provides opportunity for each team to compete with each other and it is a fair method in determining the winner because all the teams had played against each other, these are the advantages of the round robin. Its disadvantages are: not ideal if the numbers of teams are big, no sufficient time, facilities and budget. The formula for this is G= N(N-1)
Example 1 N= 4
No. of Byes = 0
G= N(N-1)
2
G=4(4-1) = 4(3) =12
2 2 2
G= 6
ROUND 1 ROUND 2 ROUND 3
G1 1 VS 2 G3 1 VS 4 G5 1 VS 3
G2 3 VS 4 G4 2 VS 3 G6 4 VS 2
To determine the winner, there would be a record of the most wins of a team. The team who has the most wins is the Champion Team.
Steps to break the tie in round robin
1. In case of a tie between 2 teams, the “win-over-the-other” rule shall apply; where in we consider the last game between the same team and who ever won their match is considered as champion.
2. In case of a triple tie, the quotient system shall apply. Only the scores of the three teams are considered.
Example: A. Team A vs Team B B. Add the score of each team
68 65 Team A – 68+70 = 138
Team A vs Team C Team B – 65+70=135
70 68 Team C – 76+68 = 144
Team C vs Team B
76 70
B.
TEAM D
TEAM C
TEAM B
TEAM ALadder Tournament – this elimination is challenge elimination where in the names of teams are placed on a ladder-like slots where in if the participants defeat their opponents 1 or 2 places above them they advances until only two remains to compete with each other. It is ideal if there is a limited time and resources available. Its advantage is this can continue without any coach, no one is eliminated and a true champion can be chosen over a period of time. Its disadvantage is that the players end up competing with the same people much of the time and the excitement of the challenge is lost.
PRINCIPLES OF ORGANIZING SPORTS ACTIVITIES
Organization and management of sports at the school level is an application of knowledge and skills learned from the 1st to 4th year. Its success is dependent upon the cooperation of the over-all chairman and co-chairman, who assigns the different committee chairmen and plan all the rules prescribed for the said sport activities. There are different types of sports program in schools that the students can participate in. These activities develop different skills of the students and one is leadership skill.
TYPES OF SPORTS PROGRAM
A. INTRAMURAL
It is an athletic competition within four walls of the school. The word “intramural came from the word “intra’ which means “within” and “murus, meaning walls. In this program activities are done within the school and all the students participate with these event. This sports program serves as the culminating activity or application of knowledge and skills learned during the lower year in physical education.
B. EXTRAMURALS
It is a higher level athletic competition done outside the school. Examples of extramural are division or district level, unit or congressional level, city or provincial meet, regional meet, national meet or palarong pambansa and international competitions.
C. PLAY DAY OR FUN DAY
These are recreational activities that are done during free time of students to showcase talents and relax their minds from their academic activities. Examples of these are activities done during MAPEH Week, Foundation day and feasts day. Examples of activities are dance competitions and showcase, laro ng lahi, parlor games, etc.
TYPES OF SPORTS LEADERS
A. SPORTS PROGRAM ORGANIZATION LEADERS
a. General Manager – The highest official of a sports competition.
b. Athletic Manager – assist the general manager.
c. Technical Officials – students or teachers who have the knowledge to officiate a certain sports event.
d. Tournament Managers – assists the athletic manager in running the different sports event.
e. Tournament Coordinators – sees to it that the ground facilities and equipment are ready before the schedule of games
f. Recorders – in-charge of all official records and results of the sports competition.
Things the organization leaders should consider carefully:
Scheduling Eligibility Financing
Points distribution Awards Protest and forfeitures
Publicity Officiating officials Other activities
B. COMMITTEES
TYPE OF COMMITTEES
a. Finance and Resources Committee – raises funds for the expenses of all the committees and prepares statements of accounts at the end of the meet.
b. Program and Invitation Committee – in-charge of preparing the program of activities and invitations and sending them to all concern in due time.
c. Peace and Order Committee– provides and maintains round – the – clock general order and security in all the venues.
d. Physical Facilities – prepares the necessary facilities and venues needed in the sports events
e. Equipment – makes sure that all equipment for the sports events is available and distributed before the competitions.
f. Prizes and Awards – prepares medals, trophies, plaques, certificates,, etc. and awards the same to the winners
g. Technical Committees – investigates and decides all protests, appeals or violations regarding the conduct of the games.
h. Accommodation Committee – prepares the necessary communication and approval of the use and readiness of the facilities and venues needed for the different events.
i. Discipline and Protest – solve technical problems and decides for appropriate action.
C. OFFICIATING OFFICIALS
Officiating officials should have undergone rigid training in sports facilitating and referees course that control and manage the conduct of games. Each official have different duties and responsibilities depending on the sports he or she is responsibilities.
TYPES OF OFFICIALS
a. Field or Court Officials – are those who run on the floor, court and field during the game / play. They take charge of the team or an individual who infracts rules and violates the laws. Examples are referees, umpire, linesmen, timer and judge.
b. Table Officials – take care of the score sheet, game clock, stop clock and other equipments used during the game. Examples are scorer, timekeeper, announcer and recorder.
QUALITIES OF AN OFFICIAL
1. Knowledge of the rules
2. Experience and mastery of the game
3. Physical condition of official
4. Has presence of mind
5. Good rapport with the players, coaches and co-referee
6. Good judgment
7. Practices good mechanics as signals, plays and teamwork
8. Hustles or works with fitness and comfort ability
CODE OF ETHICS FOR OFFICIALS
1. Avoid talking with the crowd any time before, during or after the game and during intermission.
2. Don’t choose or request officiating assignments.
3. Be prompt.
4. Be in good physical condition
5. Don’t show off
6. Avoid an intimate relationship with coaches or teams
7. Don’t criticize or explain a fellow official’s decision to either coach or team
8. Don’t argue with players
9. Be impartial in administering the rules
10. Sit properly on the chair while officiating and be alert and attentive all the time.
11. Dress simply, neatly, cleanly, and approximately during the match
12. See to it that the playing area is tidy and free from obstructions.
13. Adhere enthusiastically to the ideals of good sportsmanship
14. Call out the scorers clearly in an even tone of voice
15. Always have a rulebook during tournament.
D. COACHING AND COACHING STAFF
They are responsible for the development and improvement of the athletes skills. A good coaching make a successful and champion team.
TYPES OF CAOCH
1. Strict
2. Bossy
3. Business type-coach
QUALITIES OF A GOOD AND EFFECTIVE COACH
1. Knowledge of the sports / rules
2. Communicator – good speaker or listener
3. Ability to understand and handle the athletes
a. Knowledge of training and conditioning methods
b. Fair evaluation of athlete
PLANNING, DEVELOPING, IMPLIMENTING AND EVALUATING SPORTS PROGRAMS
STAGES OF PLANNING SPORTS COMPETITION
1. Planning
2. Execution
3. Evaluation
PRE-GAME ACTIVITIES
· Prepare the lists of sports event to be played
· List down available facilities and equipment
· Prepare the entry forms of participants
· Prepare the different forms to be used in each event
· Prepare the guidelines for the participating team
· Prepare the format for the team gallery
SCHEDULING
This is one of the most important parts in staging a sports competition is scheduling and this should be well developed to avoid confusion. To have an organized schedule of games we use the types of elimination. This is usually computed and done by the tournament managers.
When the number of entries is not one of the even power of 2 (ex. 2, 4, 8, 16, 32, etc..) some teams become BYE. To determine the number of byes this formula is used BYE=P2 –N; where in P2 is next power of 2 N is the number of entries and B is the number of byes.
POWER OF 2 2=2 2.2=4 2.2.2=8 2.2.2.2=16 2.2.2.2.2=32
Example: 11 entries
16 next power of 2
B= P2 – N
B=16-11
B= 5
TYPES OF ELIMINATION
A. Single elimination – this elimination tournament determines the winner by eliminating the looser in every game until there is only one contestant left. Its advantage is it is ideal for competitions with limited allotted time and budget and there are a lot of team entries. But it is not a fair method in determining the winner because all of the teams did not get a chance to compete with each other. The formula is G = N-1 where N= is the number of entries and G is the number of games.
Example 1 N= 4
No. of byes: 0
G = N-1
G = 4 – 1
G = 3
A. Double Elimination – in this elimination every team should be defeated twice before they are declared out of the competition. Formula used is G = 2(N-1) where in G is no. of games and N is no. of entries. Its advantage is, it is ideal when the skills of the players are needed to consider and there is an allotted length of time good for small number of entries. Its disadvantage it is not ideal for many entries and limited time allotted for the competition and it is not a fair method in determining the winner because all of the teams did not get a chance to compete with each other.
Example 1 N = 4
No. of Bye = 0
G=2(N-1)
G=2(4-1)
G=6
A.
2Round Robin – in this elimination every team has the opportunity to play with each other and it is ideal if there is enough time, facilities and budget available. It provides opportunity for each team to compete with each other and it is a fair method in determining the winner because all the teams had played against each other, these are the advantages of the round robin. Its disadvantages are: not ideal if the numbers of teams are big, no sufficient time, facilities and budget. The formula for this is G= N(N-1)
Example 1 N= 4
No. of Byes = 0
G= N(N-1)
2
G=4(4-1) = 4(3) =12
2 2 2
G= 6
ROUND 1 ROUND 2 ROUND 3
G1 1 VS 2 G3 1 VS 4 G5 1 VS 3
G2 3 VS 4 G4 2 VS 3 G6 4 VS 2
To determine the winner, there would be a record of the most wins of a team. The team who has the most wins is the Champion Team.
Steps to break the tie in round robin
1. In case of a tie between 2 teams, the “win-over-the-other” rule shall apply; where in we consider the last game between the same team and who ever won their match is considered as champion.
2. In case of a triple tie, the quotient system shall apply. Only the scores of the three teams are considered.
Example: A. Team A vs Team B B. Add the score of each team
68 65 Team A – 68+70 = 138
Team A vs Team C Team B – 65+70=135
70 68 Team C – 76+68 = 144
Team C vs Team B
76 70
B.
TEAM D
TEAM C
TEAM B
TEAM ALadder Tournament – this elimination is challenge elimination where in the names of teams are placed on a ladder-like slots where in if the participants defeat their opponents 1 or 2 places above them they advances until only two remains to compete with each other. It is ideal if there is a limited time and resources available. Its advantage is this can continue without any coach, no one is eliminated and a true champion can be chosen over a period of time. Its disadvantage is that the players end up competing with the same people much of the time and the excitement of the challenge is lost.
Intentional Injuries
II. Intentional Injuries
A. Domestic violence
Domestic violence, also known as domestic abuse, spousal abuse, child abuse or intimate partner violence (IPV), can be broadly defined a pattern of abusive behaviors by one or both partners in an intimate relationship such as marriage, dating, family, friends or cohabitation. Domestic violence has many forms including physical aggression (hitting, kicking, biting, shoving, restraining, throwing objects), or threats thereof; sexual abuse; emotional abuse; controlling or domineering; intimidation; stalking; passive/covert abuse (e.g., neglect); and economic deprivation. Domestic violence may or may not constitute a crime, depending on local statues, severity and duration of specific acts, and other variables. Alcohol consumption and mental illness have frequently been associated with spousal abuse. Domestic violence and emotional abuse are behaviors used by one person in a relationship to control the other. Partners may be married or not married; heterosexual, gay, or lesbian; living together, separated or dating.
Forms of abuse
a) Physical violence is the intentional use of physical force with the potential for causing injury, harm, disability, or death, for example, hitting, shoving, biting, restraint, kicking, or use of a weapon.
b) Sexual abuse is common in abusive relationships. Battered women are raped by their partners at least once during their relationship. Any situation in which force is used to obtain participation in unwanted, unsafe, or degrading sexual activity constitutes sexual abuse. Forced sex, even by a spouse or intimate partner with whom consensual sex has occurred, is an act of aggression and violence. Furthermore, women whose partners abuse them physically and sexually are at a higher risk of being seriously injured or killed.
c) Emotional abuse (also called psychological abuse or mental abuse) can include humiliating the victim privately or publicly, controlling what the victim can and cannot do, withholding information from the victim, deliberately doing something to make the victim feel diminished or embarrassed, isolating the victim from friends and family, implicitly blackmailing the victim by harming others when the victim expresses independence or happiness, or denying the victim access to money or other basic resources and necessities. People who are being emotionally abused often feel as if they do not own themselves; rather, they may feel that their significant other has nearly total control over them. Women or men undergoing emotional abuse often suffer from depression, which puts them at increased risk for suicide, eating disorders, and drug and alcohol abuse.
d) Economic abuse is when the abuser has complete control over the victim's money and other economic resources. Usually, this involves putting the victim on a strict "allowance, "withholding money at will and forcing the victim to beg for the money until the abuser gives them some money. It is common for the victim to receive less money as the abuse continues. This also includes (but is not limited to) preventing the victim from finishing education or obtaining employment, or intentionally squandering or misusing communal resources.
e) Stalking is often considered a type of psychological intimidation that causes a victim to feel a high level of fear.
B. Gang and Youth Violence
A gang is a group of three or more people using common identifying signs, symbols and colors demonstrating their common purpose to engage in criminal, violent or anti-social activity such as graffiti, vandalism, extortion, intimidation, robbery, theft, drug sales and use, and violence (e.g. drive-by shootings).
Why Do Young People Join Gangs?
· They want to feel powerful
· They want to have status
· They are looking for protection, security or safety
· They are looking for friendship or their friends are in a gang
· They feel peer pressure to join
· They want attention and to be accepted
· They want money or other material items
· They want to feel like they are part of a family
· The media makes it seem attractive to be in a gang and the youth think it's cool
· They do not have a mentor to help guide and support them
C. Kidnapping and Abduction
Kidnapping is the taking away or aspiration of a person against the person's will, usually to hold the person in false imprisonment, a confinement without legal authority. This may be done for ransom or in furtherance of another crime, or in connection with a child custody dispute.
D. Sexual Victimization
Sexual harassment is intimidation, bullying or coercion of a sexual nature, or the unwelcome or inappropriate promise of rewards in exchange for sexual favors. In some contexts or circumstances, sexual harassment may be illegal. It includes a range of behavior from seemingly mild transgressions and annoyances to actual sexual abuse or sexual assault. Sexual harassment is a form of illegal employment discrimination in many countries, and is a form of abuse (sexual and psychological) and bullying.
Types of harassment
· Power-player - Legally termed "quid pro quo" harassment, these harassers insist on sexual favors in exchange for benefits they can dispense because of their positions in hierarchies: getting or keeping a job, favorable grades, recommendations, credentials, projects, promotion, orders, and other types of opportunities.
· Stereotypes - An employer, co-worker or supervisor also cannot harass you because you do not conform to the typical male or female stereotype
· Mother/Father Figure(a.k.a. The Counselor-Helper) - These harassers will try to create mentor-like relationships with their targets, all the while masking their sexual intentions with pretenses towards personal, professional, or academic attention.
· One-of-the-Gang - harassment occurs when groups of men or women embarrass others with lewd comments, physical evaluations, or other unwanted sexual attention. Harassers may act individually in order to belong or impress the others, or groups may gang up on a particular target.
· Third Party sexual harassment - describes sexual harassment of employees or peers who are not themselves the target of the harassment; this includes groping. Third-party sexual harassment may be either quid pro quo or hostile environment.
· Serial Harasser - Harassers of this type carefully build up an image so that people would find it hard to believe they would do anyone any harm. They plan their approaches carefully, and strike in private so that it is their word against that of their victims.
· Groper - Whenever the opportunity presents itself, these harassers' eyes and hands begin to wander, engaging in unwanted physical contact that may start innocuous but lead to worse.
· Opportunist - Opportunist use physical settings and circumstances, or infrequently occurring opportunities, to mask premeditated or intentional sexual behavior towards targets. This will often involve changing the environment in order to minimize inhibitory effects of the workplace or school or taking advantage of physical tasks to 'accidentally' grope a target.
· Bully - In this case, sexual harassment is used to punish the victim for some transgression, such as rejection of the harasser's interest or advances, or making the harasser feel insecure about himself or herself or his or her abilities. The bully uses sexual harassment to put the victim in his or her "proper place."
· Confidante - Harassers of this type approach subordinates, or students, as equals or friends, sharing about their own life experiences and difficulties, sharing stories to win admiration and sympathy, and inviting subordinates to share theirs so as to make them feel valued and trusted. Soon these relationships move into an intimate domain.
· Situational Harasser - Harassing behavior begins when the perpetrator endures a traumatic event (psychological), or begins to experience very stressful life situations, such as psychological or medical problems, marital problems, or divorce. The harassment will usually stop if the situation changes or the pressures are removed.
· Pest - This is the stereotypical "won't take 'no' for an answer" harasser who persists in hounding a target for attention and dates even after persistent rejections. This behavior is usually misguided, with no malicious intent.
· Great Gallant - This mostly verbal harassment involves excessive compliments and personal comments that focus on appearance and gender, and are out of place or embarrassing to the recipient. Such comments are sometimes accompanied by leering looks.
· Intellectual Seducer - Most often found in educational settings, these harassers will try to use their knowledge and skills as an avenue to gain access to students, or information about students, for sexual purposes. They may require students participate in exercises or "studies" that reveal information about their sexual experiences, preferences, and habits.
· Incompetent - These are socially inept individuals who desire the attentions of their targets, who do not reciprocate these feelings. They may display a sense of entitlement, believing their targets should feel flattered by their attentions. When rejected, this type of harasser may use bullying methods as a form of revenge.
· Stalking - The persistent watching, following, contacting or observing of an individual, sometimes motivated by what the stalker believes to be love, or by sexual obsession, or by anger and hostility.
· Unintentional - Acts or comments of a sexual nature, not intended to harass, can constitute sexual harassment if another person feels uncomfortable with such subjects.
E. RAPE
Rape, also referred to as sexual assault, is an assault by a person involving sexual intercourse with or without sexual penetration of another person without that person's consent. In one survey of women, only two percent of respondents who stated they were sexually assaulted said that the assault was perpetrated by a stranger. For men, male-male rape in prisons has been a significant problem. Several studies argue that male-male prisoner rape might be the most common and least-reported form of rape, with some studies suggesting such rapes are substantially more common in both per-capita and raw-number totals than male-female rapes in the general population. When part of a widespread and systematic practice, rape and sexual slavery are recognized as crimes against humanity and war crimes.
Types of Rape date rape, gang rape, marital rape or spousal rape, incestual rape, child sexual abuse, prison rape, acquaintance rape, war rape, statutory rape.
PREVENTION MEAURES OF INTENTIONAL INJURIES
DOMESTIC VIOLENCE PREVENTION
a. Call the police
b. Get support from friends and family
c. Find a safe place
d. Get medical help
e. Get a personal protection order
f. Personalized Safety Plan
YOUTH AND GANG VIOLENCE PREVENTION
What you can do?
• Become a mentor and share your skills.
• Report suspected gang activity to the local police department.
• Recognize and believe that concerned, caring adults can make a difference.
ü Personality changes
ü Alcohol / drug use
ü Unexplained wealth
ü Graffiti
ü Dress in a particular color/style/brand
ü Change in vocabulary
• Talk about gangs with your child before there is a problem.
• Be a good role model.
• Inform parents.
• Work as a community to look out for and protect each other'
• Encouraging the victim to be involved in sports or other recreational activities.
• Form a group that can help save the youth from gang violence.
KIDNAPPING AND ABDUCTION PREVENTION
· Follow your instincts Always listen to your gut instinct; it should always be taken seriously. If someone is following you and don't feel an immediate threat, turn and look them in the eye. They then know that you can identify their face and then you are not an easy target.
· Change your public routine occasionally When it comes to your route and times-- mix it up! If you were being watched it would make it more difficult for your abductors.
· Have a plan Imagine how you would react to various abduction situations. The element of surprise will then switch to your favor if you don't have to try to think of something in the heat of the moment.
· Be ready to react Your hesitation could cost you your life! You have a plan, use it.
· Carry a security device A personal alarm that is activated by pulling a pin out. The intense siren noise should be enough to draw enough attention to prevent kidnappings. Weapons are useful only if you know how to use them. Mace spray or tasers, while effective when used properly, can be your worst enemy if taken from you and used against you.
· Run away In a kidnapping attempt the goal is to get away, not beat up the attacker. Once he/she lets go, run! Don't look back- we've seen that in the movies- it'll slow you down.
· Draw attention Scream "FIRE" or "CALL THE POLICE". People are less likely to come to your aid if you simply yell for help. Children should yell, "I'm being kidnapped!" or "I don't know this person!"
· Put something between the kidnapper and you Run into a crowd of people, in a busy street or anything that may slow him/her down.
· Grab onto something Grabbing onto a person would force them to get involved. Go for the stronger looking person. Grab a light pole, parking meter or anything. This technique should be taught to all children to prevent kidnappings.
· Fight as if your life depended on it It does. Fight dirty--aim for the eyes, nose, throat or groin. Use your knuckles, elbows, knees and feet. Flail your arms wildly to make it difficult for the abductor to keep hold of you.
SEXAUL HARRASSMENT AND RAP PREVENTION
· Women should learn self-defense.
· Women should lock themselves in their houses after dark. Women shouldn’t wear short skirts.
· Women shouldn’t leave drinks unattended. Perhaps they shouldn’t dare to get drunk at all.
· Yelling, running away and calling the police
· If you feel uneasy about someone, don't let them isolate you.
· Make a scene if you must.
· Get to where other people are.
· Use your viewer to see who is outside before you open the door.
· Never let someone in if you feel uneasy about them.
· Teach your children not to let others come into your home without your permission.
· If someone wants to use the phone you can take the number and make the phone call for them. Never enter your home alone if you think someone has entered illegally.
A. Domestic violence
Domestic violence, also known as domestic abuse, spousal abuse, child abuse or intimate partner violence (IPV), can be broadly defined a pattern of abusive behaviors by one or both partners in an intimate relationship such as marriage, dating, family, friends or cohabitation. Domestic violence has many forms including physical aggression (hitting, kicking, biting, shoving, restraining, throwing objects), or threats thereof; sexual abuse; emotional abuse; controlling or domineering; intimidation; stalking; passive/covert abuse (e.g., neglect); and economic deprivation. Domestic violence may or may not constitute a crime, depending on local statues, severity and duration of specific acts, and other variables. Alcohol consumption and mental illness have frequently been associated with spousal abuse. Domestic violence and emotional abuse are behaviors used by one person in a relationship to control the other. Partners may be married or not married; heterosexual, gay, or lesbian; living together, separated or dating.
Forms of abuse
a) Physical violence is the intentional use of physical force with the potential for causing injury, harm, disability, or death, for example, hitting, shoving, biting, restraint, kicking, or use of a weapon.
b) Sexual abuse is common in abusive relationships. Battered women are raped by their partners at least once during their relationship. Any situation in which force is used to obtain participation in unwanted, unsafe, or degrading sexual activity constitutes sexual abuse. Forced sex, even by a spouse or intimate partner with whom consensual sex has occurred, is an act of aggression and violence. Furthermore, women whose partners abuse them physically and sexually are at a higher risk of being seriously injured or killed.
c) Emotional abuse (also called psychological abuse or mental abuse) can include humiliating the victim privately or publicly, controlling what the victim can and cannot do, withholding information from the victim, deliberately doing something to make the victim feel diminished or embarrassed, isolating the victim from friends and family, implicitly blackmailing the victim by harming others when the victim expresses independence or happiness, or denying the victim access to money or other basic resources and necessities. People who are being emotionally abused often feel as if they do not own themselves; rather, they may feel that their significant other has nearly total control over them. Women or men undergoing emotional abuse often suffer from depression, which puts them at increased risk for suicide, eating disorders, and drug and alcohol abuse.
d) Economic abuse is when the abuser has complete control over the victim's money and other economic resources. Usually, this involves putting the victim on a strict "allowance, "withholding money at will and forcing the victim to beg for the money until the abuser gives them some money. It is common for the victim to receive less money as the abuse continues. This also includes (but is not limited to) preventing the victim from finishing education or obtaining employment, or intentionally squandering or misusing communal resources.
e) Stalking is often considered a type of psychological intimidation that causes a victim to feel a high level of fear.
B. Gang and Youth Violence
A gang is a group of three or more people using common identifying signs, symbols and colors demonstrating their common purpose to engage in criminal, violent or anti-social activity such as graffiti, vandalism, extortion, intimidation, robbery, theft, drug sales and use, and violence (e.g. drive-by shootings).
Why Do Young People Join Gangs?
· They want to feel powerful
· They want to have status
· They are looking for protection, security or safety
· They are looking for friendship or their friends are in a gang
· They feel peer pressure to join
· They want attention and to be accepted
· They want money or other material items
· They want to feel like they are part of a family
· The media makes it seem attractive to be in a gang and the youth think it's cool
· They do not have a mentor to help guide and support them
C. Kidnapping and Abduction
Kidnapping is the taking away or aspiration of a person against the person's will, usually to hold the person in false imprisonment, a confinement without legal authority. This may be done for ransom or in furtherance of another crime, or in connection with a child custody dispute.
D. Sexual Victimization
Sexual harassment is intimidation, bullying or coercion of a sexual nature, or the unwelcome or inappropriate promise of rewards in exchange for sexual favors. In some contexts or circumstances, sexual harassment may be illegal. It includes a range of behavior from seemingly mild transgressions and annoyances to actual sexual abuse or sexual assault. Sexual harassment is a form of illegal employment discrimination in many countries, and is a form of abuse (sexual and psychological) and bullying.
Types of harassment
· Power-player - Legally termed "quid pro quo" harassment, these harassers insist on sexual favors in exchange for benefits they can dispense because of their positions in hierarchies: getting or keeping a job, favorable grades, recommendations, credentials, projects, promotion, orders, and other types of opportunities.
· Stereotypes - An employer, co-worker or supervisor also cannot harass you because you do not conform to the typical male or female stereotype
· Mother/Father Figure(a.k.a. The Counselor-Helper) - These harassers will try to create mentor-like relationships with their targets, all the while masking their sexual intentions with pretenses towards personal, professional, or academic attention.
· One-of-the-Gang - harassment occurs when groups of men or women embarrass others with lewd comments, physical evaluations, or other unwanted sexual attention. Harassers may act individually in order to belong or impress the others, or groups may gang up on a particular target.
· Third Party sexual harassment - describes sexual harassment of employees or peers who are not themselves the target of the harassment; this includes groping. Third-party sexual harassment may be either quid pro quo or hostile environment.
· Serial Harasser - Harassers of this type carefully build up an image so that people would find it hard to believe they would do anyone any harm. They plan their approaches carefully, and strike in private so that it is their word against that of their victims.
· Groper - Whenever the opportunity presents itself, these harassers' eyes and hands begin to wander, engaging in unwanted physical contact that may start innocuous but lead to worse.
· Opportunist - Opportunist use physical settings and circumstances, or infrequently occurring opportunities, to mask premeditated or intentional sexual behavior towards targets. This will often involve changing the environment in order to minimize inhibitory effects of the workplace or school or taking advantage of physical tasks to 'accidentally' grope a target.
· Bully - In this case, sexual harassment is used to punish the victim for some transgression, such as rejection of the harasser's interest or advances, or making the harasser feel insecure about himself or herself or his or her abilities. The bully uses sexual harassment to put the victim in his or her "proper place."
· Confidante - Harassers of this type approach subordinates, or students, as equals or friends, sharing about their own life experiences and difficulties, sharing stories to win admiration and sympathy, and inviting subordinates to share theirs so as to make them feel valued and trusted. Soon these relationships move into an intimate domain.
· Situational Harasser - Harassing behavior begins when the perpetrator endures a traumatic event (psychological), or begins to experience very stressful life situations, such as psychological or medical problems, marital problems, or divorce. The harassment will usually stop if the situation changes or the pressures are removed.
· Pest - This is the stereotypical "won't take 'no' for an answer" harasser who persists in hounding a target for attention and dates even after persistent rejections. This behavior is usually misguided, with no malicious intent.
· Great Gallant - This mostly verbal harassment involves excessive compliments and personal comments that focus on appearance and gender, and are out of place or embarrassing to the recipient. Such comments are sometimes accompanied by leering looks.
· Intellectual Seducer - Most often found in educational settings, these harassers will try to use their knowledge and skills as an avenue to gain access to students, or information about students, for sexual purposes. They may require students participate in exercises or "studies" that reveal information about their sexual experiences, preferences, and habits.
· Incompetent - These are socially inept individuals who desire the attentions of their targets, who do not reciprocate these feelings. They may display a sense of entitlement, believing their targets should feel flattered by their attentions. When rejected, this type of harasser may use bullying methods as a form of revenge.
· Stalking - The persistent watching, following, contacting or observing of an individual, sometimes motivated by what the stalker believes to be love, or by sexual obsession, or by anger and hostility.
· Unintentional - Acts or comments of a sexual nature, not intended to harass, can constitute sexual harassment if another person feels uncomfortable with such subjects.
E. RAPE
Rape, also referred to as sexual assault, is an assault by a person involving sexual intercourse with or without sexual penetration of another person without that person's consent. In one survey of women, only two percent of respondents who stated they were sexually assaulted said that the assault was perpetrated by a stranger. For men, male-male rape in prisons has been a significant problem. Several studies argue that male-male prisoner rape might be the most common and least-reported form of rape, with some studies suggesting such rapes are substantially more common in both per-capita and raw-number totals than male-female rapes in the general population. When part of a widespread and systematic practice, rape and sexual slavery are recognized as crimes against humanity and war crimes.
Types of Rape date rape, gang rape, marital rape or spousal rape, incestual rape, child sexual abuse, prison rape, acquaintance rape, war rape, statutory rape.
PREVENTION MEAURES OF INTENTIONAL INJURIES
DOMESTIC VIOLENCE PREVENTION
a. Call the police
b. Get support from friends and family
c. Find a safe place
d. Get medical help
e. Get a personal protection order
f. Personalized Safety Plan
YOUTH AND GANG VIOLENCE PREVENTION
What you can do?
• Become a mentor and share your skills.
• Report suspected gang activity to the local police department.
• Recognize and believe that concerned, caring adults can make a difference.
ü Personality changes
ü Alcohol / drug use
ü Unexplained wealth
ü Graffiti
ü Dress in a particular color/style/brand
ü Change in vocabulary
• Talk about gangs with your child before there is a problem.
• Be a good role model.
• Inform parents.
• Work as a community to look out for and protect each other'
• Encouraging the victim to be involved in sports or other recreational activities.
• Form a group that can help save the youth from gang violence.
KIDNAPPING AND ABDUCTION PREVENTION
· Follow your instincts Always listen to your gut instinct; it should always be taken seriously. If someone is following you and don't feel an immediate threat, turn and look them in the eye. They then know that you can identify their face and then you are not an easy target.
· Change your public routine occasionally When it comes to your route and times-- mix it up! If you were being watched it would make it more difficult for your abductors.
· Have a plan Imagine how you would react to various abduction situations. The element of surprise will then switch to your favor if you don't have to try to think of something in the heat of the moment.
· Be ready to react Your hesitation could cost you your life! You have a plan, use it.
· Carry a security device A personal alarm that is activated by pulling a pin out. The intense siren noise should be enough to draw enough attention to prevent kidnappings. Weapons are useful only if you know how to use them. Mace spray or tasers, while effective when used properly, can be your worst enemy if taken from you and used against you.
· Run away In a kidnapping attempt the goal is to get away, not beat up the attacker. Once he/she lets go, run! Don't look back- we've seen that in the movies- it'll slow you down.
· Draw attention Scream "FIRE" or "CALL THE POLICE". People are less likely to come to your aid if you simply yell for help. Children should yell, "I'm being kidnapped!" or "I don't know this person!"
· Put something between the kidnapper and you Run into a crowd of people, in a busy street or anything that may slow him/her down.
· Grab onto something Grabbing onto a person would force them to get involved. Go for the stronger looking person. Grab a light pole, parking meter or anything. This technique should be taught to all children to prevent kidnappings.
· Fight as if your life depended on it It does. Fight dirty--aim for the eyes, nose, throat or groin. Use your knuckles, elbows, knees and feet. Flail your arms wildly to make it difficult for the abductor to keep hold of you.
SEXAUL HARRASSMENT AND RAP PREVENTION
· Women should learn self-defense.
· Women should lock themselves in their houses after dark. Women shouldn’t wear short skirts.
· Women shouldn’t leave drinks unattended. Perhaps they shouldn’t dare to get drunk at all.
· Yelling, running away and calling the police
· If you feel uneasy about someone, don't let them isolate you.
· Make a scene if you must.
· Get to where other people are.
· Use your viewer to see who is outside before you open the door.
· Never let someone in if you feel uneasy about them.
· Teach your children not to let others come into your home without your permission.
· If someone wants to use the phone you can take the number and make the phone call for them. Never enter your home alone if you think someone has entered illegally.
Recreational Leadership
Recreational leadership or recreation administration you study the theory and techniques for planning, facilitating, and managing recreational programs and activities or simply helping people to have fun.
Types of Leaders
a) Autocratic or authoritarian style
Under the autocratic leadership style, all decision-making powers are centralized in the leader, as with dictator leaders. They do not entertain any suggestions or initiatives from subordinates. The autocratic management has been successful as it provides strong motivation to the manager. It permits quick decision-making, as only one person decides for the whole group and keeps each decision to himself until he feels it is needed to be shared with the rest of the group.
b) Participative or democratic style
The democratic leadership style favors decision-making by the group as shown, such as leader gives instruction after consulting the group. They can win the cooperation of their group and can motivate them effectively and positively. The decisions of the democratic leader are not unilateral as with the autocrat because they arise from consultation with the group members and participation by them.
c) Laissez-faire or free rein style
A free rein leader does not lead, but leaves the group entirely to itself as shown; such a leader allows maximum freedom to subordinates, i.e., they are given a free hand in deciding their own policies and methods. In an emergency when there is little time to converge on an agreement and where a designated authority has significantly more experience or expertise than the rest of the team, an autocratic leadership style may be most effective; however, in a highly motivated and aligned team with a homogeneous level of expertise, a more democratic or laissez-faire style may be more effective. On the other hand, this type of style is also associated with leaders that don’t lead at all, failing in supervising team members, resulting in lack of control and higher costs, bad service or failure to meet deadlines.
d) Bureaucratic leader
(Weber, 1905) This type of leadership has no space to explore new ways to solve problems and is usually slow paced to ensure adherence. Leaders ensure that all the steps have been followed prior to sending it to the next level of authority. Universities, hospitals, banks and government usually require this type of leader in their organizations to ensure quality, increase security and decrease corruption. Leaders that try to speed up the process will experience frustration and anxiety. Charismatic leader
(Weber, 1905) leads by infusing energy and eagerness into their team members. It takes the company time and hard work to gain the employees' confidence back with other type of leadership after they have committed themselves to the magnetism of a charismatic leader.
e) Democratic leader
(Lewin, Lippitt, & White, 1939) listens to the team's ideas and studies them, but will make the final decision. Team players contribute to the final decision thus increasing employee satisfaction and ownership, feeling their input was considered when the final decision was taken. When changes arises, this type of leadership helps the team assimilate the changes better and more rapidly than other styles, knowing they were consulted and contributed to the decision making process, minimizing resistance and intolerance. A shortcoming of this leadership style is that it has difficulty when decisions are needed in a short period of time or at the moment.
PROFILES OF AN EFFECTIVE LEADER 1. Leaders maintain self respect.2. Leaders work effectively with people3. Leaders are responsible to the needs and desires of others4. Leaders are knowledgeable.5. Leaders are self-motivated and possess superior motivation.6. Leaders maximize resource utilization and productivity.7.Leaders capitalize on the organization's environment.8. Leaders possess superior emotional stability.9. Leaders possess greater personal physical, mental and moral courage.10. Leaders carries the burdens of the followers upon himself.
QUALITIES OF A LEADER
a. Be Enthusiastic.
The successful game leader must spontaneously enjoy his work of leading quite as much as the player enjoys playing.
b. Develop a Sense of Humor.
Catch the spirit of the game; you enter the game with the attitude of mind desired and stimulated by the leader. This type of leader inspires you with the proverbial "Let's go" idea.
c. Overlook Mistakes.
The leader with sympathetic understanding overlooks mistakes and recognizes that it is better to laugh with people than at them. If he blunders due to lack of skill, the leader should help him to develop the necessary skill.
d. Anticipate Blunders.
Previous experience will enable a leader to anticipate common blunders and to check them without interrupting the game.
e. Be Lenient.
The happy play leader, in contradistinction to the nagger, develops a wholesome attitude of mind regarding exactness and technique of play.
f. Develop Confidence Through Preparedness.
Confidence is acquired through experience, but even the experienced leader enjoys such confidence only when he is thoroughly prepared to do the particular work at hand.
g. Guard Against Overconfidence.
He fails to inspire their confidence, encourage initiative, develop originality, or arouse imagination.
h. Conquer Trying Situations.
Make every effort to maintain poise, striving always at least to appear at ease when vexatious situations arise.
i. Adopt a Positive Attitude.
First, last, and always, the primary function of a leader is to lead. Good leadership leaves no room for any half-way position.
j. Lead Just Enough.
The foregoing may provoke the query, "Under the direction of this leader, who never forgets to lead, what is going to happen to the initiative of the players, which we have set out to stimulate and encourage?"
k. Expect the Best.
A leader gets from his group the best it can give only when he expects the best and strives for it.
l. Discipline Positively.
Watch a successful play leader in action and note that he has no serious problems of discipline. As a cheery suggested rather than a dominating director, he uses methods that are neither too formal nor too lax.
m. Change Plans.
To command sufficient resourcefulness to put one at ease under trying conditions, the leader must have a repertoire extensive enough to include a great variety of play and games. Plan your work and work your plan, if you can.
n. Provide "Re-Creation," Avoid "Wreck-Creation."
The physical well-being and happiness of the people in a leader's charge should be his first consideration. Without proper precaution his work may become a process of tearing down instead of building up. No one should play to the point of exhaustion. Recreation followed by "the morning after" effects has been aptly called "wreck-creation."
o. Develop Athletic Girls.
There is an ever growing tendency to concur with the theory of Joseph Lee, as laid down in Play in Education, page 392: "Every girl should play with boys and should be encouraged to be as much of a boy as possible. . . . In short, a girl should be a tomboy during the tomboy age (eight to thirteen), and the more of a tomboy she is, the better."
p. Know Your People.
A few examples make clear how important it is for a leader to know the natural tendencies and desires of age groups.
q. Consider Outside Interests.
The leader, who wishes to make his work re creative, should take into account both the work and the play program of his people
r. Provide for All.
Any leader, especially a club leader, who seldom conducts play, and then only for short periods, should avoid games in which losers drop out, for often the one who needs the play most is the very one to be out first, and vice versa.
s. Consider the Place
Principles of Recreation
Recreation are organized activities usually done during leisure time and we can truly appreciate it if the activities involve in recreation are just like child’s play. Recreation activities renews, restores and ‘recharges the batteries’. Recreation is successful if the result is pleasurable and if not it is not called anymore as recreation but wreck-creation that may result to over fatigue.
Values of Recreation
1. Physical Health – recreation is essential to fitness of a person.
2. Psychological Health – it relaxes tired mind
3. Social well-being – gives happiness and satisfaction
4. Emotional Stability – gives life fulfillment and makes life meaningful
Scope of Recreation
1. Games and Sports
- Is an activity that is governed by a set of rules or customs and often engaged in competitively
a. Individual, dual and team sports
Individual - Swimming, Track and field, Archery, Boxing, Cycling, Equestrian, Fencing, Gymnastics, Judo, Taekwondo, Weightlifting, Wrestling, Bowling
Dual – Badminton, Table tennis, Lawn tennis
Team- Basketball, Football, Volleyball, Hockey
b. Games for all occasions are games played during parties and past times like trip to Jerusalem, paper dance, etc. It can also be played indoors or outdoors.
c. Parlor Games is a group game played indoors. It is all about logic games
d. Passive games are games such as table games and cards, scrabbles, dominoes etc.
2. Dance Activity
a. Modern Dance -is a dance form developed in the early 20th century.
b. Social Dance - is a major category or classification of dance forms or dance styles, where sociability and socializing are the primary focuses of the dancing. Examples are cha-cha, waltz etc.
c. Folk Dance- dances that are based on traditional culture of a country
d. Aerobic Dance- is a dance that shows certain basic gymnastics moves.
3. Music Activities
a. Singing – solo, duet, trio, quartet, choir, community singing
b. Instrumental playing
c. Listening for appreciation
d. Composing or creating
4. Nature and outdoor activity
a. Camping
b. Hiking
c. Look-out
d. Field trips, picnics and excursions
e. Swimming
5. Drama activities
a. Story telling
b. Short one-activity-play
c. Pantomime
d. Puppetry
e. Comedy skills
f. Role-playing
6. Arts and Crafts
7. Hobby and collecting activities
Factors influence how people spend their recreation.
In preparing recreational activities leaders should take note of the different factors influencing people on how they spend their recreation. These factors can help leaders be able to plan an activity appropriate to the person.
● Personal or Individual factors: the stage of an individual’s life, his or her interests, attitudes, abilities, upbringing and personality
● Circumstances and situations in which individuals find themselves: the social setting of which they are a part, the time at their disposal, their job and their income
● Opportunities and support services available to the individual: resources, facilities, programs and activities; their quality and attractiveness; and their management.
Opportunities for Recreational Management
Degree titles
Hospitality sector: Hospitality Studies, Hotel Management, Hotel and
Restaurant Management, Catering Management, and Hotel Business.
Leisure studies: Leisure Studies, Event Management, International Leisure Management, Countryside Leisure Management, Recreation Management, Entertainment Management, Outdoor Recreation.
Sport: Sports Science, Sports Management, European Sports Management, Sport and the Media, Football Science, Sport Tourism Management, Play work, Exercise Physiology, and Physical Education.
Tourism: Tourism Studies, Tourism Management, Ecotourism, European
Tourism, Rural and Countryside Tourism, Tourism Planning, Visitor attractions Management.
Types of Leaders
a) Autocratic or authoritarian style
Under the autocratic leadership style, all decision-making powers are centralized in the leader, as with dictator leaders. They do not entertain any suggestions or initiatives from subordinates. The autocratic management has been successful as it provides strong motivation to the manager. It permits quick decision-making, as only one person decides for the whole group and keeps each decision to himself until he feels it is needed to be shared with the rest of the group.
b) Participative or democratic style
The democratic leadership style favors decision-making by the group as shown, such as leader gives instruction after consulting the group. They can win the cooperation of their group and can motivate them effectively and positively. The decisions of the democratic leader are not unilateral as with the autocrat because they arise from consultation with the group members and participation by them.
c) Laissez-faire or free rein style
A free rein leader does not lead, but leaves the group entirely to itself as shown; such a leader allows maximum freedom to subordinates, i.e., they are given a free hand in deciding their own policies and methods. In an emergency when there is little time to converge on an agreement and where a designated authority has significantly more experience or expertise than the rest of the team, an autocratic leadership style may be most effective; however, in a highly motivated and aligned team with a homogeneous level of expertise, a more democratic or laissez-faire style may be more effective. On the other hand, this type of style is also associated with leaders that don’t lead at all, failing in supervising team members, resulting in lack of control and higher costs, bad service or failure to meet deadlines.
d) Bureaucratic leader
(Weber, 1905) This type of leadership has no space to explore new ways to solve problems and is usually slow paced to ensure adherence. Leaders ensure that all the steps have been followed prior to sending it to the next level of authority. Universities, hospitals, banks and government usually require this type of leader in their organizations to ensure quality, increase security and decrease corruption. Leaders that try to speed up the process will experience frustration and anxiety. Charismatic leader
(Weber, 1905) leads by infusing energy and eagerness into their team members. It takes the company time and hard work to gain the employees' confidence back with other type of leadership after they have committed themselves to the magnetism of a charismatic leader.
e) Democratic leader
(Lewin, Lippitt, & White, 1939) listens to the team's ideas and studies them, but will make the final decision. Team players contribute to the final decision thus increasing employee satisfaction and ownership, feeling their input was considered when the final decision was taken. When changes arises, this type of leadership helps the team assimilate the changes better and more rapidly than other styles, knowing they were consulted and contributed to the decision making process, minimizing resistance and intolerance. A shortcoming of this leadership style is that it has difficulty when decisions are needed in a short period of time or at the moment.
PROFILES OF AN EFFECTIVE LEADER 1. Leaders maintain self respect.2. Leaders work effectively with people3. Leaders are responsible to the needs and desires of others4. Leaders are knowledgeable.5. Leaders are self-motivated and possess superior motivation.6. Leaders maximize resource utilization and productivity.7.Leaders capitalize on the organization's environment.8. Leaders possess superior emotional stability.9. Leaders possess greater personal physical, mental and moral courage.10. Leaders carries the burdens of the followers upon himself.
QUALITIES OF A LEADER
a. Be Enthusiastic.
The successful game leader must spontaneously enjoy his work of leading quite as much as the player enjoys playing.
b. Develop a Sense of Humor.
Catch the spirit of the game; you enter the game with the attitude of mind desired and stimulated by the leader. This type of leader inspires you with the proverbial "Let's go" idea.
c. Overlook Mistakes.
The leader with sympathetic understanding overlooks mistakes and recognizes that it is better to laugh with people than at them. If he blunders due to lack of skill, the leader should help him to develop the necessary skill.
d. Anticipate Blunders.
Previous experience will enable a leader to anticipate common blunders and to check them without interrupting the game.
e. Be Lenient.
The happy play leader, in contradistinction to the nagger, develops a wholesome attitude of mind regarding exactness and technique of play.
f. Develop Confidence Through Preparedness.
Confidence is acquired through experience, but even the experienced leader enjoys such confidence only when he is thoroughly prepared to do the particular work at hand.
g. Guard Against Overconfidence.
He fails to inspire their confidence, encourage initiative, develop originality, or arouse imagination.
h. Conquer Trying Situations.
Make every effort to maintain poise, striving always at least to appear at ease when vexatious situations arise.
i. Adopt a Positive Attitude.
First, last, and always, the primary function of a leader is to lead. Good leadership leaves no room for any half-way position.
j. Lead Just Enough.
The foregoing may provoke the query, "Under the direction of this leader, who never forgets to lead, what is going to happen to the initiative of the players, which we have set out to stimulate and encourage?"
k. Expect the Best.
A leader gets from his group the best it can give only when he expects the best and strives for it.
l. Discipline Positively.
Watch a successful play leader in action and note that he has no serious problems of discipline. As a cheery suggested rather than a dominating director, he uses methods that are neither too formal nor too lax.
m. Change Plans.
To command sufficient resourcefulness to put one at ease under trying conditions, the leader must have a repertoire extensive enough to include a great variety of play and games. Plan your work and work your plan, if you can.
n. Provide "Re-Creation," Avoid "Wreck-Creation."
The physical well-being and happiness of the people in a leader's charge should be his first consideration. Without proper precaution his work may become a process of tearing down instead of building up. No one should play to the point of exhaustion. Recreation followed by "the morning after" effects has been aptly called "wreck-creation."
o. Develop Athletic Girls.
There is an ever growing tendency to concur with the theory of Joseph Lee, as laid down in Play in Education, page 392: "Every girl should play with boys and should be encouraged to be as much of a boy as possible. . . . In short, a girl should be a tomboy during the tomboy age (eight to thirteen), and the more of a tomboy she is, the better."
p. Know Your People.
A few examples make clear how important it is for a leader to know the natural tendencies and desires of age groups.
q. Consider Outside Interests.
The leader, who wishes to make his work re creative, should take into account both the work and the play program of his people
r. Provide for All.
Any leader, especially a club leader, who seldom conducts play, and then only for short periods, should avoid games in which losers drop out, for often the one who needs the play most is the very one to be out first, and vice versa.
s. Consider the Place
Principles of Recreation
Recreation are organized activities usually done during leisure time and we can truly appreciate it if the activities involve in recreation are just like child’s play. Recreation activities renews, restores and ‘recharges the batteries’. Recreation is successful if the result is pleasurable and if not it is not called anymore as recreation but wreck-creation that may result to over fatigue.
Values of Recreation
1. Physical Health – recreation is essential to fitness of a person.
2. Psychological Health – it relaxes tired mind
3. Social well-being – gives happiness and satisfaction
4. Emotional Stability – gives life fulfillment and makes life meaningful
Scope of Recreation
1. Games and Sports
- Is an activity that is governed by a set of rules or customs and often engaged in competitively
a. Individual, dual and team sports
Individual - Swimming, Track and field, Archery, Boxing, Cycling, Equestrian, Fencing, Gymnastics, Judo, Taekwondo, Weightlifting, Wrestling, Bowling
Dual – Badminton, Table tennis, Lawn tennis
Team- Basketball, Football, Volleyball, Hockey
b. Games for all occasions are games played during parties and past times like trip to Jerusalem, paper dance, etc. It can also be played indoors or outdoors.
c. Parlor Games is a group game played indoors. It is all about logic games
d. Passive games are games such as table games and cards, scrabbles, dominoes etc.
2. Dance Activity
a. Modern Dance -is a dance form developed in the early 20th century.
b. Social Dance - is a major category or classification of dance forms or dance styles, where sociability and socializing are the primary focuses of the dancing. Examples are cha-cha, waltz etc.
c. Folk Dance- dances that are based on traditional culture of a country
d. Aerobic Dance- is a dance that shows certain basic gymnastics moves.
3. Music Activities
a. Singing – solo, duet, trio, quartet, choir, community singing
b. Instrumental playing
c. Listening for appreciation
d. Composing or creating
4. Nature and outdoor activity
a. Camping
b. Hiking
c. Look-out
d. Field trips, picnics and excursions
e. Swimming
5. Drama activities
a. Story telling
b. Short one-activity-play
c. Pantomime
d. Puppetry
e. Comedy skills
f. Role-playing
6. Arts and Crafts
7. Hobby and collecting activities
Factors influence how people spend their recreation.
In preparing recreational activities leaders should take note of the different factors influencing people on how they spend their recreation. These factors can help leaders be able to plan an activity appropriate to the person.
● Personal or Individual factors: the stage of an individual’s life, his or her interests, attitudes, abilities, upbringing and personality
● Circumstances and situations in which individuals find themselves: the social setting of which they are a part, the time at their disposal, their job and their income
● Opportunities and support services available to the individual: resources, facilities, programs and activities; their quality and attractiveness; and their management.
Opportunities for Recreational Management
Degree titles
Hospitality sector: Hospitality Studies, Hotel Management, Hotel and
Restaurant Management, Catering Management, and Hotel Business.
Leisure studies: Leisure Studies, Event Management, International Leisure Management, Countryside Leisure Management, Recreation Management, Entertainment Management, Outdoor Recreation.
Sport: Sports Science, Sports Management, European Sports Management, Sport and the Media, Football Science, Sport Tourism Management, Play work, Exercise Physiology, and Physical Education.
Tourism: Tourism Studies, Tourism Management, Ecotourism, European
Tourism, Rural and Countryside Tourism, Tourism Planning, Visitor attractions Management.
Consumer Education
Health Education: Consumer Education
“A well-informed and vigilant consumer is the best protected consumer”
Consumer Health refers to the decisions you make about the purchase and use of health information, products and services that will have a direct effect on your health. If the products are health related to as health consumerism. Each of us is called a wealth consumer, and when you make a choice, you are a wise consumer. Hence, it is the importance of a health consumerism, “making the right decisions.”
Types of Consumer
1. Spend-thrift – consumer that only buys branded products
2. Close Fisted – a consumer that does not spend his money even if he really needed it.
3. Wasteful – consumer who does not turn – off or waste electricity, water and other products
4. Bargain Addict – consumer that only buys sale or bargain products
5. Intelligent or wise – a consumer who chooses the right [products and follows the rights and responsibilities of a consumer.
6. Impulsive Buyers – a consumer that buys products more than he needs
7. Panic Buyers – a consumer that believes immediately in shortage of products and buys stocks of items.
Reliable Sources of Information
1. Family and Friends – the information given by family and friends are based on experience and common knowledge.
2. Advertisement and Commercials or Mass Media – TV’s, newspapers and magazines that gives valuable health – related information. But remember that their products and each consumer should choose the most reliable products.
3. Labels and directions – all of the products must have labels which indicate detailed directions and benefits of the products.
4. Institutions – they provide factual information about health related issues.
5. Online-Computer Services – internet provides access on different health related information
6. Health-Reference Publication – many publications such as articles, fliers, posters, pamphlets, journals and brochure are a source of information
7. Consumer Advocacy Group – Non-profit organization that patrol market place
8. Professionals – Physicians, scientists and teachers gives and provide health-related information.
Unreliable Sources of Information
1. Costumes and Superstitions
2. Information based on ignorance and prejudice
3. Commercialized health information
4. Information devised by quackery
Appeals and Techniques
1. Bandwagon – convinces you that everyone wants the product or services and you should too.
2. Snob Appeal – tells you that you deserve the best. “don’t settle for anything else” is the opening line
3. Glittering Generality – a statement that is not specific, a general statement that is not exaggerated. It sounds great but means very little.
4. Testimony Appeal – a statement made by a well informed person made to establish facts.
5. Brand Loyalty Appeal – a brand is a product made by a certain company. When advertisement tells you one brand is the best, it is brand loyalty appeal.
6. Progress Appeal – you are told that an old product has become much better than before.
7. False Image Appeal – an image is formed to make you see and encourage to see yourself un a certain way. It is false because it may not happen.
8. Reward Appeal – an item or products gives coupons, stamps or toy.
9. Humor Appeal – this is in the form of slogan, jungle, or a cartoon to advertise products and services.
10. Scientific Evidences – done by giving the result of the survey about the product, doctor or a health group that may recommend or back up the product.
11. Just Folks Appeal – the product tells you that there are no surprises and gimmicks. It is natural.
Quackery
It is an unapproved, unauthorized and dishonest health practices. A person who pretends to have medication skills is called QUACKS and these person’s motivations are not ethical and moral.
Different Types of Quackery
1. Food Quackery 3. Device Quackery
2. Drugs Quackery 4. Beauty Product Quackery
Effects of Quackery
1. Delays or Lose the chance to be heated
2. Placebo Effect Experience – improves in natural reasons not for the substance that the quack provides.
3. Loss Money
4. Giving False Hopes to the patient and his family
5. Actual damage done to an individual by using false products and services.
Responsibilities of a Consumer
1. Awareness – the consumer is alert in analyzing the products and services. Inquires about the use, price and quality
2. Action – the consumer expresses his opinion or reaction and does something about the issue.
3. Environmental Friendly – the consumer buys and uses products that do not have effects in the environment.
4. Environment Awareness – sensitive effects on the people and the environment of the unlawful practices of vendors and manufacture.
5. Unity – the consumer should organize a consumer’s association in the barangay for strength and unity for their protection.
Rights of a Consumer
1. Rights to safety 5. Rights to have products corrected
2. Rights to choose 6. Rights to consumer education
3. Right to be inform 7. Right to healthy environment
4. Right to be heard
Legal Protection of Consumer
A. REPUBLIC ACT NO. 3720 dated June 22, 1963 FOODS, DRUGS AND COSMETICS ACT
- Declared the policy of the country to ensure the safeness and good quality of food and drugs and cosmetics and to regulate the production, sale and traffic of the same, to protect the health of the people. FDA (Food and Drugs Administration) – implementing arm of this law.
B. THE PHILIPPINE CONSUMER PROTECTION LAW; proclamation no 1881; declared first week of October as “Consumer Protection Week”; It is about the protection against unreasonable price increase or fraudulent practices.
1. Price Tag Law
- Price tag should be clearly affixed to all products
- Failure to put correct price tags; selling goods at prices other than the stated price, replacing price tags and erasing information will be penalized from P200 to P100 and or imprisonment of not more than 6 months.
2. Law on Fraudulent Advertising, Misleading or Misbranding
- Protection against businessmen deliberately misrepresenting their products through mislabeling or misbranding or buying information about their products through ad
3. Law on weights and measurements
- All balances on scales weights and measurements should be properly calibrated and sealed.
4. Consumer Codes of the Philippines
4.1. Protection against hazards to health and safety
4.2. Protection against deceptive and unfair practices
4.3. Provisions for mechanism for redness
4.4. Provisions for informative and education
4.5. Involvement of consumer representatives in the information of regulations and policies affecting the consumer.
GOVERNMENT AGENCIES PROTECTING CONSUMERS
A. The Bureau of Foods and Drugs (formerly FDA)
B. Bureau of Post
C. Department of Health
NON GOVERNMENT AGENCIES PROTECTING CONSUMERS
A. Philippine Medical Association
B. Philippine Dental Association
C. Better and Business Bureaus
D. Kilusang Mamimili ng Pilipinas
E. Home Economics Association
F. Other Nutrition Group
“A well-informed and vigilant consumer is the best protected consumer”
Consumer Health refers to the decisions you make about the purchase and use of health information, products and services that will have a direct effect on your health. If the products are health related to as health consumerism. Each of us is called a wealth consumer, and when you make a choice, you are a wise consumer. Hence, it is the importance of a health consumerism, “making the right decisions.”
Types of Consumer
1. Spend-thrift – consumer that only buys branded products
2. Close Fisted – a consumer that does not spend his money even if he really needed it.
3. Wasteful – consumer who does not turn – off or waste electricity, water and other products
4. Bargain Addict – consumer that only buys sale or bargain products
5. Intelligent or wise – a consumer who chooses the right [products and follows the rights and responsibilities of a consumer.
6. Impulsive Buyers – a consumer that buys products more than he needs
7. Panic Buyers – a consumer that believes immediately in shortage of products and buys stocks of items.
Reliable Sources of Information
1. Family and Friends – the information given by family and friends are based on experience and common knowledge.
2. Advertisement and Commercials or Mass Media – TV’s, newspapers and magazines that gives valuable health – related information. But remember that their products and each consumer should choose the most reliable products.
3. Labels and directions – all of the products must have labels which indicate detailed directions and benefits of the products.
4. Institutions – they provide factual information about health related issues.
5. Online-Computer Services – internet provides access on different health related information
6. Health-Reference Publication – many publications such as articles, fliers, posters, pamphlets, journals and brochure are a source of information
7. Consumer Advocacy Group – Non-profit organization that patrol market place
8. Professionals – Physicians, scientists and teachers gives and provide health-related information.
Unreliable Sources of Information
1. Costumes and Superstitions
2. Information based on ignorance and prejudice
3. Commercialized health information
4. Information devised by quackery
Appeals and Techniques
1. Bandwagon – convinces you that everyone wants the product or services and you should too.
2. Snob Appeal – tells you that you deserve the best. “don’t settle for anything else” is the opening line
3. Glittering Generality – a statement that is not specific, a general statement that is not exaggerated. It sounds great but means very little.
4. Testimony Appeal – a statement made by a well informed person made to establish facts.
5. Brand Loyalty Appeal – a brand is a product made by a certain company. When advertisement tells you one brand is the best, it is brand loyalty appeal.
6. Progress Appeal – you are told that an old product has become much better than before.
7. False Image Appeal – an image is formed to make you see and encourage to see yourself un a certain way. It is false because it may not happen.
8. Reward Appeal – an item or products gives coupons, stamps or toy.
9. Humor Appeal – this is in the form of slogan, jungle, or a cartoon to advertise products and services.
10. Scientific Evidences – done by giving the result of the survey about the product, doctor or a health group that may recommend or back up the product.
11. Just Folks Appeal – the product tells you that there are no surprises and gimmicks. It is natural.
Quackery
It is an unapproved, unauthorized and dishonest health practices. A person who pretends to have medication skills is called QUACKS and these person’s motivations are not ethical and moral.
Different Types of Quackery
1. Food Quackery 3. Device Quackery
2. Drugs Quackery 4. Beauty Product Quackery
Effects of Quackery
1. Delays or Lose the chance to be heated
2. Placebo Effect Experience – improves in natural reasons not for the substance that the quack provides.
3. Loss Money
4. Giving False Hopes to the patient and his family
5. Actual damage done to an individual by using false products and services.
Responsibilities of a Consumer
1. Awareness – the consumer is alert in analyzing the products and services. Inquires about the use, price and quality
2. Action – the consumer expresses his opinion or reaction and does something about the issue.
3. Environmental Friendly – the consumer buys and uses products that do not have effects in the environment.
4. Environment Awareness – sensitive effects on the people and the environment of the unlawful practices of vendors and manufacture.
5. Unity – the consumer should organize a consumer’s association in the barangay for strength and unity for their protection.
Rights of a Consumer
1. Rights to safety 5. Rights to have products corrected
2. Rights to choose 6. Rights to consumer education
3. Right to be inform 7. Right to healthy environment
4. Right to be heard
Legal Protection of Consumer
A. REPUBLIC ACT NO. 3720 dated June 22, 1963 FOODS, DRUGS AND COSMETICS ACT
- Declared the policy of the country to ensure the safeness and good quality of food and drugs and cosmetics and to regulate the production, sale and traffic of the same, to protect the health of the people. FDA (Food and Drugs Administration) – implementing arm of this law.
B. THE PHILIPPINE CONSUMER PROTECTION LAW; proclamation no 1881; declared first week of October as “Consumer Protection Week”; It is about the protection against unreasonable price increase or fraudulent practices.
1. Price Tag Law
- Price tag should be clearly affixed to all products
- Failure to put correct price tags; selling goods at prices other than the stated price, replacing price tags and erasing information will be penalized from P200 to P100 and or imprisonment of not more than 6 months.
2. Law on Fraudulent Advertising, Misleading or Misbranding
- Protection against businessmen deliberately misrepresenting their products through mislabeling or misbranding or buying information about their products through ad
3. Law on weights and measurements
- All balances on scales weights and measurements should be properly calibrated and sealed.
4. Consumer Codes of the Philippines
4.1. Protection against hazards to health and safety
4.2. Protection against deceptive and unfair practices
4.3. Provisions for mechanism for redness
4.4. Provisions for informative and education
4.5. Involvement of consumer representatives in the information of regulations and policies affecting the consumer.
GOVERNMENT AGENCIES PROTECTING CONSUMERS
A. The Bureau of Foods and Drugs (formerly FDA)
B. Bureau of Post
C. Department of Health
NON GOVERNMENT AGENCIES PROTECTING CONSUMERS
A. Philippine Medical Association
B. Philippine Dental Association
C. Better and Business Bureaus
D. Kilusang Mamimili ng Pilipinas
E. Home Economics Association
F. Other Nutrition Group
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