Marketing-A Hotel Perspective Essay Example | Topics and Well Written Essays - 1500 words

Marketing-A Hotel Perspective - Essay Example â€Å"Marketing is a societal process by which individuals and groups obtain what they need and want through creating, offering and freely exchanging products and services of value with others† - Philip Kotler Marketing is the economic process by which goods and services are exchanged between the producer and the consumer and their values determined in terms of money prices. Marketing originates with the recognition of a need on the part of a consumer and terminates with the satisfaction of that need by the delivery of a usable product at the right time, at the right place and at an acceptable price. Marketing is a key function of management. It brings success to business organization. A business organization performs two key functions producing goods and services and making them available to potential customers for use. An organization business success largely depends on how efficiently the products and services are delivered to customers and how differently do the customers perceive the difference in delivery in comparison to the competitors. This is true of all firms – from large business enterprises to small firms, from multinationals operating in different countries to small firms operating in small markets

Theories Of Leadership And Trait Theory

Theories Of Leadership And Trait Theory INTRODUCTION: The question Are Leaders Born or Made? has been the most discussed topic in leadership studies. There has been research related to the proposing inherited traits of leadership such as Kilpatrick and Locke (1991). However, later in the century, theories surfaced regarding behavioral approaches to leadership. Blake and Mouton (1964) and Northouse (1997) focused on leadership behavior which contradicted the theory establishing that leadership is just for the chosen few, not accessible to all people. Firstly, we will discuss what leadership means, then explore research and theories and its relationship with the concept of employee motivation. LEADERSHIP DEFINITION A LEADERSHIP is a social process in which one individual has the power to affects the group of others without the use of threat or violence THEORIES OF LEADERSHIP There are 4 basic theories of leadership. Given and described below: TRAIT THEORY Peoples are born with inherited personal qualities know as traits. Some traits are particularly suited to leadership. People with having good leaders qualities have sufficient combination of traits. This theory was basically a Psychology one. In which individuals are given importance on their natural or personal characteristics or traits. Importance was given to enhance and discovering those traits in individuals, often by studying successful leaders. But with the underlying assumption was if those qualities are to be found in other peoples as well then they, too, could have the talent to become great leaders. Some of the traits and skill to become great leader is given below in the chart. Stogdill (1974) identified the following traits and skills as critical to leaders McCall and Lombardo (1983) researched both success and failure identified four primary traits by which leaders could succeed or derail: Emotional stability and composure: Calm, confident and predictable, particularly when under stress. Admitting error: Owning up to mistakes, rather than putting energy into covering up. Good interpersonal skills: Able to communicate and persuade others without resort to negative or coercive tactics. Intellectual breadth: Able to understand a wide range of areas, rather than having a narrow (and narrow-minded) area of expertise. Many years back these inherited traits were being sidelined as learned and situational factors are being given due importance and are considered as far more realistic as reason for people in acquiring leader positions. But now they are being given importance as no individual can become leader if he has not acquired the leadership qualities personally or have learned from experience. SITUATIONAL THEORY The brilliant reaction of the leader shows in the situational factor. When the decision is needed the leader here does not just go into the single preferred style such as transactional or transformational because to them things are not as simple as they seem. The factor that can affect this kind of theory is the motivation and capability of the followers towards the leader. As the relationship between a leader and the followers is another thing in this regard depending on each others behavior among the leader and the followers. Perception of the leader is also very important in this regard towards his followers because if he has good perception about his followers than he ill deal calmly otherwise he will threaten his followers to follow him. Yukl (1989) seeks to combine other approaches and identifies six variables: Subordinate effort: the motivation and actual effort expended. Subordinate ability and role clarity: followers knowing what to do and how to do it. Organization of the work: the structure of the work and utilization of resources. Cooperation and cohesiveness: of the group in working together. Resources and support: the availability of tools, materials, people, etc. External coordination: the need to collaborate with other groups. Leaders here work on such factors as external relationships, acquisition of resources, managing demands on the group and managing the structures and culture of the group. Tannenbaum and Schmidt (1958) identified three situations affecting leaders action. The forces in the situation; the forces in the followers and the forces in leader. This recognizes that the leaders style is really variable and even such distant that a family dispute can also affects his perception and working with his followers and can create aggression as well among them. Maier (1963) noted that leaders not only consider the likelihood of a follower accepting a suggestion, but also the overall importance of getting things done. Thus in critical situations, a leader is more likely to be directive in style simply because of the implications of failure. ECLECTIC THEORY This theory goes with the combination of the above two theories namely THE TRAIT THEORY and THE SITUATIONAL THEORY. This deals in having the factor of both the above discussed theories of leadership. To have a successful and friendly environment between the leader and the followers. STYLE THEORY This theory deals with the behavior of leader himself with his employees or the followers. If the behavior will be good the affect of the good relation of both will portrays on the situation or problem which is considered to be solved. EXECUTIVE THEORY In this theory the manager or the leader has both a high task orientation and a high relationship orientation. COMPROMISING THEORY In this theory the leader is Poor at making and sticking to decisions BENEVOLENT AUTOCRAT THEORY In this theory leader has some trust and regard for his team so is more effective in doing any work. AUTOCRAT THEORY In this theory the leader has no confidence in others and is unpleasant, overbearing and less effective. DEVELOPER THEORY In this theory the leader builds trust on the team implicitly and wants to develop them as people. MISSIONARY INTERESTED THEORY In this theory the leader mainly focussed on harmony and cooperation so not as effective DESERTER THEORY In this theory the leader is someone who is uninvolved and withdrawn in or from the working or dealing. BEAURAUCRAT THEORY Its basically about the Conscientious of the leader himself that how much loyal is he to himself and others. CHARACTERISTICS OF LEADERSHIP ACCEPTANCE OF RESPONSIBILITY: Leader should have the feeling to accept his responsibility. SELF CONFIDENCE: Leader should have the self confidence container to avoid confusions and hesitations during his work. GENERAL CONFIDENCE: Must have the ability to have confidence on plotting or presenting general views on any thing and issues regarding matter. INTEGRITY: He must be the strong holder of integrity or honesty to present himself well. INTELLIGENCE: Leader must have the intelligence on and in his work of any type. This would avoid arguments and confusions with his work and employees. SKILLS OF THE LEADERSHIP There are several characteristics of leadership which are required to become a good leader. ORGANIZATIONAL ABILITY: Person must have the ability to organize things and people according to their capability in doing any work. ACCEPTANCE BY PEOPLE AT ALL LEVELS: Leader must have the ability to influence all peoples idea towards his own and the ability to accept him as their leader. ENERGY: Must have the energy or power to deal with any situation with his followers or employees. ENCOURAGING INITIATIVE IN OTHERS: Leader must have the ability to take proper and appropriate actions in different situations without any confusion or hesitation. DELEGATION: Must have the input to make delegations and impress others as well. TACT: Should have ability to care and sill in ones behavior to people, to avoid hurting or offending them. SELF-DISCIPLINE: Must be disciplined as well for setting an example for his people and to look after them. PROBLEM SOLVING: Leader should be able to solve any kind of problem arise during working to set up a leader impression and to be out of mistakes. OLD EMPLOYEE MOTIVATION In this qualitative study, the 1950s-1970s work of Frederick Herzberg, the father of work motivational research, was compared, and contrasted with current data study about management effectiveness to explore how employee motivation may have changed. Staff members and managers (N=38), primarily form healthcare settings, but also from academic, public, and private sector businesses were interviewed. Interpersonal relations now rank first as a motivating factor in this study. Recognition, the work itself, and responsibility are still ranked as critical motivating factors. These are important to understand as work is redesigned. Supporting positive interpersonal relations among subordinates, supervisors, and peers can be viewed as an effective management strategy to facilitate employee motivation. For employees, developing positive interpersonal relations with co-workers can enhance individual motivation and may improve job satisfaction. CRITICISIM ON THE NOTION OF LEADERSHIP AND ITS RELATIONSHIP WITH THE CONCEPT OF OLD EMPLOYEE MOTIVATION The concept of old employee motivation and its relation with the notion of leadership shall be criticized on the base that in early time people were given important on their realistic things and truths they dont have to learned any thing to acquire leadership, but now a days people have to be more sophisticated thinker and broadminded to take good decision and sometimes have to be more biased to give their company profit and make their company reach to highest peak. People now criticize the thing that old employee motivation was better as compared to now because now managers or we can say leaders are only thinking of themselves while the whole work is done by the employers as well. But employers are not given due importance in this regard now a day. So the mind set of leadership is creating bad affect in companies now because everyone is equally important in the team work including the manager himself. Peoples or the employees need satisfaction from their managers to get encouraged in their work and so can do much more better work in organization. Today as the advancement is increasing the organizations are creating partitions or fields for different work which cause lack of communication between the employees and the manager. Instead of this the new employees that come in organizations by recruitment feel really difficult to understand the whole process of the vast organizational functions. This will make them unable to flow proper with the organization. They want to get introduced first to the system before coming its part and this will be very difficult for them if company or organization have many departments in itself. This will create a big gap between the new employees and the old existing staff as well. Which later shows disputes between the staff members and the new employees as well. In fact the old concept was to make an organization really family like structure that can be understand by any one whether new or old all should get into the flow of system its basic aim was also to take the whole team together with courage, equality and power so that the organization can get good output results and which boost up the profit of the company or organization. Communication between the manager and the employees creates a friendly environment in which everyone should love to exchange views and share companies problem to get the best possible solution for their company. This was also due to the reason that the employees and manager get in touch more and discuss problems with full swing which is not the part of today occurring management systems. Thus this was a basic weak point of present organizations which is affecting the countrys economy as well CONCLUSION Leadership is elusive but momentous, passionate but single minded a matter of patience but sudden opportunity, a great struggle for victory and finally creating a leader to replace you. As shown in the figure 0.15. http://www.uptecnet.com/rel2/tv/download/TV010407/images/fig15.gif Nowadays, most scholars in the field have come to conclude that leaders are both born and made. Many leaders are born with qualities and attributes that assist them in leadership effectiveness. While at the same time development in their childhood and adolescence, education and later work experiences encourage and cultivate leadership abilities. (Bass, 1990; and Conger, 1992)

An Analysis of the Market Structure of the Tourist Parking Lots in Noga

An Analysis of the Market Structure of the Tourist Parking Lots in Nogales, Arizona Introduction This paper focuses on the market for daily parking in a one mile radius of the Nogales, Arizona/Nogales, Mexico border. Traveling to a foreign country often requires numerous preparations, and months of planning; paying and waiting for a passport, booking a hotel, and airfare. Yet for the average United States citizen, the proximity to Mexico provides a convenient and cost-effective opportunity for international travel by car. According to the World Tourism Organization, some 11.7 million tourists traveled by road to visit Mexico in 2004. While this number cannot be attributed to United States citizens in its entirety, approximately 94% of total tourism in Mexico is comprised of United States citizens (World Tourism Organization). Out of this number, approximately 72,139 tourists were considered â€Å"day visitors†. It is this high popularity of traveling to Mexico by car coupled with United States’ policy (to be discussed in detail) that has led to the construction of the border parking lots. Background During the 1970s the Nixon administration began an anti-drug campaign that came to be known as the "war on drug abuse" era. The crackdown of the importation of illegal substances into the United States gave birth to the creation of the Drug Enforcement Administration (DEA). The DEA enabled more efficient searches to take place especially along the border of Mexico and the United States. It was during this time that the Canine Enforcement Training Center was established in Washington D.C. (U.S. Customs Today) and the use of the canine came into play as officers came to rely on skilled dogs and their handlers to detect ... ...quirements and Beefed-Up Border.† 1 May 2005. . Keel, Robert. â€Å"Schaffer Library of Drug Policy.† . Mintz, John. â€Å"U.S. Will Tighten Passport Rules.† 6 April 2005 . â€Å"New Passport Initiative Announced To Better Secure America’s Borders.† 5 April 2005. . â€Å"Press Release: Western Hemisphere Initiative Formally Submitted for Public Comment† . â€Å"U.S. Customs Today.† February 2003. . â€Å"World Trade Organization- Mexico Tourism Indicators.† .

High School Dropouts Essay

Dropping out of optional school is an issue defied by various teenagers today. It happens in view of several essential standard reasons. One is normally an unlucky deficiency of companionship in extracurricular activities. An exchange turns around the people not being capable in asking for that their youths keep tabs on staying in school. A third cause is the nonattendance of effort pushed by learners to be productive in their studies. Why do young people lose their venture in school? The focus when individuals are not extraordinary with their studies it as often as possible starts a critical plunging winding in their devotion to class. When they feel less positive about school they all things considered are less fascinated by extracurricular activities – recreations, music, and clubs. For various learners, it is their accomplishment in extracurricular activities that fills their aching to stay in school. Accepting that individuals have no attainment in either academic or extracurricular activities they have no inspiring strengths to take off to class Consequently, they have no connection to their school. An overabundance of people is not firm enough with their children and their direction. People disregard to urge their children the centrality of staying in school and that dropping-out is contrary to their future. All over there high scholars drop-out as a consequence of an unlucky deficiency of trepidation instilled into them by their people. Various young people have for all intents and purpose zero parental supervision. Coupled with a nonappearance of social capacities between people and youths, the impact could be an unlucky deficiency of commitment with school. There is a nonattendance of exertion set forth by a significant number of today’s people. They appear to be truly languid and have no order regarding the matter of their studies. Constant disappointment is regularly a solution for colossal over-burden and anxiety. It has a tendency to measure to the satisfying toward oneself prediction of dropping-out. Dropping-out is their just escape. Dropping-out could be counteracted. Offering youngsters on the profits of staying in school requires consistent exertion and an extraordinary use of time. Folks must be the entire more in tune with their youngsters’ needs and cravings and be ready to help them adapt to their inconveniences. Folks must be stronger in swaying their youngsters to stay in school. In any case teenagers themselves must take the activity to acknowledge obligation regarding their future and they must set forth more exertion into their studies. Learners’ fruitful association in additional curricular exercises is useful in raising their regard toward oneself. These strategies for aversion may appear intemperate however the effects exceed the introductory battle.

Health Module 1st Quarter Essay

Gender and Human Sexuality At the end of the quarter, you should be able to 1. discuss sexuality as an important component of one’s personality. 2. explain the importance and dimensions of human sexuality. 3. analyze the factors that affect one’s attitudes and practices related to sexuality. 4. assess personal health attitudes that may influence sexual behaviour. 5. relates the importance of sexuality to family health. 6. discuss the signs, symptoms, and effects of sexually transmitted infections (STIs), such as Human Immunodeficiency Virus (HIV) Infection and Acquired Immune Deficiency Syndrome (AIDS). 7. enumerate steps in the prevention and control of STIs. 8. analyze why abstinence is the most effective method for the prevention of HIV and AIDS and other STIs. 9. follow government policies in the prevention and control of HIV and AIDS (RA 8504 or Philippine AIDS Prevention and Control Act). 10. explain other government efforts in ensuring a clean blood supply to prevent issues and problems related to sexuality (RA 7719 or Blood Services Act of 1994). 11. apply decision-making skills in managing sexually-related issues. Are you ready? You may first consider doing some activities that will brighten you up while expressing your knowledge about sexuality as an important component of one’s personality. A. DIRECTIONS: How much do you know about gender and human sexuality? Find out by answering the following questions. Write your answers in your activity notebook. 1. What term defines a man or a woman based on biological characteristics? a. sex b. gender c. sexuality d. androgyny 2. Which of the following illustrates gender? a. Miguel loves to cook. b. Marco does not cry in public. c. Hazel has a positive body image. d. Ahmed is attracted to Felicity. 3. What do you call the sets of activities that society considers as appropriate for men and women? a. gender role b. gender identity c. gender equality d. gender sensitivity 4. Why is it important to understand human sexuality? a. We will all be mature adults. b. We have similar sexuality issues. c. There is a specific age for developing one’s sexuality. d. It will help us build a better relationship with ourselves and others. 5. Which characterizes a good decision? a. Easy to make b. Makes your friends happy c. One that your teacher told you to make d. Arrived at after a thoughtful consideration of consequence/s B. DIRECTIONS: Read the following statements. Analyze your personal stand on each item. Write a short explanation why you agree or disagree with it. 1. Teaching is a job for women. 2. Men have no right to cry in public. 3. Both men and women can be police officers. 4. It is the responsibility of both parents to take care of their children. 5. Both the father and the mother should share in meeting the financial needs of the family. C. DIRECTION: Before you start studying the next lesson on human sexuality, you are going to answer the self-inventory test about STI and HIV/AIDS. How familiar are you with STIs HIV AIDS? 1. I have never heard of them or I have heard of them but don’t know what they are. 2. I have some idea what they are, but don’t know why or how they happen. 3. I have a clear idea what they are, but haven’t discussed them. 4. I can explain what they are and how do they occur what they do that may affect family life. Have you made a personal health plan on how to protect yourself from risky sexual behaviour? 1. I have neither planned nor thought about it. 2. I have planned but not thought about it. 3. I have planned but not practiced it. 4. I have both planned and practiced it. D. DIRECTIONS: For each of the following topic, place a check mark in the cell if it describes your experience. Topic/Concept Have read it Have heard it Have seen a TV or movie production Have written a report paper on it STIs HIV/AIDS Abstinence Refusal Skill Blood donation/transfusion E. DIRECTIONS: Fact or Fiction: Are the following statements true or false? Write true or false on the space before the number in order to find out your knowledge in sexually transmitted infections particularly HIV/AIDS. When you finish this module, you will have the opportunity to plan for yourself on how to avoid being infected with HIV/AIDS and live a healthy lifestyle in order to have a healthy relationship with your family. 1. A person can acquire HIV/AIDS from using intravenous syringe used by the infected person 2. Most sexually transmitted infections can be treated and cured without medical attention. 3. If an HIV/AIDS woman gives a normal birth to a child, her child may have a greater chance of being infected too. 4. A person always knows when he or she has a sexually transmitted infection. 5. People who get sexually transmitted infections have a lot of sex partners. 6. All types of sexually transmitted disease can be cured. 7. Parental consent is needed before you are treated for a sexually transmitted disease if you are under 18 years of age 8. You can have no symptoms, yet be infected with a sexually transmitted disease and be able to pass it on to someone else. You can get several sexually transmitted diseases at one time. Lesson 1 – Gender and Human Sexuality At the end of the lesson, you should be able to do the following: 1. discuss sexuality as an important component of one’s personality. 2. explain the importance and dimensions of human sexuality. 3. analyze the factors that affect one’s attitudes and practices related to sexuality. 4. assess personal health attitudes that may influence sexual behaviour. 5. relates the importance of sexuality to family health. LEARNING GOALS AND TARGETS Write your targets on what you expect to learn after reading and accomplishing this learning material. Lesson 1 Gender and Human Sexuality Part I. WHAT TO KNOW Sexuality involves the physical, mental, social, emotional, and ethical dimensions of one’s personality. ACTIVITY # 1 Here is someone who wrote about herself in a poem. Read and analyze how the author wanted to express herself. Sexuality means you have to be aware of yourself better. As you grow older, you will experience a range of social, emotional, and physical changes. As these occur, you need an intensive knowledge on how to deal with your attitudes and behaviour. ACTIVITY # 2 Graffiti You! On a half-size cartolina, write quotations, sayings, slogans, and so on that will describe and reveal your likes, passions, and aspects of your personality. After sharing this in class, you can post it on your bedroom walls and be inspired! A sample has been done below. Sexuality can be best understood through the help of the people around you. ACTIVITY # 3 How I See Myself – How Others See Me Listed below are characteristics which may or may not represent you. Using the icon at the left side, see if you can rate yourself. After you are done, fold the paper in half and ask a classmate to rate you. Extrovert _____ Selfish ____ Confident _____ Aggressive ____ Shy _____ Attractive _____ Good listener ____ Approachable ____ Liked _____ Fun ____ Sincere ____ Irresponsible ____ Kind _____ Dependable ____ Other/s: ______________________ ________________________ Extrovert _____ Selfish ____ Confident _____ Aggressive ____ Shy _____ Attractive _____ Good listener ____ Approachable ____ Liked _____ Fun ____ Sincere ____ Irresponsible ____ Kind _____ Dependable ____ Other/s: ______________________ ________________________ Extrovert ______ Selfish ______ Confident ______ Aggressive ______ Shy ______ Attractive ______ Good listener ______ Approachable ______ Liked ______ Fun ______ Sincere ______ Irresponsible ______ Kind ______ Dependable ______ Other/s: ________________________ ________________________ After accomplishing this task, compare your response with the answers of your classmates regarding your characteristics. Are they the same? Do your classmates see you as you see yourself? Reflect on this matter. Healthy sexuality encompasses the following characteristics: ACTIVITY # 4 Puzzle-Puzzle Fill up the pieces with the words/phrases hat describe your personality. Afterwards, fix the puzzle. What figure have you formed? What picture do you see that comprise the individual’s personality? What do you think will happen if you lack any of these pieces? Below is a diagram showing health attitudes that can influence sexual behaviour. Which of these do you possess? Levelling Off Please read and analyze the following key terms. ACTIVITY # 5 Gender Assumptions 1. giving birth 2. making a living 3. fixing the broken faucet 4. doing household chores 5. helping the children with their homework ACTIVITY # 6 Write the changes that you expect as you mature from a boy/girl to a man/woman. Copy the example figure below and write your own figure in your activity notebook. ACTIVITY # 7 Society Says In your activity notebook, copy the table as shown below and write words or phrases that you associate with the words masculine and feminine. GENDER ROLES MASCULINE Example: breadwinner FEMININE Example: babysitter The aim of education for human sexuality is to develop in a boy the characteristics of the personality belonging to his sex, and in a girl the characteristic of her own sex, thus turning a boy into a mature man and a girl into a mature woman, Using Life Skills to Improve Sexual Health The life skills that are mentioned below will give you the tools to deal with problems both big and small. Assessing your Health means evaluating your well-being periodically. This includes your sexuality. Figure out what you can do to improve your health if it is not as good as it can be. Making Good Decisions means making choices that are healthy and responsible. You must have the courage to make difficult decisions and stick to them. Communicating Effectively. Communication skills help you avoid misunderstanding by expressing your feelings in a healthy way. This means if you listen to what people say, they will want to listen to you as well. Practicing Wellness can be accomplished through information about good sexuality. Setting Goals or aiming for something that will give you a sense of accomplishment. Just be sure to be realistic with your target goal. Refusal Skill is a way to say no to something that you don’t want to do. This skill requires practice. But first, you must feel strongly about what things you want to avoid. Evaluating Media Messages is being able to judge the worth of media messages. It is a big challenge knowing that most media messages are very  convincing ACTIVITY # 8 Give an example of a situation for each of the life skills learned. Explain how you will use each skill in these situations? Write you answer in your activity notebook. Which of the life skills do you feel will be the easiest one for you to use? Which is the most difficult to use? Explain your answer. ACTIVITY # 9 Making Good Decisions In your activity notebook, label the page with the letters D E C I D E vertically. Use the six steps in decision making in going through this activity. 1. Your classmates are going to a party this weekend, this is the first time that you are asked to attend by a friend but then you discern that your parents will not approve it. You don’t want to make your friends angry by not going, but you also don’t want to get in trouble with your parents. Determine what decision you should make. 2. One of your closest friends tells his/her problem and asks for your support. He got his girlfriend pregnant / she got pregnant. How can you show your support and stand firm with the morals that having children should be the choice of matured individuals under the blessing of marriage? The following guide questions may help you decide. Is it safe? Is it legal? Is it healthful? Does it show respect for me and others? Does it follow norms and standards of society? Part II. WHAT TO PROCESS ACTIVITY # 10 Follow the instructions below to help you complete the poem â€Å"I Am† and make it a poem about you. Write this in a whole sheet of paper. Post it in the display area of the classroom. I Am Line 1:I am (write your name). Line 2:I am the child of (write the full names of your parents). Line 3:I am the grandchild of (write the full names of your four grandparents). Line 4:I am the sibling of (write the first names of your brothers and sisters, if any). Line 5:I am the friend of (write the names of a few friends). Line 6:I am (write three descriptive words that describe you). Line 7:I am a (write something that you do well – for example, I am a volleyball player). Line 8:I am a resident of (write the name of the barangay and the city in which you live). Line 9:I am (write your citizenship). ACTIVITY # 11 Dealing with People We all encounter people in our lives. Here are some descriptions of people. In your activity notebook, jot down some positive ways of dealing with each type of personality. 1. Show off (people who would like to be the center of attraction whenever possible). 2. Worriers (people who worry about everything). 3. Gossips (people who spread rumors and often exaggerate information). 4. Bullies (people who use threats, fear, and cruelty to control others). 5. Whiners (people who grumble and complain about everything). ACTIVITY # 12 How Well Do I Know Myself On your activity sheet, trace your left and right hand on each side of the paper. Each finger represents a characteristic of a healthy sexuality. ACTIVITY # 13 Male versus Female In your activity notebook, copy the Venn diagram as shown below. Write the roles played by male and female in the space provided. In the space where the two circles meet, write the common roles played by both. Where they don’t join, write their specific roles. Choose the specific roles from the box below. MALE FEMALE Part III. WHAT TO REFLECT AND UNDERSTAND You can reflect and understand better your personality by accomplishing the activity below. ACTIVITY # 14 Read and reflect on the article below. ACTIVITY # 15 Role Play To better analyze the factors that affect the attitudes and practices related to human sexuality, you are going to internalize a given character. Gather your classmates, group yourselves into five (5). Each member of the group will assume the role of any of the following: 1. one who grew up in a very religious family 2. one who was raised by authoritative parents 3. one who has been strongly influenced by media 4. one who has good friends from the opposite sex 5. One who has been educated in an exclusive school You are given ten (10) minutes to prepare a short skit. Each group shall present the skit in two (2) minutes. After the presentation, analyze the factors that shape the sexual attitudes of the various characters. Answer the following questions. Use them as your guides. What are the factors that shape our sexual attitudes? How do these factors positively or negatively affect our sexual attitudes? What can we do to maximize the negative effect of these factors on our sexual attitudes? Rate yourselves accordingly using the rubrics below. CRITERIA ADVANCE (20) PROFICIENT (15) APPROACHING PROFICIENT (10) DEVELOPING (5) Work Attitude (cooperative with the group) Always cooperative and focused on task during group work and presentation. Usually cooperative and focused on task during group work and presentation. Sometimes cooperative and focused on task during group work and presentation. Rarely cooperative and focused on task during group work and presentation. Presentation of Character Convincing in communicating character’s feelings, situation and motives. Competent in communicating character’s feelings, situations and motives. Adequate in communicating character’s feelings, situation and motives. Limited in communicating character’s feelings, situation and motives. Relevance of the actions Actions are clearly established and effectively sustained. Actions are clearly established and generally sustained. Actions are established but may not be sustained. Actions are vaguely established and may not be sustained. Use of Non-Verbal Cues (voice, gestures, eye contact ) Impressive variety of non-verbal cues is used in an exemplary way. Good variety of non-verbal cues is used in a competent way. Satisfactory variety of non-verbal cues is used in an acceptable way. Limited variety of non-verbal cues is used in a developing way. Imagination, Creativity, and Choices Demonstrate insight that powerfully enhance role play Choices Demonstrate thoughtfulness that completely enhances role play. Choices Demonstrate awareness that acceptably enhance role play. Choices demonstrate little awareness and do little to enhance role play. Congratulations! You did a great job! Please refer to the boxed entries for you to assess how you fare in Activity # 15. Education for human sexuality deals with the formation of virtuous habits right attitudes integration of positive values ACTIVITY # 16 For each factor listed below, provide examples of how this factor affects your sexual attitudes and behaviors. Write your answer in your activity notebook. A.1. Family. Family values oftentimes determine your own values. Describe how your family affects your values regarding human sexuality. A.2. Culture. Filipinos living in different regions have diverse cultures and beliefs. Your cultural background can affect your values regarding sexuality, along with the norms and standards set by society. Describe how your culture affects your human sexuality. 3. Peers. Like your family, your friends can also have a significant impact on your views on human sexuality. Describe how your friends affect your human sexuality. 4. Media. The media plays a significant role in our lives as we regularly watch televisions, listen to radio, search the internet, read newspapers, etc. Describe how media affects your human sexuality. ACTIVITY # 17 Analyze Media Message Think of a commercial and write how men and women are being portrayed. Then, respond to the following: What is the commercial all about? What messages were presented about being a man or a woman? Is the information real and accurate? Why or why not? boys and girls are given the impression of men being superior to women. In as much as we would like to practice gender equality, the rules for human conduct and human appropriateness are not alike for both sexes as practiced in most areas in the Philippines. This is likely shown in the examples below: A. Boys and men are permitted to stay out more and up to a later time than the girls and women. B. A philandering or immoral man is considered as demonstrating his manliness or â€Å"pagkalalaki†. A philandering or immoral woman is considered as cheap, bad, or â€Å"masamang babae†. C. Women are expected to remain virginal until they marry, while it is generally acceptable for men to have sexual experience before marriage. D. Women are socially judged and legally penalized for adultery and for having children out of wedlock. E. Men who stay at home to do household chores instead of having jobs to earn money for the family are considered by some as â€Å"under ‘d saya.† ACTIVITY # 18 In your activity notebook, answer the following questions: 1. What is your stand on double standard of morality? 2. How can we possibly eliminate the double standard of morality? VIRGINITY a virgin is a person who has not had sexual interaction. ACTIVITY # 19 My Abstinence Bag Abstinence is the best decision one can make in safeguarding sexual health. In this activity, list five items that you value most in life and will help you say no to unhealthful practices. Explain how this item can encourage you to make right decisions. For example, putting a family picture in my abstinence bag can remind me of how I value my loved ones and how I would like to make them proud of my achievements. ACTIVITY # 20 In your activity notebook, answer the following questions: a.i.1. Do you believe that virginity is important for both boys and girls? Why? a.i.2. What are your attitudes and standards towards virginity? Compare it with the norms and standards set by society. Does it confirm? a.i.3. How do you value virginity? Part IV. WHAT TO TRANSFER ACTIVITY # 21 What Do You Value? Values are qualities or conditions that are important to a person. Complete this survey by determining what you value in yourself. In your activity notebook, tick on the appropriate box based on the importance you assign to each attribute. Not Important Important Very Important 1. To be respected by my parents. 2. To be respected by my friends. 3. To have a positive image of myself. 4. To have lots of friends. 5. To do well in school. 6. To give and receive love. 7. To stay virgin until marriage. 8. To build healthy relationships with members of both sexes. 9. To appreciate sexuality as factor of personality. 10. To make intelligent decisions concerning sexual behaviour. After completing this survey, what observations can you make about your values? ACTIVITY # 16 ACTIVITY# 22 Visualize & Learn! a. You will be given five minutes to close your eyes and imagine a scenario in the past where kings and queens once lived. Imagine you are the king (if male) or queen (if female). The queen is captured and needs recuing from her captors. The king assumes the conventional role of a brave king who rescues his queen, while the queen takes on the role of a meek and mild queen who needs looking after. b. Visualize a scenario of a typical Filipino family. Analyze and enumerate the roles being played by the male members of the family (grandfather, father, male siblings) and the female members of the family (grandmother,  mother, female siblings). Does it conform to the norms set by the society? ACTIVITY # 22 Critical Thinking Let us try to connect our lesson to current issues in our country. ACTIVITY # 23 Watch and Relax! This is your opportunity to show your understanding of gender role in the media. Choose a movie or a television show which you believe has gender role labels in it and you must deconstruct and analyze. Extract any gender-biased content. Recreate one of the scenes of the film by submitting a script of your own for this scene. Write a reflection on why you think the gender role depiction in media must be addressed. ACTIVITY # 24 K W A Chart In your activity notebook, copy the table as shown. List your top five (5) issues concerning sexuality regarding what you know, what you want to learn, and what you have learned. Give a brief explanation of your answer. Sexuality Issue What I Know What I Learned How I Will Apply (the concept/skill learned) 1. 2. 3. 4. 5. Human sexuality is the totality of being a man or being a woman. It includes everything that makes you a male or a female – your ideas, behavior, feelings and judgements. ACTIVITY #25 As you analyze the significance of sexuality to family health, ask yourself the following questions: Do I periodically evaluate my sexual health? Am I making good decisions? Am I setting and meeting my goals? Do I use refusal skills when I need to? Am I communicating my feelings and expectations? Do I compare and evaluate media messages as to the norms and standards of society SUMMARY Think back on something that you have learned from this Learning Materials. Reflect on the following questions and then write your answers on the box. 1) What did you learn? 2) How did you go about learning the lesson? 3) Why did you choose to learn it? 4) What/Who helped you learn it? 5) What hindered your learning? 6) How did you know that you had learned it? LEARNING MODULE FOR HEALTH – GRADE 8 QUARTER 1 Family Health Module 1 Issues and Problems Related to Human Sexuality Sexually Transmitted Infections (with emphasis on HIV/AIDS ) Government Policies and Republic Act No. 8504 and 7719 Introduction: After learning about human sexuality and gender, you will now be introduced to the nature and prevention of sexually-transmitted infections (STIs) like Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS). Sexually-transmitted Infection (STI) is a communicable disease that is spread from person to person through sexual contact. Despite the efforts of government and civil society, the incidence of STIs particularly HIV/AIDS continues to increase. Thus, it poses a serious threat to Filipinos especially to young people like you. According to the Department of Health’s Philippine HIV and AIDS Registry, we had already exceeded the 10 thousand mark in HIV infections since 1984 when the disease was first documented in the country. More than a thousand of these already developed into full-blown AIDS. Sexually-transmitted infection is preventable. The first step is to remain sexually abstinent until marriage. Next is to obtain accurate information about these diseases and recognize inaccurate information. Third is to enhance life skills. By knowing how to make decisions and practice refusal skills you can never go wrong in safeguarding your health. OBJECTIVES: At the end of this module you will learn to 1. Discuss the signs, symptoms and effects of sexually transmitted infections (STIs) such as Human Immunodeficiency Virus (HIV) infection and Acquired Immune Deficiency Syndrome ( AIDS) 2. Identify and analyze steps in the prevention and control of STIs 3. Realize why abstinence is the only sure way to avoid sexually transmitted infections particularly HIV/AIDS 4. Follow government policies in the prevention and control of HIV and AIDS (RA 8504 or Philippine AIDS prevention and control Act) 5. Explain other government efforts in ensuring a clean blood supply to prevent issues and problems related to sexuality. 6. Applies decision-making skills in managing sexuality related issues. This time you will answer the following pre assessment activity. This is non-graded test. The purpose is to identify your learning needs. It is important that you answer the items to help you find out what you need to know. PRE-ASSESSMENT A. DIRECTIONS: Before you start studying the next lesson on human sexuality, you are going to answer the self-inventory test about STI and HIV/AIDS. How familiar are you with STIs HIV/AIDS? 1. I have never heard of them or I have heard of them but don’t know what they are. 2. I have some idea what they are, but don’t know why or how they happen. 3. I have a clear idea what they are, but haven’t discussed them. 4. I can explain what they are and how they occur, what they do that may affect family life. Have you made a personal health plan on how to protect yourself from risky sexual behaviour? 1. I have neither planned nor thought about it. 2. I have planned but not thought about it. 3. I have planned but not practiced it. 4. I have both planned and practiced it. B. DIRECTIONS: For each of the following topic, place a check mark in the cell if it describes your experience. Topic/Concept Have read it Have heard it Have seen a TV or movie production Have written a report paper on it STIs HIV/AIDS Abstinence Refusal Skill Blood donation/transfusion C. DIRECTIONS: Fact or Fiction: Are the following statements true or false? Write true or false on the space before the number in order to find out your knowledge in sexually transmitted infections particularly HIV/ AIDS. When you finish this module, you have to plan on how you can avoid being infected with HIV/AIDS and live a healthy lifestyle in order to have a healthy relationship with your family. 1. A person can acquire HIV/ AIDS from using intravenous syringe used by the infected person 2. Most sexually transmitted infections can be treated and cured without medical attention. 3. If an HIV/AIDS woman gives a normal birth to a child, her child may have a greater chance of being infected too. 4. A person always knows when he or she has a sexually transmitted infection. 5. People who get sexually transmitted infections have a lot of sex partners. 6. All types of sexually transmitted disease can be cured. 7. Parental consent is needed before you are treated for a sexually  transmitted disease if you are under 18 years of age 8. You can have no symptoms, yet be infected with a sexually transmitted disease and be able to pass it on to someone else. You can get several sexually transmitted diseases at one time. Check if your answers are correct. What you will do! Learning Goals and target Read the questions below and fill out the column in my response column Write your answer in your activity notebook. What? / So What?/ Now What? Strategy: My response What: What I want to know about the topic? What behavior I would like to change or improve to have a healthy sexual behaviour? What steps are involved to accomplish this healthy sexual behavior? So what: Why is this important? What does it mean to me? How does knowing about this information change my thinking? What other ideas in human sexuality do I have or connections can I make to STIs and HIV/AIDS? Now what: What are the implications human sexuality to a healthy family life? What am I going to do or apply to protect and promote healthy sexuality? What measures will I do to prevent HIV/AIDS? Just enjoy and have fun in learning! Your teacher will help and guide you as you walk through your learning journey. Part I. WHAT TO KNOW Are you ready? What is STIs? Sexually-transmitted infection or STI, also known as sexually-transmitted disease (STD) is a communicable disease that is spread by a pathogen (disease-causing organism) from one person to another person through sexual contact. A person who has a sexual relationship with someone who is infected can get one or more of these diseases. STIs are transmitted through an exchange of bodily fluids during sexual intercourse. These infections are commonly caused by bacteria and viruses. Some STIs can be treated successfully but many STIs such as HIV/AIDS still have no cure. The good news is, all STIs can be prevented. Symptoms of STIs depend on the type of infections. Common symptoms include discharge from the genitals, warts, blisters or sores in the genital area, a rash, painful urination, or flu- like symptoms. Some STIs don’t have any signs or symptoms. In fact one of every 10 people can have STIs but be asymptomatic. These people are carriers and are very dangerous because they can transmit an infection without even knowing it. . The only certain way to prevent/to keep from catching these diseases is by abstinence. Sexual abstinence is the deliberate choice to refrain from all sexual activity Let’s Review 1. What is a sexually transmitted infection? 2. What is abstinence, and why is abstinence the only certain way to prevent STIs? Knowing About STIs Teens are the age group most likely to get STIs that is why it is important for teens to learn about STIs Study the table below and identify sexually transmitted infections. Make a summary and identify the major ways on how to prevent sexually transmitted infections. COMMON SEXUALLY TRANSMITTED INFECTIONS AIDS Chlamydia Genital herpes Gonorrhea Syphilis Pathogen (causative agent) Human Immunodeficiency Virus (HIV) Chlamydia Trachomatis bacterium Herpes Simplex-2 Virus Neisseria gonorrhoea bacterium Treponema Pallidum bacterium Long term effects Immune systems failure, severe illness leading to death,8-10 years to see signs of infection, infection of infants leading to death In women, pelvic inflammation with abdominal pain, fever, menstrual bleeding, ectopic pregnancy In men, enlarged lymph glands of the groin, infection of the  testicles. Infection during birth can cause blindness or illness in newborn If left untreated, it may cause cervical cancer in women and cause deformities in unborn babies Sterility, liver disease, testicular disease, infection of heart lining, eye infections for newborn leading to blindness If left untreated, mental illness, heart and kidney damage, and death may result Prevention measures Abstinence from sexual intercourse and from use of intravenous drugs Abstinence from sexual intercourse Abstinence from sexual intercourse and from use of intravenous drugs Abstinence from sexual intercourse and from use of intravenous drugs Abstinence from sexual intercourse and from se of intravenous drugs What are HIV and AIDS? Acquired Immune Deficiency Syndrome (AIDS) is a fatal communicable disease with no effective treatment or known cure. It is the final stage of infection caused by the human immunodeficiency virus (HIV). When HIV enters the body it attacks the body’s immune system. Thus, the body becomes vulnerable to opportunistic infections or diseases that develop when the body’s defense system becomes weak. Among these infections are Kaposi’s sarcoma, a rare but deadly type of skin cancer, recurrent pneumonia, and toxoplasmosis within the brain. Early symptoms of infection with HIV may include a rash, sore throat, fever, and tiredness. Nearly everyone with HIV develops AIDS. People with AIDS cannot fight off diseases that healthy people could easily resist. Because AIDS has no cure, people with AIDS eventually die from one of these diseases. Ways of Acquiring HIV Activity 1. Deal or no deal Let us deal with how HIV AIDS can be transmitted from one person to another. The following chart lists ways of acquiring HIV. If the manner is false, put an X on the No Column meaning no deal, but if the manner is an actual way of acquiring HIV put an X in the Yes Column meaning we need to deal it. Ways of Acquiring HIV Yes No 1. Breastfeeding . 2. Handshaking 3. Sharing the eating utensils with someone infected with HIV. 4 . Donating blood with Red Cross 5.Selling blood in blood banks 6. Someone who has HIV who cough and sneeze near you. 7.Hugging someone with HIV 8. Having unprotected intercourse with someone with HIV 9. Sharing contaminated syringes, needles or other sharp instruments with someone infected by HIV 10.Receiving transfusion of blood infected with HIV 11.Sitting in the toilet seat used by the HIV patient 12. Mosquito bites 13. Tattooing using an infected needle 14.Swimming with an HIV infected person 15. Wearing clothes of an infected person 16. Ear and Body piercing with an infected needle HIV must enter into the person’s bloodstream to infect the person. HIV has been found in many body fluids including blood, semen, vaginal fluids, and breast milk of infected person. Which items have you already known and been informed about how HIV/AIDS can be acquired? Have you heard of other ways AIDs can /can’t be transmitted or not transmitted? How can you correct misconceptions? Check your answer. Your teacher will help you analyze the responses . Make a generalization on how a person can acquire HIV AIDS. I learned that HIV can be transmitted by ___________ I learned that HIV cannot be transmitted by_________________ 1 1 2 2 3 3 4 4 5 5 6 6 7 7 Activity 2 REDUCING THE RISK OF HIV In small groups, brainstorm on how HIV can be transmitted and then create a chart or web to illustrate it. For each method of transmission, you and your partners will list at least three ways to reduce one’s risk of exposure to HIV. A sample chart appears below. Groups share their charts/webs and discuss. Mode of Transmission Ways to prevent and control Sexual Contact (Infected Body Fluids, Blood . Semen). ____________________________________________ ____________________________________________ ____________________________________________ Injecting drug and sharing infected needles ______________________________________________ _______________________________________________ _______________________________________________ ________________________________________________ Maternal transference (Mother to baby during pregnancy) ________________________________________ ___________________________________________ ___________________________________________ Activity 3 Good Reasons for Abstinence A. DEFINING ABSTINENCE How will you define abstinence? Have you experience giving up one thing in your life in one-week period? Try this with a partner or classmate. Choose one or two from the activityies. 1. You will refrain from any of the following activity- watching television, not eating a particular food, or not playing a particular game or sport for the entire one-week period. 2. During that time, you will keep a diary of your feelings and attitudes about being â€Å"abstinent.† 3. After a week is up, you and some of your classmates will meet in small groups and share your feelings and discoveries. Answer the following questions in your small group.: a. How hard was it to abstain for the entire week? b. Did it get more or less difficult as the week went by? Explain. c. Did friends or family members try to tempt you during the time period? d. How did you handle the pressure? Abstinence is _____________________________________________. Now what is sexual abstinence? How can sexual abstinence keep a person from getting pregnant and protect them from STIs HIV AIDS? Some people choose abstinence for other reasons as well. Read the article and use the information in the article to complete the chart that follows. Remember to copy the chart in your activity notebook and fill it with required entries. There is an increasing number of young people being infected with Sexually Transmitted Infections (STIs) or for every 10 cases 1 is a child. The most serious of these diseases is AIDS Activity 4 Name Reason for choosing abstinence Your name______ (Your thoughts concerning this reason) Marta Jonathan Peter and Joanna Racquel Noemi Reducing the Risks of Sexually Transmitted Infections Rubric for your Activity 2 and 4 4 3 2 1 Points Explanation Complete response with detailed explanation Good Response With clear explanation Explanation is not clear Misses key points Demonstrated Knowledge Shows complete understanding of the question Shows substantial understanding Response shows some understanding Response shoes lack of understanding Sensible opinions Complete response with bright opinion Meets the sensible opinion Hardly makes sensible opinion Does not meet sensible opinions Total points YOU ARE PROTECTED!!! Government Policies in the Prevention and Control of HIV/AIDS and other STIs Republic Act No. 8504 also known as Philippine AIDS Law Government efforts in ensuring a clean blood supply to prevent issues and Problems related to sexuality (RA 7719) or the Blood Services Act of 1994) Let’s Appreciate What is the government doing to protect the health of the Family in terms of STIs HIV AIDS? How are you protected in case of blood donation and blood transfusion? Here’s more†¦. Have you donated blood? Or received blood transfusion? How does it feel? There is a law that covers the proper ways to give and receive blood services. PART II. WHAT TO PROCESS Activity 1 Let’s Think Critically Reflect on the following focused points and write your ideas in your activity notebook 1. Analysis: How can good general health practices be healthful in preventing STIs. 2. Only two strategies if practiced consistently reduced the risk of STIs to zero. Name the steps in the prevention and control of STIs particularly HIV/AIDs 3. Analyze why sexual abstinence is the most effective method for the prevention of HIV/ AIDS and other STIs. Activity 2. Life Skills in Action Common Sense and Good judgment are powerful strategies to prevent and control STI HIV AIDs. Think about this 1. How does alcohol affect the persons judgment in making responsible sexual behavior? 2. Why do we need to practice saying NO to behaviors that are risky to your sexuality? 3. Explain how you can practice refusal skills to prevent and control STI HIV/AIDS. Activity 3 Tracing the Link The drug, the blood, the alcohol connections to STI HIV AIDS How does it contribute to the transmission of STI HIV AIDS? Read the article below Dr. Jane Perez is a school physician lecturing about STI HIV AIDS in Bangkalan National High School asks the students the following questions: â€Å"How many of you have seen the effects of drinking alcoholic beverages or have read the effects of taking dangerous l drugs? â€Å"What is the danger of using shared syringe in cases of blood transfusion? â€Å" â€Å"What are the possible harmful effects to people being tattooed using needles? â€Å" Have you donated blood? Or received blood transfusion? She received varied responses, and she continued asking them to see a strong links or connection in the prevalence of STI HIV/AIDS. What are the connections of alcohol, drug abuse, blood donation and transfusion to STI and HIV/AIDS? Can you give your response? Write your answer on the space provided and discuss your answer with your classmates. 1. How can drinking alcohol leads to STI HIV ? _____________________________________________________ _______________________________________________________ 2. What are the dangers of using shared needles in tattooing, or shared syringe in injecting drugs? ______________________________________________________________ ___________________________________________________________________ 3. Have you donated blood? Or received blood transfusion? How does it feel? There is a law that covers the proper ways to give and receive blood services. It is RA 7719 or the Blood Services act of 1994. What is Blood Services Act of 1994 (RA 7719 )? ______________________________________________________________ ______________________________________________________________ Why is it important that blood donors be qualified to donate blood? Can you relate this law to STI and HIV/AIDS protection and prevention? ______________________________________________________________ ______________________________________________________________ Day Eight PART III. WHAT TO REFLECT AND UNDERSTAND These are activities you will do to help you acquire adequate and significant information about this topic. It is important that you clarify ideas about the lesson. You are going to watch an interactive video and video news episode about HIV AIDS incidence in the Philippines this will help you and be aware of the Activity 1 Interactive Video a. Visit the web sites and collect materials and Fact sheets about STI HIV / AIDS. b. View some video clips on HIV updates in the Philippines like Kapuso mo Jessica Sojo www.you tube.com c. The â€Å"Power of You† by the DEP ED -UNICEF Activity 2: Investigative Reporting HIV/AIDS Visit your school clinic or barangay health center. Interview a health personnel about HIV/AIDS using the following guide questions: What is HIV? What is AIDS? What are the signs and symptoms of Human Immunodeficiency Virus ( HIV) and Acquired Immune Deficiency Syndrome (AIDS) How can HIV/AIDS be spread from one person to another person? What are the effects of HIV/AIDS to our body? How can HIV and AIDS be prevented? Report the information that you have gathered in class. Compare this with what you already learned in class. Activity 3 I Believe After the activity you can make a compilation of facts and information about HIV / AIDS. Be ready to make an advocacy campaign about preventing HIV /AIDS. You need to be heard and speak out on the topic† HOW can I be safe from HIV / AIDS.† Tell the class what you believe Activity 4 Just Say NO! How to say no and remain friendly to someone you like? Is it difficult for you to refuse? If somebody ask you to do risky behavior like drinking and smoking or even doing pre-marital sex , how will you refuse? Throughout life you are likely to meet people who will persuade you to do things you do not want to do. How do you say no and still remain friendly with someone you like? Is it difficult for you to refuse? If somebody asks you to do risky behavior like drinking and smoking or even do pre-marital sex, how will you refuse? The ability to say NO to unhealthful practices is called Refusal Skills. The following are the different ways of saying NO to things that you don’t want to do. Technique of saying NO The Response Whats Your Response? Maintain eye contact and say NO firmly Person A: Do you want to smoke cigarette Person B: NO,( firmly) ____________________________________ ____________________________________ Be true to yourself and to your belief. Give reasons for saying NO Person A: Do you want to be my drinking buddy? Person B: NO ! I love my body. I don’t want to die young. ___________________________________ ____________________________________ Walk away or avoid the situation If you know that the group are doing risky sexual behavior that you don’t want to do or join, then JUST don’t GO ____________________________________ Change the subject Try suggesting something better to do with your time, Person B: Let’s smoke. Person A: I think it would be better if we eat instead. ________________________________________________________________-______ Match verbal with non-verbal communication Shake your head and say NO ! _________________________________________________________________ Give your personal Conclusion: Internalize how you will firmly refuse an offer to engage in risky behavior For more skills on Refusal Skills Visit http://www.thecoolspot.gov/index.asp Activity 5 Role-play the following situation showing how you can express feeling or thought on resisting pressures using refusal skills. Practice with your friend. 1. A friend inviting you to drink alcohol after school 2. Ramon told you to cut classes so you can attend a birthday party. 3. Carmen invited you to try smoking. Activity 6. Check it out: 1. Find out what government agencies are responsible for educating the public about HIV/ AIDS in our country. List them in your notebook and write their specific task/s. 2. How does the government protect the rights of people living with HIV/AIDS? 3. What services are available for people living with HIV/AIDS? How can they avail of these services? 4. What will be your behavior toward a person with HIV/AIDS? What will you tell her/him? SUMMATIVE ASSESSMENT Answer the summative test before you proceed . PART IV. WHAT TO TRANSFER Activity 1 Let us apply what have you learn. Design a poster that tells teenager on how to avoid STIs and HIV/AIDs using Abstinence and Refusal Skill. Activity 2 Applying Health Knowledge 1. Design a booklet or a health journal entitled â€Å"STI and HIV/ AIDS ALERT† that summarizes the major points presented in the lesson. 2. What steps should public health agencies take to further control the spread of STI and HIV/AIDS? 3. As a teenager, how will you avoid being infected by this disease? 4. You will need parental involvement. Ask your parent or another adult at home how they learned about blood donation, STIs and AIDS/HIV. Ask them about the accuracy of the information. Seek advice from your parents on how you can prevent being infected by HIV/ AIDS 5. Community Involvement. Find out what kind of services are available to help people who have HIV/AIDs in your community. Look also in your community measures they are doing in relation to Blood donations. Prepare a report to share your findings with your classmates Activity 3 Thinking Critically 1. Application. Develop a law of your own that you think would be effective in the prevention and control of STIs HIV/AIDS. Explain your thinking. 2. Application. The only known way to prevent a kind of STI is to abstain from sexual contact. What strategies can you suggest that would be effective in telling this concept to teens who are already sexually active? Are you ready to answer the following questions? Activity 4 Critical thinking Imagine that you have a chance making solutions on how to decrease the number of HIV/ AIDS in our country, what are the three things that you will do? 1. Write all your answers in your health journal. 2. Post your decisions in the form of sticker messages on the bulletin board or in any display board 3. Suggest activities for you and your class to decide. a. You may want to present a theater presentation on how you will prevent and Protect yourself from contacting STIs and HIV/AIDS b. Organize a Parent’s forum on STI and HIV/AIDS. Invite your teachers, and parents to this information campaign. c. Start a students’ advocacy campaign on how teenagers can be protected from HIV AIDS Independent Study Activity 5 Check yourself. Reflect and Understand After you complete the guided practice review and answer the questions below to review what you have learned 1. In your own words, can you give the difference between HIV and AIDS. 2. What are the four ways that HIV can be passed from one person to another person? 3. If you become HIV positive, what will you do to prevent AIDS? And what will you do to live longer? 4. AIDS is not curable but it is preventable. What are the best methods of prevention? 5. Name two ways teenagers can do to reduce the risk of HIV infection. 6. How can using alcohol and illegal drugs increase a person’s risk of having HIV infection? Use the chart below in answering the items SUMMARY Think back on something that you learned on this Learning Materials. Reflect on the following questions and then write your answers on the box. 1) What did you learn? 2) How did you go about learning the lesson? 3) Why did you choose to learn it? 4) What/Who helped you learn it? 5) What hindered your learning? 6) How did you know that you had learned it? Supplemental Readings RA 8504 OR THE PHILIPPINE AIDS LAW OR THE PHILIPPINE AIDS PREVENTION AND CONTROL ACT. Article1 The Government must promote education and information campaigns. Schools and non-formal education programs must include HIV/ AIDS education. The DOH must conduct public health education campaigns. The government must provide education for Filipinos going abroad. Employers, working with DOLE must develop workplace education and safety. The Department of Tourism must provide education for tourists and transients. LGUs must develop local HIV prevention and education efforts. Accurate information about prophylactics will be provided. It is against the law to give false or intentionally misleading information on HIV/AIDS. Article 2 The Government will develop and promote safe medical practices All blood, organs, and tissue for donation will be tested. If it tests positive, it will be disposed of safely, and not used. The DOH will provide guidelines on safe surgery and medical procedures. Article 3 The Government will provide appropriate confidential HIV testing. HIV testing can only be done with the consent of the person tested. The DOH will provide anonymous HIV testing Counselling will be conducted before and after testing The DOH will make adequate and affordable HIV testing available in all of the barangays in the Philippines. Article 4 The Government will ensure adequate health and support services for people with HIV. Hospitals will provide adequate care for persons with HIV. LGUs must provide community-based prevention and care efforts. Livelihood efforts will be made available for people with HIV. The DOH is to do STD prevention and control efforts. The DOH is to make sure that health insurance is available to people with HIV. Article 5 The Government will monitor HIV/AIDS The Government will establish an AIDSWATCH council. Reporting procedures will be developed to track HIV rates, while respecting client confidentiality. Contract tracing is permitted provided confidentiality is not breached. Article 6 Confidentiality will be protected on HIV status. All healthcare workers and anyone handling health records will strictly preserve patient confidentiality on HIV status, and the identity of people with HIV. HIV status can be shared by health officials in three circumstances; officials of the AIDSWATCH council, health workers who are involved in treatment and need to know for their own safety, and a judge if under subpoena for an official court case. HIV results may be given to the person tested, an official of the AIDSWATCH council, and a parent or guardian. It cannot be given to anyone else. Legal penalties can be provided for breaching confidentiality. People with HIV must inform spouses and sex partners as soon as reasonably possible. Article 7 Discrimination against people with HIV is illegal. Employers cannot discriminate in hiring, firing, promoting, or assigning based on actual or suspected HIV status. Schools are not allowed to refuse admission, punish students, or deny participation in activities based on real or perceived HIV status. A person with HIV has the legal right to travel, live, and lodge with the same freedom as any other citizen. Quarantines and other restrictions are illegal. A person with HIV has every legal right to seek public office. Credit services cannot be denied based on HIV status. Insurance cannot be refused based on HIV status, provided the person does not lie about their HIV status. Hospitals can health services cannot refuse treatment or discriminate based on HIV status. Decent burials cannot be denied based on HIV status. Legal penalties for discrimination will be enforced. Article 8 The government will establish a Philippine National AIDS Council This council will be responsible for implementing the act and conducting all national AIDS performances.