Name: Torrecampo, Bea P.

Section: BSPH 1F

NSTP GROUP 2 REPORT- ACTIVITY

Direction: Identify what is being asked on the following questions. CAPITAL LETTERS ONLY

1. "An aggregation of families and individuals settled in a fairly

compact and contiguous geographical area, with significant elements of
common life, as shown by manners, customs, traditions and modes of
speech.”
- COMMUNITY

2. It is defined in the purview of group of

persons living in the same geographical location like in a certain village,
town, neighborhood, district, area or territory.
- GEOGRAPHICAL COMMUNITY

3. Human, man-made, and natural.

- RESOURCES

4.Elected and not elected

- POSITION AND ROLES

5. Relation with other communities, nation and state.

- EXTERNAL RELATION

6. It tells a lot about the movements of the population in the community that you will serve.
- DEMOGRAPHICS

7. Internal Relation: within the community.

- SPACE RELATIONS

8. From public documents, folk history, historical roots.

- HISTORY

9. Standing of a person in a group.

- SOCIAL RANK

10-15. Important elements of community.

- TECHNOLOGY, RESOURCES, EXTERNAL RELATION, GOALS, POWER

16. Modern or indigenous; the technical know-how of the people.

- TECHNOLOGY
17. The traditional way of classifying
communities.
- RURAL/ URBAN COMMUNITY

18. Who wrote that the term “community” refers to a group of people gathered together in any
geographical area, large or small, who have common interests, actual or potentially
recognized in the social welfare field.
- ARLIEN JOHNSON

19. It allows you to identify certain patterns of change and people’s way of adapting to these
changes that can be useful in plotting your activities.
- HISTORY

20. Women, Youth, Farmers, Fisher folks

- SECTORAL COMMUNITIES

21. Disabled, parishes, families

- SPECIAL TYPES OF COMMUNITIES

22. Groups of people who share some

common interest or functions.
- FUNCTIONAL COMMUNITIES

23. Aetas, Mangyans

- TRIBAL/ INDIGENOUS COMMUNITY

24. What obligation is vested to young people?

- COMMUNITY PARTNERS

25. It is an essential strategy in community organizing work that entails understanding of the
different community concerns, process, dynamics and lifestyle through exposure and engaging
in different activities. It is different from the actual organization work.
- COMMUNITY IMMERSION

26. Who wrote this philosophy “give man a fish and he will live for a day; tech him how to catch
fish and he will live for a lifetime”?
- CONFUCIUS

27. How many hours is estimated for the NSTP-CWTS students to undergo community
immersion?
- 90 HOURS
28-30. List 3 Gain of NSTP-CWTS student from community immersion. (No need for capital
letter)
28. ENHANCE EXPERIENCES IN CONDUCTING ASSET MAPPING SUCH AS IDENTIFYING
GEOGRAPHIC COVERAGE, POINT OUT RESOURCED AND THE USE, AND THEN
RELATIONSHIP OF PEOPLE WITH THE EXISTING RESOURCES.
29. OPPORTUNITY FOR THE TRAINEES TO COMPREHEND PEOPLES' LIVES BECAUSE
OF THE CHANCE GIVEN TO THEM TO SEE REAL LIFE SITUATION, LIVE, IDENTIFY AND
ASSOCIATE WITH THE PEOPLE THEREIN
30. CHANCE TO LEARN LIFE SKILLS THAT WILL ENRICH AND BETTER THEIR PERSONS..

Direction: Read the questions and explain/answer briefly and concisely.

II-Essay (10 pts each)

1. How can students prepare themselves for successful community immersion?

- STUDENTS CAN BEGIN PREPARING FOR A SUCCESSFUL COMMUNITY IMMERSION BY
LEARNING ABOUT THE HISTORY, CULTURE, AND CURRENT ISSUES OF THE
COMMUNITY THEY WILL BE VISITING. IT'S CRUCIAL TO GO INTO THE EXPERIENCE
WITH AN OPEN MIND AND A DESIRE TO PICK UP TIPS FROM PEOPLE IN THE
COMMUNITY. THE MOST IMPORTANT THINGS ARE TO PRACTICE EFFECTIVE
COMMUNICATION AND TO SHOW RESPECT FOR REGIONAL TRADITIONS AND
CUSTOMS. STUDENTS CAN ALSO MAKE THE MOST OF THE EXPERIENCE BY CLEARLY
UNDERSTANDING THE OBJECTIVES OF THE IMMERSION PROGRAM AND HOW THEY
CAN BENEFIT THE COMMUNITY.

2. What are some examples of successful community immersion programs or initiatives?

- AROUND THE WORLD, THERE ARE NUMEROUS INSTANCES OF EFFECTIVE
COMMUNITY IMMERSION PROJECTS AND PROGRAMS. ONE ILLUSTRATION IS
DUKE UNIVERSITY'S GLOBAL SERVICE LEARNING PROGRAM, WHICH ENABLES
STUDENTS TO WORK ON COMMUNITY SERVICE PROJECTS THROUGHOUT THE
GLOBE WHILE LEARNING ABOUT THE CUSTOMS AND PROBLEMS OF THOSE
COMMUNITIES. ANOTHER ILLUSTRATION IS THE UNIVERSITY OF THE
PHILIPPINES' COMMUNITY IMMERSION PROGRAM, WHICH PLACES STUDENTS
TO LIVE AND WORK IN RURAL AREAS IN ORDER TO OBTAIN PRACTICAL
EXPERIENCE AND SUPPORT COMMUNITY DEVELOPMENT INITIATIVES. THESE
INITIATIVES HAVE BEEN EFFECTIVE IN GIVING STUDENTS WORTHWHILE
EDUCATIONAL OPPORTUNITIES AND STRENGTHENING TIES BETWEEN
COLLEGES AND LOCAL COMMUNITIES.
3. What challenges or obstacles might arise during community immersion experiences?
- STUDENTS COULD RUN INTO A VARIETY OF CHALLENGES AND OBSTACLES
WHEN PARTICIPATING IN COMMUNITY IMMERSION EXPERIENCES.
COMMUNICATION BARRIERS ARE A COMMON PROBLEM, PARTICULARLY IN
AREAS WHERE PEOPLE SPEAK DIFFERENT LANGUAGES OR DIALECTS.
NAVIGATING CULTURAL DIFFERENCES AND STRANGE CUSTOMS CAN ALSO BE
DIFFICULT. STUDENTS MIGHT ALSO EXPERIENCE LOGISTICAL DIFFICULTIES
LIKE RESTRICTED ACCESS TO RESOURCES OR TRANSPORTATION.
MISUNDERSTANDING OR MISUNDERSTANDING THE NEEDS OF THE
COMMUNITY COULD ALSO BE A BARRIER, WHICH COULD REDUCE THE IMPACT
OF THEIR CONTRIBUTIONS. ALL THINGS CONSIDERED, THESE DIFFICULTIES
CAN OFFER BENEFICIAL CHANCES FOR STUDENTS TO GAIN CULTURAL
COMPETENCY.