PERDEV REVIEWER awareness does not cover.

Explicit attitudes, however,

can be perceived consciously and expressed
Lesson 1: Knowing Oneself
accordingly.
PERSONAL DEVELOPMENT OR SELF-DEVELOPMENT
Operant conditioning - Operant conditioning,
• is a process of discovering oneself by realizing
one’s potential and capabilities that are shaped sometimes referred to as instrumental conditioning, is
overtime either by studying in a formal school a method of learning that employs rewards and
or through environmental factors punishments for behavior. Through operant
conditioning, an association is made between a
- The word "self" is popularly and generally
behavior and a consequence (whether negative or
defined as what an individual sees, perceives, positive) for that behavior.
and defines oneself apart from others. The term
For example, when lab rats press a lever when a
self-perception is a sub-definition of this green light is on, they receive a food pellet as a reward.
simple yet complex concept.
When they press the lever when a red light is on, they
receive a mild electric shock. As a result, they learn to
- The self as we know it is divided into three
press the lever when the green light is on and avoid the
known dimensions — physical, psychological, red light.
and spiritual. To know oneself, one must
distinguish the three apart from each other. COMPONENTS OF ATTITUDE
1.Affect - in Psychology, is the term used to represent
Dimension of Self emotions directed to the self, the environment and to
1.Physical dimension - revolves around the physical others.
body of a human being; is processes, functions, 2.Cognition - the way we think. It encompasses our
mechanisms, and chemistry — from the cells as the thoughts in different levels, ranging from ourselves to
smallest units, the tissues these cells create when our environment, from imaginary to perceivable reality.
united, the organs these tissues give shape to, to the 3.Behavior - the action form or manifestation of
organ systems that pretty much are responsible to attitude. Without attitude, affect and cognition,
keeping us alive, walking, talking, and breathing. behavior will be rendered baseless and ungrounded.
2.Psychological dimension - contains the concepts of
stress, cognition, behavior, attitude, emotion and
ultimately, personality. Self-concept and self-esteem
3.Spiritual dimension - allows us to view ourselves in a Self-concept and self-esteem are two different terms that
spiritual level — as spiritual beings. It holds a relevance are usually mistakenly interchanged.
to a perceived existence of God, of a greater good, or a Self-concept is our cognition to ourselves, what we think
Superior Being relating to the humble individual. and know about our identity, personality, and individuality.
It requires a lot of self-evaluation and reflection to be able
Components of Attitude to say that your self-concept is high. Self-esteem is related
A key factor in personality development is attitude — a to self-concept but it is different. It does not focus on how
settled way of thinking and feeling about someone or we know ourselves but rather our attitude towards
something, typically reflecting in a person's behavior. ourselves.
Attitude manifests itself as behavior, as a representative
of personality. Our attitude is also affected by social An Overview to Freud’s Psychosexual Development
factors, learning, modelling, and process like Operant Theory
Conditioning.
Attitude can be both implicit and explicit. Implicit
attitudes are thoughts or feelings that conscious
 Sigmund Freud’s Theory of human development Thoughts - Usually originates from things we learned both
has five distinct stages. Each stage is characterized by in a right and a wrong way. It affects our attitude and or
certain ways of connecting with the world through like – consciously and subconsciously.
particular areas of the body.
Stage 1: Oral Stage (Age 0-1-year-old) Feelings - Emotional state or reaction.
 Oral pleasure though the mouth.
 Feeding and contact with the mother. Behavior - It is the primary output of our attitude and
 Mouthing new objects. affects our thoughts and feelings. Behavior can be overt or
 Relief of teething pain by biting. covert.
 Eating, chewing, and sucking
 A conflict at this stage occurs with a child being
Holistic Development
weaned off the mother’s breast - Refers to human development that is meant to
involve all parts of a person
Stage 2: Anal Stage (Age 1-3 years old)
 Anal pleasure to release tension through anus
 In Freud’s view, the exercise of anal muscles
reduces tension.
 The region around the anus become highly
sensitive to the stimulation of “holding on” and
“letting go”.

Stage 3: Phallic Stage (Age 3-6 years old)

 Pleasure through genitals
 The word “phallic” comes from the Latin word
“phallus.”
 During this stage, pleasure focuses on the
genitals as the child discovers that self-
stimulation is enjoyable.
1. Physical development can be defined as the
Stage 4: Latency Stage (Age 6 years old to puberty) progress of a child's control over his own body.
 At this stage, the child represses all interest in This includes control over muscles, physical
sexuality and develops social and intellectual coordination, ability to sit or stand. Physical
skills. development is the process of physical growth in
 The pursuit of social and academic activities
which (height, length, mass etc.) of an individual
channels much of the child’s energy into
emotionally safe areas and aids the child in increase.
forgetting the highly stressful conflicts of the The peak of physical development happens in
phallic stage. childhood and is therefore a crucial time for
neurological brain development and body
Stage 5: Genital Stage (Age adolescence and beyond) coordination to encourage specific activities such
 Genitals
as grasping, writing, crawling, and walking.
 Sex roles identity formation
Gross Motor Control
 The final stage of psychosexual development
occurs from puberty onwards. - Moving the large muscles in the body, specifically
 It is the time of sexual reawakening, but the the arms and legs consciously and deliberately,
source of sexual pleasure now becomes increases gross motor skills. Gross motor control
someone outside the family. involves balance and stability with such movement
as kicking, running, jumping, hopping, skipping,
LESSON 2: ONE’S HOLISTIC DEVELOPMENT throwing, catching and galloping.
Fine Motor Control
- Achieving fine motor control involves using and
coordinating the small muscles in the hand and
 wrists with mastery. During the development Piaget’s Stages of Cognitive Development has four distinct
process, children have the ability to self-help and stages:
manipulate small objects such as scissors and o Stage 1: Sensorimotor Stage (Ages 0-2) - The
writing tools. Fine motor skills generally follow first stage of Piaget’s theory starts from birth
gross motor development. to approximately age 0-2 and is centered on
- As a child learns what their bodies can do, they the infant trying to make sense of the world.
gain self-confidence, promoting social and During this stage, the child's knowledge is
emotional development. Physical activities geared limited to sensory perceptions and simple
toward aiding in physical development contribute motor activities e.g. looking, sucking, grasping.
significantly to a person’s health and well-being, o Stage 2: Pre-operational Stage (Ages 2-7) -
according to the Surgeon General’s report. This stage begins when the child starts to use
- The most significant change that a human body has symbols and language. This is a period of
to go through occurs during the stage of puberty. developing language and concepts.
Puberty is when the body matures in all aspects, o Stage 3: Concrete Operational Stage (Ages 7-
with its sexual characteristics – primed for the 12) - The Concrete Operational stage is
natural process of reproduction. characterized by the appropriate use of logic.
- On the other hand, the neurobiological aspect, the This is stage when capacity for logical thought
brain grows rapidly but matures slower. first emerge.
o Stage 4: Formal Operational Stage (Ages 12 to
2. Social development - refers to the process by adulthood) - This is the most complete stage
which a child learns to interact with others around of development. Ability to deal with abstract
them. As they develop and perceive their own concepts and abstract reasoning develops by
individuality within their community, they also gain about age 11. Intellectually the child can and
skills to communicate with other people and should be treated as an adult. The high order
process their actions. intellectual development/functioning is
occurred in this stage.

4. When we talk about emotional development, we

are referring to children’s growing ability to:
identify and understand their own feelings,
accurately read and understand the feelings of
others, manage the way they feel, shape the way
they behave, develop empathy for others, and
3. Cognitive development - deals with thinking and build and keep good relationships with friends,
mental process. According to Jean Piaget, family and others.
individual undergoes different stages of different
intellectual development. Piaget’s theory of
Cognitive Development has four distinct stages:
 5. Spiritual development - is the development of the Stage 5: Social Contract and Individualism - people begin
personality towards a religious or spiritual desired to account for the differing values, opinions and beliefs of
better personality. other people.
“Does a rule truly serves all the members of the
community?”
Stage 6: Universal Principles - people follow these
internalized principles of justice, even if they conflict with
laws and rules.
“What are the abstract ethical principles that serve my
understanding of justice?”

7. Spiritual development - is the development of the

personality towards a religious or spiritual desired
better personality.

6. Moral development - is a process through which a

child develops proper attitudes or behaviors
towards the other people in the society, based on
various things such social and cultural norms, laws
and rules.

Morality – according to Kohlberg is the individuals’

capacity to know what's right and wrong and applying
this to personal and social situations.

Moral – is defined as the perceived sense of right that

either comes from societal, group, or personal
preferences

According to Lawrence Kolhberg, morality is not always

personal but is shaped externally. Kolhbergs’ theory of LESSON 3: DEVELOPMENTAL SKILLS AND TASKS AMONG
Moral Development has 6 stages: ADOLESCENTS

Stage 1: Obedience and Punishment - the child/individual Adolescence is the period of transition between
is good in order to avoid being punished. childhood and adulthood. It includes some big changes
“How can I avoid punishments?” —to the body, and to the way a young person relates to
Stage 2: Individualism and Exchange - children account for the world.
individual points of view and judge actions based on how The many physical, sexual, cognitive, social, and
they serve individual needs. emotional changes that happen during this time can
“What’s in it for me?” bring anticipation and anxiety for both children and
Stage 3: Good Interpersonal Relationships – people are their families. Understanding what to expect at
focused on living up to social expectations and roles (of the different stages can promote healthy development
family and community). throughout adolescence and into early adulthood.
“What do others think of me?”
Stage 4: Maintaining Social Order - people begin to An Overview to Erikson’s Psychosocial Development
consider society as a whole when making judgment. Theory
“How can I maintain Law and Order?”
 Erik Erikson proposed a lifespan model of Stage 5: Identity vs Role Confusion (Age 13-21 years
development, taking in five (5) stages up to the age of 18 old)
years and three (3) further stages beyond, well into  During adolescence, the transition from
adulthood which will help us further understand how our childhood to adulthood is most important.
skills developed and how our identity was formed. Children are becoming more independent, and
Malignancy – it involves too little of the positive begin to look at the future in terms of career,
and too much of the negative aspects of the tasks, such as relationships, families, housing, etc.
a person who can’t trust others.  Different social roles
Maladaptation – is not quite as bad and involves  If parents allow us to explore, we’ll find our
too much of the positive and too little of the negative such identity
as a person who trusts too much. Stage 6: Intimacy vs Isolation (Age 22-39 years old)
 Occurring in young adulthood, we begin to share
Stage 1: Trust vs Mistrust (Age 0-18 months old) ourselves more intimately with others. We
 During this stage, the infant is uncertain about explore relationships leading toward longer term
the world in which they live. To resolve these commitments with someone other than a family
feelings of uncertainty, the infant looks towards member.
their primary caregiver for stability and  Letting go of relationships to fit in
consistency of care.  Friends and partners play big role
 -key: mother Stage 7: Generativity vs Stagnation (Age 40-65 years
Stage 2: Autonomy vs Shame and Doubt (Age 18 old)
months-3 years old)  During middle adulthood, we establish our
 The child is developing physically and becoming careers, settle down within a relationship, begin
more mobile. Children begin to assert their our own families and develop a sense of being a
independence, by walking away from their part of the bigger picture.
mother, picking which toy to play with, and  Leading next generation
making choices about what they like to wear, to Stage 8: Ego Integrity Vs Despair (Age 65 years old-
eat, etc. beyond)
 Develop self-confidence/doubt  It is during this time that we contemplate our
 Parents play big role accomplishments and are able to develop
Stage 3: Initiative vs Guilt (Age 3-5 years old) integrity if we see ourselves as leading a
 During this period, the primary feature involves successful life.
the child regularly interacting with other  Slow down and ask “What have I done?”
children at school. Central to this stage is play,
as it provides children with the opportunity to Havighurst’s Developmental Task Theory
explore their skills through initiating activities. According to Robert Havighurst’s theory, when
 We can develop guilt/interest people successfully accomplish the developmental tasks
 Learning from entire family at a stage, they feel pride and satisfaction. They also
Stage 4: Industry vs Inferiority (Age 6-12 years old) earn the approval of their community or society.
 Children are at the stage where they will be
learning to read and write, to do sums, to do Havighurst identified 6 major stages of development:
things on their own. Teachers begin to take an 1. Infancy and Early Childhood (0-5 years)
important role in the child’s life as they teach 2. Middle childhood (6-12 years)
the child specific skills. 3. Adolescence (13-18 years)
 Feedbacks a. The adolescent must adjust to a new
physical sense of self.
 Discover our own interest
 Neighbors may play a role
 b. The adolescent must adjust to new
intellectual abilities.
c. The adolescent must adjust to
increased cognitive demands at school.
d. The adolescent must develop expanded
verbal skills.
e. The adolescent must develop a
personal sense of identity.
f. The must establishes adult vocational
goals.
g. The adolescent must establish
emotional and psychological
independence from parents.
h. The adolescent must develop stable and
productive peer relationships.
i. The adolescent must learn to manage
his or her sexuality.
j. The adolescent must adopt a personal
value system.
k. The adolescent must develop increased
impulse control and behavioral
maturity.
4. Early adulthood (19-30 years)
5. Middle age (31-60 years)
6. Later maturity (61 years and above)
 o After the Big Bang, the universe expanded
rapidly during a brief period called inflation.
o Inflation never stopped and has been going on
for an infinite length of time. Somewhere, even
now, new universes are coming into existence in
a vast complex called multiverse.
3. Oscillating Model
EARTHSCI o Involved an endless series of Big Bangs,
THE ORIGIN OF THE UNIVERSE followed by Big Crunches that restarted the
BIGBANG THEORY: subatomic particle inflated to cycle, endlessly.
unimaginably huge size in a fraction of a second, driven o The modern cyclic model involves colliding
apart by negative-pressure vacuum energy. “branes” (a “membrane” within a higher
HUBBLE VOLUME (Observable universe): is the dimensional volume called the “bulk”)
spherical region, about 90 billion light-years in diameter,
that is centered on any given observer.
- This is the only part of the universe in which light has
had time to reach the observer in the 13.8 billion years
since the universe began.
Three assumptions about the universe based on theory
and observation:
o The laws of physics are universal and don’t
change with time or location in space.
o The universe is homogeneous, or roughly the
same in every direction (though not necessarily
for all of time).
o Humans do not observe the universe from a
privileged location such as at its very center.
The Universe’s properties when applied to Albert
Einstein’s equations:
o The universe expands (astronomers see light
from the universe’s distant regions shifted
toward the red end of the spectrum by the
expansion of the space between).
o The universe emerged from a hot, dense state at THE BIRTH OF THE STARS
some finite time in the past. Birth of the Stars
OTHER THEORIES ABOUT THE ORIGIN OF Solar Nebula Hypothesis
THE UNIVERSE * Nebula: star’s birth place
1. Steady State Universe - huge, cold clouds of gas and dust
o Continuous creation of matter with constant - elements: hydrogen and helium
average density - clouds of molecular hydrogen start to shrink under
o There is no beginning or ending. their own gravity
- as the cloud gets smaller, it breaks into clumps
- each clump eventually becomes so hot and dense that
nuclear reactions begin
- creates heavy elements (star’s interior)
o nuclear reaction and nuclear fusion: creating
different elements
- when the temperature reaches 10 million degrees
Celsius, the clump becomes a new star
* Supernova: star’s explosion (death)
- produce heavier elements (past Fe)
o STEADY STATE: Constant density Stages of Stars
o BIG BANG THEORY: not proportional. di 1. Protostar – majority of the stellar material has
sumasabay ang matter sa pag-expand collected together in ball in the center, but there is a
huge disk of gas and dust obscuring it from our view.
2. External Inflation Theory (basta may wormhole)
2. T Tauri – it doesn’t have internal temperature and - with the speedy arrival of larger objects, the impact and
pressure to begin nuclear fusion at its center, but it’s till friction produce heat (accompanied by radioactive
a very hot object, and can appear as bright as a regular decay) which is enough to remelt the materials in the
star. protoplanet.
* At this point, the star makes a transition to the main - the melting process produces a semimolten body in
sequence stage of its life. This is a place it’ll remain for which denser materials (like iron) sink to its core, while
millions, billions, and even trillions of years depending the less dense materials are left on the surface
on its mass. Why is this “differentiation” important in the
LIFE CYCLE OF A STAR formation of the Earth?
Stellar Nebula - this is the protostar composed of dust - the sinking of the denser materials into the core has
clouds. allowed the formation of the different layers of the Earth
- In this stage the star is trying to achieve equilibrium that we know today (the crust, mantle, and core),
between gravity, the pressure on the core, and the including the presence of the atmosphere (remember,
temperature. lighter elements remained on the surface)
1. Average Star - after achieving equilibrium, the star - without this differentiation process, the Earth would
begins burning up its supply of hydrogen and helium have been a rocky mass similar to some of the planets in
through nuclear fusion. the solar system
o Red Giant - loss of fuel in the core results in Formation of Surface Waters
expansion by up to 1000 times. Comets
o Planetary Nebula - the star has no energy left - during the accretion and growth of a protoplanet, it will
and begins losing layers and forms a complex attract a lot of comets passing and eventually add the icy
structure. portion into the mixture
o White Dwarf – very dense star that in the end - because the early atmosphere is already present, the
stage of average star life escape of the vapor into space is already impossible
2. Massive Star – these fundamentals stars produce - continued addition (from icy comets) and containment
heavy metals that help regulate the accretion rates of of gas (by the atmosphere) would eventually lead to an
normal stars, their formation is still a great mystery. Earth heavy with water vapor
o Red Supergiant – Biggest stars in universe, - with the planet being too close to the sun, the water
with short life cycle. Forms at the end of star life vapor remains in the gaseous phase; a little too far
o Supernova – A stellar explosion that is returns the water vapor to ice form
triggered by the loss of any remaining fuel, - the location of the young planet Earth from the sun
enriches interstellar medium allowed water to remain in the liquid phase which
 Neutron Star – remnant of supernova became vital to the formation of life as we know it today
that ejects particles
 Black Hole – infinite gravity & no mass EARTH AND EARTH SYSTEMS
Formation of a Planet
- Formed together with the Sun about 4.5 billion years
ago
THE BIRTH OF A PLANET - clumps of cloud of gas and dust
- the debris (the subatomic particles) must cool down - center is the Sun, outer parts become other objects
first and coalesce (magsasama-sama, solidified, intact) - all the planets lie in nearly the same plane and revolve
before significant interaction and nuclear fusion proceed in the same direction around the sun
to produce heavier elements. - element composition of the planets known today
- the cyclic birth (solar nebula) and death (supernova) of - comparison of terrestrial and gas giants
stars allowed the formation of these elements that drift EARTH AS A PLANET
into space for billion of years PROPERTY MEASURMENT
- as the small units of dust come together, it creates a Semimajor Axis 1.00 AU
bigger unit with larger mass capable of attracting other Period 1.00 year
units around it Mass 5.98 x 1024 kg
- this growing accumulation of dust becomes massive Diameter 12, 756 km
enough so that rather than falling into the center and Radius 6378 km
joining the growing star, it just simply revolves around it Escape Velocity 11.2 km/s
(more or less why planets revolve around a star) Rotational Period 23 h 56 m 4 s
Remelting, Iron Catastrophe, and Differentiation Surface Area 5.1 x 108 km2
Why is “remelting” important in the early formation of Density 5.514 g/cm3
a planet? Atmospheric pressure 1.00 bar
 - this is where the ozone layer is
EARTH’S SPHERES - 50 km above the earth
* 1. Hydrosphere – covers 70% of the Earth - you can see where it begins because large
- made up of all the salt and fresh water on Earth cumulonimbus storm clouds reach into and stop at the
o Saltwater: 97.5% lower stratosphere
o Freshwater: 2.5% 3. Mesosphere – the coldest layer and most meteoroids
 Lakes and rivers: 0.3% burn up here
 Groundwater (soil moisture, swamp - the air is very thin, but still dense enough to slow down
water, permafrost): 30.8% meteoroids due to friction
 Glaciers and permanent snow cover: - the top portion of this layer is called mesopause and is
68.9% to the coldest part of the atmosphere
* 2. Biosphere – sphere of living things - not enough oxygen to breathe but the percentage is still
- this includes all the plants, animals, fungus, protists, the same
and bacteria on Earth - about 85km high
* 3. Geosphere – sphere of rock (Earth) - approximately -90 degree Celsius
Crust – 0.3 of Earth’s total mass
1. Oceanic Crust – 55% of the crust
- 5-10km thick
- Basalt (volcanic rocks)
- Si, O, Fe, Al, Mg
- 3 g/cm3
2. Continental Crust – 45% of the surface
- 20-70 km thick
- Granite (silicates)
- Si, O
- 3 g/cm3 4. Thermosphere – least dense of all layer
Mantle – dense layer of hot semi-solid and solid rock - where charged particles from space collide with atoms
and mostly made up of ferromagnesium silicates and molecules that excite them into higher state of
- 2,900 km thickness energy, emitting photons of light that results to the
- 3.5 g/cm3 to more than 5 g/cm3 formation of Aurora Borealis
Core – 7,000 km in diameter - thermo = heat
1. Outer core – liquid - 90-1000km above the Earth
- about 2,200 km thick - very sensitive to solar activity and can heat up to 1500
- dense iron degree Celsius
2. Inner core – solid - astronauts orbiting the Earth spend most of their time
- about 2,400 km thick in this layer
- iron and nickel - sometimes divided into exosphere and ionosphere
* 4. Atmosphere – the layer of gases that surrounds the 5. Exosphere – outermost portion of the atmosphere
planet and makes conditions on Earth suitable for living - Composed of disperse particles of hydrogen and
things helium
o 78.084% Nitrogen - The atmosphere merges into outer space in this layer
o 20.95% Oxygen - Satellites orbit here
o 1% Argon and other gases - Atoms & molecules escape into space here
- Earth’s atmosphere is divided into several different - TV & cell phone signals travel to satellites here and are
atmospheric layers extending from Earth’s surface bounced back
outward. Atmospheric Gases
1. Troposphere – is where all the weather occurs Ozone (O3) – form of oxygen
- Tropo = turning or changing - only found in the stratosphere
- it is the closest layer to Earth’s surface Water Vapor & Carbon Dioxide (CO 2) – these are
- it is the layer we live in important gases for weather conditions
- 7 to 20km thick - found in the troposphere where weather occurs
- most of atmosphere’s mass is here Atmospheric Temperatures – differences in
- the densest layer because gravitational pull is stronger temperature are what separate each layer in the
2. Stratosphere – is located directly above the atmosphere from the one above and/or below it
troposphere  Troposphere
- Strato = Layer or spreading out
 o As altitude increases, temperature
decreases
 Stratosphere
o The stratosphere is cold except in its
upper region where ozone is located
o Altitude increasing
 Mesosphere
o Same as troposphere, as altitude
increases, temperature decreases
o This is the COLDEST layer in the
atmosphere
 Thermosphere
o Even though the air is thin in the
thermosphere, it is very HOT
o Altitude increasing as well as the
temperature
 Exosphere (beyond the thermosphere)
o Leads into outer space where it is very
cold because there is little to no
atmosphere to absorb the Sun’s heat
energy
o Altitude increasing while temperature
decreases

Solar Energy – energy from the Sun

- solar energy is the driving energy source for heating
Earth, and circulation in Earth’s atmosphere.

UCSP
Culture - Is the complex whole which encompasses
beliefs, practices, values, attitudes, laws, norms,
artifacts, symbols, knowledge, and everything that a
person learns and shares as member of the society.
8 Factors of Culture Operation Office (PCCO)
1. Religion. Beliefs of a society, some traditions. National Economic Karl Kendrick Chua
2. Art. Architecture, style Development Authority
3. Politics. Government and laws of a culture (rules (NEDA)
and leadership) National Security Adviser Hermogenes Esperon Jr.
4. Language. Communication system of a culture
(Speech, writing, symbols)
5. Economy [Article VI – The Legislative Department]
6. Customs [Article VIII – Judicial Department]
7. Society Gender – socially-constructed characteristics of being
8. Geography male or female
Society - defined as an organized group or groups of Socioeconomic Status - Is an economic and sociological
people who generally share a common territory, combined total measure of a person's work experience
language, culture and who act together for collective and of an individual's or family's economic and social
survival and well-being. position in relation to others, based on household
Types of Society income, earners' education, and occupation are
 Hunting and gathering societies examined, as well as combined income, whereas for an
 Pastoral societies individual's SES only their own attributes are assessed.
 Horticultural societies Social Classes
 Agricultural societies  Peninsulares – full-blooded Spanish living in
the Philippines and born in Spain
 Industrial societies
 Insulares – full-blooded Spanish living in the
 Post-industrial societies
Philippines and born in the Philippines as well
Politics – It refers to achieving and exercising positions
 Ilustrados (The enlightened ones) – wealthy
of governance—organized control over a human
group of individuals born in the Philippines and
community, particularly a state.
were able to study abroad
What politics involves:
 Chinese/Spanish Mestizos – people with mixed
o An official allocation of things, activities, ideas,
racial origins and economically sufficient
and other phenomena which society gives Types of Social Classes
importance to; 1. Upper class level - They are considered the most
o A determination by government of who should productive in terms of resource generation and
get what benefits, when , and how; and oftentimes very successful in their respective fields of
o An analysis of public issues giving rise to interest and endeavors.
conflict which requires resolution. 2. Middle class level - Is composed of small business
Government - Is the system or group of people and industry operators mostly owners and managers,
governing an organized community, often a state. In the professional, office workers, farm owners with income
case of its broad associative sufficient enough to provide a comfortable and decent
3 Branches of PH Government living.
 Executive Department (carries out the law) 3. Lower class level - comprises those with per capita
o President incomes below twice the poverty line, while the upper
o Vice president income class has per capita incomes in excess of twelve
o Cabinet times the poverty line.
 Legislative Department (makes the law)
o Congress
 Senate
 House of representatives
 Judicial Department (evaluates the law)
o Supreme court
o Other courts
[Article VII – Executive Department]
Cabinet Members
Executive Secretary Salvador Medialdea
Cabinet Secretary Karlo Nograles
Presidential Spokeperson Harry Roque Ethnicity – is the expression of the set of cultural ideas
Presidential Martin Andanar held by an ethnic or indigenous group
Communication
- the fact or state of belonging to a social group that has o Islam
a common national or cultural tradition. o Christian
Ethnic group - is a category of people who identify with o Iglesia ni Cristo
each other, usually on the basis of a presumed common o Iglesia ng Diyos
genealogy or ancestry or on similarities such as o Iglesia Filipina Independiente
common language or dialect, history, society, culture or  Exceptionality - Refers to the state of being
nation. intellectually gifted and/or having physically or mentally
challenged conditions concerning personality/behavior
Manifestation of Culture and behavior.
Symbols - Are words, gestures, pictures or objects that Nationality – the legal relationship that binds a person
carry a particularly meaning which is only recognized by and a country
those who share a particular culture. CITIZENSHIP VS NATIONALITY
Heroes - Are persons past or present, who possess Citizenship Nationality
characteristics that are highly poised in a culture Legal or juristic Ethnic or racial
Rituals - A religious or solemn ceremony consisting of a
Can be changed or taken- Absolute, innate
series of actions performed according to a prescribed
back
order.
Values - Are individual beliefs that motivate people to
act one way or another.
Practices - the actual application or use of an idea,
belief, or method, as opposed to theories relating to it.

Layers of Culture
 National Level - Associated with the nation as
whole
 Regional Level - Associated with ethnic,
linguistic, or religious differences that exist
within a nation
 Gender Level - Associated with the differences
(Female vs Male)
 Generation Level - Differences between the
generation of family
 Social Class Level - Associated with
educational opportunities and differences in
occupation
 Corporate Level - Associated with the
particular culture of an organization

Religion - is a social-cultural system of designated

behaviors and practices, morals, worldviews, texts,
sanctified places, prophecies, ethics, or organizations,
that relates humanity to supernatural, transcendental, or
spiritual elements.
Religion in the Philippines
o Roman Catholic