This semester, we discussed the community as part of the client system in Social Work practice, but is nonetheless also relevant to Journalism and of course Community Development. After your group engagement with your respective communities, we now step back to reflect to complete the cycle or Reflection-Action-Refection (Freire,Paolo, Pedagogy of the Oppressed).
Write an essay about Observing the Community. What aspect of community life expanded your view of reality? How did your view about "truth" change? Discuss your reflections on the strength of working with communities and what particular areas you became more interested in. Discuss your culture as members of the middle class and its relation to how you would view the community. Include your feelings, fears, apprehensions, etc during and after you went to the community. What areas challenged you ideologically or even, morally? What are your present prospects of community work? How did this experience help you in shaping your self-concept as a social worker, social development worker, as a writer or journalist, as a student, as a person, or simply as a member of the community. (Cite your sources, using APA format).
No restrictions as to the number of pages, format and style. Medium: English or Filipino (Tagalog) Submit hardcopy (short bond 81/2 by 11)by March 22, 2011 and email on the same day to nicolas_justinvilla@yahoo.com and salocinnitsuj@gmail.com
Monday, March 7, 2011
Monday, January 17, 2011
SW121 Notes on Community Perpectives
COMMUNITY PERSPECTIVES NOTES
Based on Schriver (1995). Human Behavior and Social Environment. Allyn and Bacon: Boston MA. and SLK Lecture Notes
A. Community as a place: Observe the geographical patterns and physical characteristics of the area.
B. Community as Functions (Five types of activities)
1. Local participation in production-distribution-consumption of necessary goods and services by industry, business, professions, religious organizations, schools or government agencies.
2. Socialization or transmission of knowledge, social values, and behavior patterns to members by families, schools, religious organizations, and other units.
3. Social control to influence members’ behaviors to conform to community norms through laws, the courts, police, family, schools, religious organizations, and social agencies.
4. Social participation in activities with other members through religious organizations, family and kinship groups, friendship groups, business, government programs, and social agencies.
5. Mutual support for community members in times of need through care for the sick, exchange of labor to help members in economic distress, and assistance for other needs by primary groups, friendship groups, local religious groups, social service agencies, insurance companies, and other support units. (Warren 2978:10-11 in Schriver, 1995:452)
C. Community as Middle Ground, Mediator or Link: Observe the primary and secondary
relationships; institutions and organizations where people are able to meet (Structures and processes)
D. Community as a Social System: Identifying subsystems interrelating in the community; how community relates with its bigger environment; relation of macro conditions to local community conditions;
1. Of what units (subsystems) is the community as a social system formed?
2. To what extent can the community as a social system be distinguished from its surrounding environment? What are a community’s boundaries? [Determine who belongs to that community and who does not belong.]
3. What is the nature of the structured interaction of units (subsystems) in the community as a social system?
4. What are the tasks that the community performs as a social system? [community functions]
5. By what means is the structured relationship among the interacting units of a community maintained? (How are the parts of the system held together or integrated?- identifying important institutions such as political and government systems; a local press; community councils, councils of religious organizations; individual religious organizations; schools; recreational associations; families; groupings by social class; social networks, etc)
6. Can an external and an internal pattern of activities be differentiated in the community?
7. What is the relation (linkage) of community social-system units to other systems? [intra (horizontal patterns) and inter (vertical patterns)community linkages]
E. Non-place Communities: communities of the mind; communities of interest; “identificational communities”- ex. profession
F. Community as Social Networks: [patterns of resource exchange, emotional, physical, psychological and material support]
G. Qualitative Aspects of Community
1. Capacity – recognition of the fullness of each member because it is the sum of their capacities that represent the power of the group.
2. Collective Effort – patterns of working together
3. Informality – service oriented relationships; transactions of value take peace without money, advertising or hype.
4. Stories – knowledge created by common history and individual experiences
5. Celebration – “laughter and singing” of the community; patterns of solidarity
6. Tragedy – shared explicit common knowledge of tragedy, death and suffering [paraphrased, McKnight, 1987:57-58 in Schriver, 1995:462]
The Good Community
1. Primary group relationships
2. Autonomy
3. Viability
4. Power distribution
5. Participation
6. Degree of Commitment
7. Degree of heterogeneity
8. Extent of neighborhood control
9. Extent of conflict
Other points for observation: awareness and application of sustainable and eco-friendly practices; gender sensitive practices; participatory and democratic practices; culture-sensitive practices (Application of the Kalinangang Bayan vs. Kultura ng Bansa (promoted by the elite). See Zeus Salazar, Clemen Aquino, and Prospero Covar; Filipino Values and patterns of “pakikipagkapwa”. See Virgilio Enriquez. Patterns of Kulturang Popular (See Rolando Tolentino).
Based on Schriver (1995). Human Behavior and Social Environment. Allyn and Bacon: Boston MA. and SLK Lecture Notes
A. Community as a place: Observe the geographical patterns and physical characteristics of the area.
B. Community as Functions (Five types of activities)
1. Local participation in production-distribution-consumption of necessary goods and services by industry, business, professions, religious organizations, schools or government agencies.
2. Socialization or transmission of knowledge, social values, and behavior patterns to members by families, schools, religious organizations, and other units.
3. Social control to influence members’ behaviors to conform to community norms through laws, the courts, police, family, schools, religious organizations, and social agencies.
4. Social participation in activities with other members through religious organizations, family and kinship groups, friendship groups, business, government programs, and social agencies.
5. Mutual support for community members in times of need through care for the sick, exchange of labor to help members in economic distress, and assistance for other needs by primary groups, friendship groups, local religious groups, social service agencies, insurance companies, and other support units. (Warren 2978:10-11 in Schriver, 1995:452)
C. Community as Middle Ground, Mediator or Link: Observe the primary and secondary
relationships; institutions and organizations where people are able to meet (Structures and processes)
D. Community as a Social System: Identifying subsystems interrelating in the community; how community relates with its bigger environment; relation of macro conditions to local community conditions;
1. Of what units (subsystems) is the community as a social system formed?
2. To what extent can the community as a social system be distinguished from its surrounding environment? What are a community’s boundaries? [Determine who belongs to that community and who does not belong.]
3. What is the nature of the structured interaction of units (subsystems) in the community as a social system?
4. What are the tasks that the community performs as a social system? [community functions]
5. By what means is the structured relationship among the interacting units of a community maintained? (How are the parts of the system held together or integrated?- identifying important institutions such as political and government systems; a local press; community councils, councils of religious organizations; individual religious organizations; schools; recreational associations; families; groupings by social class; social networks, etc)
6. Can an external and an internal pattern of activities be differentiated in the community?
7. What is the relation (linkage) of community social-system units to other systems? [intra (horizontal patterns) and inter (vertical patterns)community linkages]
E. Non-place Communities: communities of the mind; communities of interest; “identificational communities”- ex. profession
F. Community as Social Networks: [patterns of resource exchange, emotional, physical, psychological and material support]
G. Qualitative Aspects of Community
1. Capacity – recognition of the fullness of each member because it is the sum of their capacities that represent the power of the group.
2. Collective Effort – patterns of working together
3. Informality – service oriented relationships; transactions of value take peace without money, advertising or hype.
4. Stories – knowledge created by common history and individual experiences
5. Celebration – “laughter and singing” of the community; patterns of solidarity
6. Tragedy – shared explicit common knowledge of tragedy, death and suffering [paraphrased, McKnight, 1987:57-58 in Schriver, 1995:462]
The Good Community
1. Primary group relationships
2. Autonomy
3. Viability
4. Power distribution
5. Participation
6. Degree of Commitment
7. Degree of heterogeneity
8. Extent of neighborhood control
9. Extent of conflict
Other points for observation: awareness and application of sustainable and eco-friendly practices; gender sensitive practices; participatory and democratic practices; culture-sensitive practices (Application of the Kalinangang Bayan vs. Kultura ng Bansa (promoted by the elite). See Zeus Salazar, Clemen Aquino, and Prospero Covar; Filipino Values and patterns of “pakikipagkapwa”. See Virgilio Enriquez. Patterns of Kulturang Popular (See Rolando Tolentino).
Monday, December 6, 2010
Transect Walk and Library Time
SW 121 Library Work Instructions.
A. Based on your first essay and Chapter 9 of HBSE by Schriver, please provide the following:
1. the classical definition a community
2. modern and emerging definitions of the community
3. different concepts of the community
4. Elements to be observed in conducting a community study
5. Theories that you can use in analyzing the community
If you finish today, December 7, 2010, please leave your output in my pigeon hole. Of course, if your answers are found satisfactory, you will be given extra credit.
B. Using the attached PDF file, try to apply the transect walk technique of observation in the communities where you live. Draw a map of you community highlighting the structures you identified during the transect walk and important elements for observation. Be creative in drawing your community map. Be sure that you drawing will be understood even by community folks. If you have access to other information, you may apply the other techniques found in the PDF file and include it as additional attachments to you community map. Target submission date: December 14, 2010
Sunday, November 21, 2010
TENTATIVE COURSE FLOW SW 121
November 21, 2010
Dear SW 121 Students:
1. For our sharing on November 30, please be ready to submit and read your summary. Bring bond paper, masking tape and permanent markers. To facilitate faster discussion of the concepts, you will have to post the important concepts of your thinker on the board.
2. We will use you initial reading list to define the community and provide an initial structure of the community. Later, we will also discuss the various symbolic conception of the community. Since the book on Ross is with Kath, she is in charge to share with the class concepts found in the book, possibly provide some notes on the reading (Of course, with additional credit).
3. To synthesize our discussion, hopefully on the same day, please read the following:
a. Schriver, Joe,M. 1995. Human Behavior and the Social Environment. Mass.: Allyn and Bacon. Chapter 9: Pp. 447-491.
Concepts found in the book may need to be memorized and may be the content of our first examination (maybe the meeting before Christmas break)
4. For December 7 (or Devember 14, depending on the length of our sharing session), please read the following:
a. Landa Jocano, Felipe. (2001). Filipino Worldview: Ethnography of Local Knowledge. Manila:Punlad Research House, Inc.
b. Landa Jocano,Felipe.(1997). Filipino Value System: A Cultural Definition. Manila:Punlad Research House, Inc.
We will divide the class into four groups to present “creatively” in class the following dimensions of the Filipino World view and Values
a. Natural dimension – Group 1
b. Biological dimension – Group 1
c. Communal dimension – Group 2
d. Social dimension – Group 2
e. Normative dimension - Group 2
f. Dimension of the self – Group 3
g. Ethical dimension – Group 3
h. Moral dimension – Group 3
i. Aesthetic dimension - Group 4
j. Teleological dimension – Group 4
k. Ideological dimension – Group 4
| Group 1 | Group 2 | Group 3 | Group 4 |
| Don Lima JV Carrascal Kathleen Valdez Eunice Tan Karen Asuncion | Eva Daruca Ayrah Lorico Karleen Reodique Glacy Agustino Ma. Perpetua Sadio Manalang, Andrew Rex | Ia Guevarra Gilda Waniwan Jan Kim Co Mark Manalang Emgeelee Gonda | Camille Barlis Christopher Sun Linda Pracejus Aga Bedi Judilyn Ferrer
|
These groups are tentative and simply based on the sitting arrangement except for Ms. Asuncion and Ms. Sadio whom I assigned. If you want the groupings to be changed then text me or email me. I just do not know if we have internet access in Davao. That is also the reason I am sending you this email before we leave Tuesday morning.
5. For January, we will discuss indigenous or ethnic communities, their structure, culture and processes. Main text is as follows.
a. Landa Jocano, Felipe. (1998). Filipino Indigenous Ethnic Communities: Patterns, variations, and typologies. Manila: Punlad Research House, Inc.
6. For February, we will be practicing partipatory methods in studying a community. See main text below:
a. Participatory Methods in Community-based Coastal Resource Management. Published by IIRR,IDRC and CIDA. (HT 395,A8,W67,1997)
7. Actual community study will be conducted in February and March.
Our College faculty meeting will be on November 30, 2010 but I think it will be in the morning. Just in case it will be in the afternoon, please meet by groups, plan for your report and your initial community observation. I suggest that we choose a community within the UP area. If the facuolty meeting is in the morning then we meet in the afternoon and go on with our sharing of the concepts and definitions of a community.
Wednesday, October 6, 2010
SW 122 OPTIONAL FINALS
OCTOBER 7, 2010
SW 122 OPTIONAL FINALS
1st Semester SY 2010-2011
This optional examination is being administered to service those students who think they are not performing well in class. If you think that your class standing is above average then there is no need to take the examination.
Please copy the examination questions and print it with your answers. Answers may be handwritten but must be on short bond paper only. Submission is on October 12, 2010, class time. You have the option to answer the test today, October 7, 2010, (most preferably in the CSWCD library or our original room assignment) and likewise, submit the accomplished test today. Please do not discuss with your classmates while answering the test. JVN
TEST PROPER
A. Given the situation of the Philippines for the first 100 days of President Aquino’s term, construct a PROBLEM TREE on the issue and problem of CORRUPTION. Provide at least three levels of causes and three levels of effect. Provide an analysis statement on the diagram you constructed.
B. Based on your problem tree, construct a FORCE FIELD ANALYSIS of Aquino’s Platform against corruption. Identify the facilitating and hindering factors. Again, provide a paragraph or two explaining your analysis.
C. Given your two diagrams, comment on the concept of “Culture of Corruption” among the Filipinos. Can you trace this from certain events in history?
D. [For the Japanese cross-registrants] How would you compare the situation of the Philippines with that of Japan with regards to corruption? How does the Japanese cope with the issue of corruption?
---/o/--
SW 122 OPTIONAL FINALS
1st Semester SY 2010-2011
This optional examination is being administered to service those students who think they are not performing well in class. If you think that your class standing is above average then there is no need to take the examination.
Please copy the examination questions and print it with your answers. Answers may be handwritten but must be on short bond paper only. Submission is on October 12, 2010, class time. You have the option to answer the test today, October 7, 2010, (most preferably in the CSWCD library or our original room assignment) and likewise, submit the accomplished test today. Please do not discuss with your classmates while answering the test. JVN
TEST PROPER
A. Given the situation of the Philippines for the first 100 days of President Aquino’s term, construct a PROBLEM TREE on the issue and problem of CORRUPTION. Provide at least three levels of causes and three levels of effect. Provide an analysis statement on the diagram you constructed.
B. Based on your problem tree, construct a FORCE FIELD ANALYSIS of Aquino’s Platform against corruption. Identify the facilitating and hindering factors. Again, provide a paragraph or two explaining your analysis.
C. Given your two diagrams, comment on the concept of “Culture of Corruption” among the Filipinos. Can you trace this from certain events in history?
D. [For the Japanese cross-registrants] How would you compare the situation of the Philippines with that of Japan with regards to corruption? How does the Japanese cope with the issue of corruption?
---/o/--
Wednesday, September 29, 2010
Draft Statement: (Not Yet Official) Save Lives: Increase Spending for Reproductive Health Care Including Family Planning
Save Lives: Increase Spending for Reproductive Health Care Including Family Planning
A joint statement of the University of the Philippines College of Social Work and Community Development (CSWCD) and the UP Center for Women's Studies (UPCWS)
Every day 11 Filipina women die from pregnancy and birth complications. . Every year 400,000 Filipinas suffer some form of illness or disability because of giving birth.
The majority of those who die or become ill from childbirth come from poor communities and families who can least afford to lose a mother or a sister or a wife. The health care burden to poor and middle income families of morbidities related to childbirth , can also be devastating.
And yet, we have the capacity to avoid most of the deaths and half of the morbidity related to childbirth. Health experts agree that delivery with a properly trained birth attendant, access to obstetric and new born care , and access to family planning services are effective and doable measures that will ensure better health outcomes for pregnant women and their families.
Of the Millennium Development Goals (MDGs) the Philippines is likely to fail in meeting the goal of reducing maternal mortality rates by 2015. The reason is clear, the Arroyo administration has consistently neglected the services women need. This, despite compelling evidence that major sectors of our society (health, academic, business, labor) and the majority of our people accept the need for contraceptive services.
Today, we reiterate our call, echoed in the promises of the Philippine government and the policy pronouncements of President Benigno Aquino III, to ensure adequate funding for contraceptive supplies as a first step towards ensuring access to family planning services to all women.
Today, we reiterate that access to contraceptives within the framework of informed and free choice is a moral imperative guaranteed by international human rights standards and the Philippine Constitution as well as sentiments of the common citizenry.
With political will, we can yet achieve the health related MDGs, including the MDG on the goal of significantly reducing maternal mortality by 2015. Achieving this will definitely redound the attainment of other related MDGs on gender equaliy, women's empowerment and poverty reduction.
Beyond the political debates, the scientific data, international and local laws, the reality upon which an enlightened and moral policy on family planning must be based is that is saves the lives of women and their children.
September 30, 2010
Contact Persons:
Sylvia Estrada-Claudio, MD, PhD
Director
UPCWS
Amaryllis T. Torres
Dean CSWCD
A joint statement of the University of the Philippines College of Social Work and Community Development (CSWCD) and the UP Center for Women's Studies (UPCWS)
Every day 11 Filipina women die from pregnancy and birth complications. . Every year 400,000 Filipinas suffer some form of illness or disability because of giving birth.
The majority of those who die or become ill from childbirth come from poor communities and families who can least afford to lose a mother or a sister or a wife. The health care burden to poor and middle income families of morbidities related to childbirth , can also be devastating.
And yet, we have the capacity to avoid most of the deaths and half of the morbidity related to childbirth. Health experts agree that delivery with a properly trained birth attendant, access to obstetric and new born care , and access to family planning services are effective and doable measures that will ensure better health outcomes for pregnant women and their families.
Of the Millennium Development Goals (MDGs) the Philippines is likely to fail in meeting the goal of reducing maternal mortality rates by 2015. The reason is clear, the Arroyo administration has consistently neglected the services women need. This, despite compelling evidence that major sectors of our society (health, academic, business, labor) and the majority of our people accept the need for contraceptive services.
Today, we reiterate our call, echoed in the promises of the Philippine government and the policy pronouncements of President Benigno Aquino III, to ensure adequate funding for contraceptive supplies as a first step towards ensuring access to family planning services to all women.
Today, we reiterate that access to contraceptives within the framework of informed and free choice is a moral imperative guaranteed by international human rights standards and the Philippine Constitution as well as sentiments of the common citizenry.
With political will, we can yet achieve the health related MDGs, including the MDG on the goal of significantly reducing maternal mortality by 2015. Achieving this will definitely redound the attainment of other related MDGs on gender equaliy, women's empowerment and poverty reduction.
Beyond the political debates, the scientific data, international and local laws, the reality upon which an enlightened and moral policy on family planning must be based is that is saves the lives of women and their children.
September 30, 2010
Contact Persons:
Sylvia Estrada-Claudio, MD, PhD
Director
UPCWS
Amaryllis T. Torres
Dean CSWCD
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