DIASS
policy in terms of addressing the problem.
MODULE 6 – The discipline of social
work
Reading 1: Definitions of social work
Social work – a response to a concern or
need. A problem solving.
As an art – great skills
As a science – problem-solving methods
and objectivity
As a profession – encompasses the
attributes of one.
Reading 2: Goals of social work
 Enhance social functioning
 Promote social justice
 Problem solving
Reading 3: Functions of social work
Restoration of impaired social function –
breakdown in person’s social functioning.
Rehabilitative function involves
rebuilding. Psychological.
Developmental function – connecting them
to appropriate social etc. advocating
policies.
Prevention of social dysfunction – the
early discovery
Reading 4: Core values of social work
Service – commitment to help people and
support people.
Social justice – Challenges social injustice.
Must have the same basic rights and
opportunities.
Respect for the inherent worth and dignity
of the person – importance to the worth
and dignity of the person.
Importance of human relationship – levels
of human relationship such as self, family,
small group, organization, and community.
Integrity – standards behavior.
Competence – application of theories,
skills, and expertise.
Reading 5: Principles of social work
Acceptance – manner, responding and by
mutual respect.
Self-determination – capability to make
their own decisions. Facilitate but not
manipulate
Affirming individuality – the individual is
different. Accept client without bias.
Confidentiality – individual to privacy
Worker’s self-awareness – must be
conscious and understand themselves first.
Collective responsibility – individual
rights can be protected.
MODULE 7 – Professionals and
practitioners in social work
Reading 1: Roles, functions, and
competencies of social work
Roles of social workers
Case manager/ coordinator – arrange and
coordinate the delivery to ensure that the
goods and services are delivered in timely
manner.
Broker – knowledge of community
resources. Effective referral mechanisms.
Counselor – provide guidance to clients
and assist them in solving problems.
Educator – help them gain- knowledge and
skills.
Facilitator – workers facilitate group
discussion and activities.
Mediator – between / resolve arguments
and disagreements.
Mobilizer – identify and organize human
Advocate – speak on behalf of their clients
to promote fair and equitable.
Competencies in social work – perform the
above-mentioned roles. Evaluate the
different points for possible interventions.
Understand their clients form their
interactions with the people around them
and their environment
Reading 2: Areas of specialization and
career opportunities for counselors
Substance misuse and addictions – see
clients in relation to their environment.
Doing case management and therapies.
Social work in aging and gerontology –
deals with issues related to maturity.
Focuses on elders.
Child and family social work – safety,
well-being of children and child welfare.
Justice and corrections social work –
correctional treatment specialists. Help
inmate / prisoners improve themselves and
prepare for a better life.
Developmental disabilities – live as
normally. Enable to be as independent as
they can be.
Employment and occupational social work
– employees overcome and resolve their
issues that affect work. Improve their
methods and processes in handing the
businesses.
Healthcare social work – work with other
healthcare professionals. Implement
programs for heath service delivery.
Advocate for better healthcare system.
Mental health and clinical social work –
treatment of psychological disorders,
advocate to ensure proper treatment within
the mental health system.
International social work – profession
recognized all over the world. Problems
experienced by one country often affect
other countries. Helping developing
countries.
Management and administration – the
allocation of services. Knowledge of
human behavior, social problems, and
social work principles and values.
Policy and planning – effectiveness of
Reading 3: Rights, responsibilities,
accountabilities, and code of ethics
Code of ethics – serves as a guide for
social workers in zdthe practice of their
profession.
Ethical responsibilities to client – never
engage dual relationship. Set boundaries.
Clients’ right to self-determination.
Respect for the privacy of clients and
holding in confidence.
Ethical responsibilities to colleagues –
treat colleagues with respect. Who engage
in unethical practice should report them.
Ethical responsibilities in practice settings
– engage in organized action to improve
client services, should carefully examine.
Client records is accomplished in a manner
that is accurate. Adhere to their
commitments.
Ethical responsibilities as professionals –
have the necessary competencies to do
their job.
Ethical responsibilities to the social work
profession – maintain and advance the
values, ethics. Engage in activities.
Ethical responsibilities to the broader
society – development of people and
advocate to ensure fair and equal.
MODULE 8 – Clientele and audiences
in social work
Reading 1: Individuals
children intended to address their issues
and concerns usually involve the family,
too. Child welfare. Substitute services
include foster family care and adoption.
Empowering vulnerable sector: women,
children, persons with disabilities, elderly,
and indigenous people.
Reading 2: Groups and organizations
2 categories of groups
Task groups – established to accomplish a
task.
Treatment groups – member’s
socioemotional needs.
7 treatment groups
Support groups – manage life stressful and
more on counseling
Educational groups – gain an
understanding of one’s self.
Growth groups – encounter groups,
emphasize self-development
Therapy groups – health trauma,
remediation and rehabilitation.
Socialization groups – intended to
facilitate transitions.
Recreation groups – provide participants
with entertainment.
Self-help groups – shared concerns such as
coping with addiction. Personal
experiences on the issue being addressed.
Reading 3: Communities
Provide service to communities. Working
together to develop community awareness.
MODULE 9 – Settings, processes,
methods, and tools in social work
Reading 1: Primary settings
Government – social worker assigned at
the DSWD.
Private sector – nonprofit organization that
brings business together to address
poverty.
Voluntary sector- includes civil society
organization (CSOs) and nongovernment
organizations (NGOs)
Reading 2: Host settings
Healthcare settings – hand-in-hand with
medical professionals
School settings – students fully available
for learning. Form of counseling.
Court settings – roles that social workers
play in court: evidence providers and
report writers. Certain issues and concerns.
Reading 3: Processes in social work
Exploration and engagement
 Establishing professional relational
boundaries – the nature of
professional relationship.
 Identifying problems, needs, and
strengths – tries to learn about the
culture, need, strengths, and resources
of the system.
 Recognizing feelings and reactions –
aware of the feelings of the client
system
 Increasing client system investment –
to build collaborative relationship
 Determining goals – the desired
outcome toward which intervention
activity is directed.
 Making initial plans – role induction
_ the client system agrees to proceed.
Referral _ the client system cannot be
adequately served and the social
worker has an obligation to help the
system gain access to needed services.
Discontinuation of services _ the
client system and the social worker
agree not to continue.
 Monitoring the engagement phase –
would involve reviewing up to what
extent the engagement principles and
accomplished.
Assessment – a process and a product of
understanding that services as the basis for
action. Gathering relevant information.
Planning – a contract plan specifies the
reason for each component and action in
the plan.
Intervention – facilitate empowerment
transactions between client and their
environment.
Evaluation and termination – evaluating is
an obligation inherent in the role of social
worker. Termination is the objectives set
for the helping relationship have already
been achieved.
MODUEL 10 – The discipline of
communication
Reading 1: Definitions of communication
We are all practitioners of communication.
Communication interpreted in 2 ways:
building our knowledge and skills and
ordinariness of communication may lead
us take it for granted. Communication we
derived from the Latin word “communis”
which means “common.
3 methods of communication
 Verbal communication – spoken
words.
 Nonverbal communication – it
includes body language.
 Written communication – written
symbols.
7 Characteristics of communication
 Communication is dynamic – always
evolving and it affected by the
change.
 Communication is unrepeatable and
irreversible – encounter is unique.
Makes communication irreversible is
whatever has been said or done
cannot be taken back
 Communication has no opposite – we
cannot not communicate. We
communicate with purpose even our
silence, sends a message.
 Communication is affected by culture
– we encode and decode messaged
like thumbs up.
 Communication is influenced by
ethics – make judgments of what is
right and wrong. Moral principles that
use to guide behavior.
 Communication is competence-based
– a skills that needs to be developed.
 Communication is being transformed
by media and technology – the
evolution of such media.
Reading 2: Goals of communication
to inform and be informed – we seek and
provide information like someone asks us
for directions.
To persuade and influence – we
communicate because we want someone to
do something or to agree with outpoint of
view.
To build and maintain relationship – the
people express emotions and share ideas
like love, anger, pain and pleasure.
To develop a career – a good
communication skills have an edge when it
comes to opportunities.
To achieve these goals:
 Clarity – should be clear and
understandable to minimize
misinterpretation and
misunderstanding.
 Adequacy – incomplete message can
be confusing and counter-productive
for the receivers. Must include all
necessary information.
 Consistency – well-thought and
logically.
 Feedback – receiver’s response helps
the sender determine if his or her
message is properly understood.
Reading 3: Basic elements of the
communication process
Message – the content of the
communicative act.
Sender and receiver - the sender decides
what is to be communicated. Receiver is
also known as the decoder or interpreter.
Channel – all messages are transmitted
through a channel refer to the medium by
which the message is transmitted from
sender or receiver.
Feedback – the information or signal send
back to the sender by the receiver though
verbal or nonverbal means.
Context – pertains to the setting or
environment surrounding the
communication transaction.
Noise – anything that can distort the
message. Serves to distract the sender and
receiver. External noise _ to physical noise
or interference from the environment.
Internal noise _ concerns the mind of
communication.
Effect – communication has its
consequences both positive and negative.
Effect may be classified as cognitive,
affective, or behavioral. Cognitive _ the
changes in the receiver’s intelligence.
Affective _ changes in the receiver’s
emotions. Behavior _ the changes in the
receiver’s actions.
Reading 4: Levels of communication
Interpersonal communication – internal
dialogue or self-talk. Reflective thinking
Interpersonal communication –
communication takes place between people
with an aim to build.
Group communication – communication
among three or more people that is usually
more formal.
Public communication – it is sender-
focused communication that usually
involves one sender transmitting
information to an audience.
Mass communication – message is
transmitted to a potentially large audience
across great distances with the use of
technological medium.
PHYSICAL SCIENCE
MODULE 1A
Socrates - With his student Plato, he
explained to the Greeks that the Earth's
shape is a sphere by observing the
oncoming ship in a horizon.
Eratosthenes - He is the astronomer who
estimated the Earth's circumference.
Empedocles - Together with Anaxagoras,
he offered a discussion for the Earth's
spherical nature using the lunar eclipse.
Aristarchus - He used the information
during a lunar eclipse in figuring out
Earth’s size.
Aristotle - He concluded that Earth is
spherical because it always projects a
curved shadow when it eclipses the moon.
MODULE 1B
Lunar eclipse - It occurs when the Earth
casts its shadow on the moon when the
Earth is between the Sun and the Moon.
Solar eclipse - It occurs when the Moon is
in between the Sun and the Earth and the
moon partially or completely blocks out
the sun.
Early Americans - They recorded motions
of Sun, Moon, and planets especially
Venus.
Mayan calendar - It was more accurate
than those of Spanish calendar
Ancient Babylonian cuneiform tablet - It
describes a surprisingly modern method to
track the path of Jupiter.
Sundials - It’s used to measure the time of
day from the movement of the Sun.
Pyramids of Giza - These three pyramids
represent the Belt stars of the constellation
Orion.
Stonehenge in England - It was
constructed so that in the summer solstice,
the sun would rise above one of the main
stones.
The Pyramid in Palenque - The windows at
the top and sides of this pyramid were so
arranged that the rooms they lead to are
illuminated by the rising sun.
The Big Horn Medicine Wheel - It was
built by the Plains Indians. Its spokes and
rock piles are aligned with the rising and
setting of the Sun and other stars.
MODULE 1C
Tycho Brahe - It was more accurate than
those of Spanish calendar. The sun orbited
Earth, while the other planets orbited the
sun.
Brahe’s contribution - He devised the best
instruments available before the telescope's
invention leading to the most precise
observation that had been made. He
observed the planetary motion, such as that
of Mars, giving crucial data for later
astronomers like Kepler to construct our
present solar system model. He observed a
supernova in 1572. Brahe proposed a Solar
System model intermediate between the
Ptolemaic and Copernican models. He
made the best measurements that in the
search for stellar parallax.
Johannes Kepler - The three laws of
planetary motion were proposed by
Johannes Kepler using the factual data
collected by his mentor, Tycho Brahe.
3 Kepler’s law of planetary motion
 The law of Ellipses - Perihelion is the
closest point to the sun in a planet's
orbit; aphelion is the farthest point.
 The law of equal areas - planet moves
fastest at the perihelion and slowest at
the aphelion.
 The law of harmonies - The squares
of the planets' periods are
proportional to the cubes of their
mean distances from the
sun. A period is the time it takes to
make one complete revolution around
the sun. In symbols,
T2 = k R3
k = T2/ R3
MODULE 2A
Distance - The length of the part travelled.
(S.I: unit [m])
Displacement - The starting point to final
point with consideration to the direction.
(S.I unit: [m])
Speed - The rate at which distance is
covered (S. I. unit: [m/s])
Velocity - The displacement in a given
time interval. (displacement/time interval)
Acceleration - how fast the velocity
changes with respect to time. Accelerating
means moving faster/ moving slower
and/or changing direction.
Free fall – body in vertical motion where
gravity is the only force acting on it. (-
9.8m/s2)
Projectile - body or a particle in two-
dimensional motion given an initial
velocity and it
moves along a curved path under the
influence of gravity alone.
Aristotelian – all moving bodies naturally
come to rest.
Galilean – it will continue in motion due to
inertia unless an external force acts on
them. Galileo proved with his experiments
that when objects are dropped
simultaneously, they will reach the ground
at the same time regardless of their masses
and air resistance. He discovered that
objects fall with uniform acceleration. This
change in speed is acceleration. He used
inclined planes to lessen the acceleration of
the moving bodies.
MODULE 2B
Aristotle - concept that moving objects
would stop because the natural state of
objects was to be at ‘rest’.
Galileo - once the ball is in motion, no
force is needed to keep it moving except
for the force needed to overcome friction.
Law of Inertia - An object at rest is
inclined to stay at rest.
Law of acceleration – it is force and
motion (big mass – big force)
Law of interaction – equal/ opposite
reaction.
MODULE 3A
Newton's corpuscular theory stated that
light consisted of particles that travelled in
straight lines.
A shower of particles, each proceeding in a
straight line until it was refracted,
absorbed, reflected, diffracted or disturbed
in some other manner.
Light reflection – bounces away or are
reflected from the smooth surface.
Light Refraction - light was "bent" or
refracted by a substance. It changes
direction when it pass from the first
medium into the second.
MODULE 3B
Einstein called these packets light quanta,
but now it’s called photons
 tiny particles called electron.
Blue light - is a particle having high
energy capable of emitting electrons.
Red light - is particle containing low
energy. Red light does not cause electron
emission.
Photoelectric effect - is commonly applied
in photography. Only red light is allowed
to be use in a darkroom. black and white
photography are coated with an emulsion
typically containing Silver halide crystals
in a gelatin solution. This emulsion is
sensitive to blue and green light, but not
red light.
The shorter the wavelength the more
energy. UV waves are shorter than visible
light waves, so UV possesses more energy
than regular visible light. Vitamin D
synthesizes light.
Retina - Covered by millions of light-
sensitive cells, some shaped like rods and
some like cones.
Rods - transmit mostly black and white
information to the brain. As rods are more
sensitive to dim light than cones.
Cones - each eye transmit the higher levels
of light intensity that create the sensation
of color and visual sharpness. connecting
nerve cells, give the brain enough
information to interpret and name colors.
The surface of the apple - reflecting the
wavelengths we see as red and absorbing
all the rest. An object appears white when
it reflects all wavelengths and black when
it absorbs them all.
MODULE 4A
Clinton Davisson and Lester Germer -
tried to verify a prediction of classical
physics that scattered electrons will appear
from all directions with little dependence
on their intensity.
galvanometer - is a device which detects
and measures small electric currents.
Constructive interference - is a process
where two waves meet and add up.
diffraction grating - is an optical device
made of glass or metal with a band of
equidistant, parallel lines.
electron diffraction tube - an instrument
used in modern setups of the experiments
that show the wave nature of electrons.
Richard Feynman - popularised the
double-slit thought experiment. In his
double-slit thought-experiment.
Double-slit - When particles are fired at
the wall with both slits open, they are more
likely to hit the backstop in one particular
area, whereas waves interfere with each
other and hit the backstop at a number of
different points with differing strength,
creating what is known as an interference
pattern.
MODULE 4B
Light - is a wave and a particle at the same
time; as a wave, it can be dispersed,
scattered, interfered, and diffracted.
Dispersion - When white light passes
through a prism, it will refract two times
making the separation of the colors
noticeable.
Light Scattering - absorb light and scatter
it in all directions. Short wavelengths (high
frequency) while larger particles scatter
longer wavelengths (low frequency).
Atmosphere - abundance in nitrogen and
oxygen particles.
Rayleigh Scattering - They scatter violet
the most, followed by blue, green, and so
on. Our eyes are more sensitive to blue
frequencies of light, which is why we see
the sky as blue. Clouds appear white
because the water droplets in the clouds
are larger than the wavelength of light
which scatter all the colors of light equally.
Interference - superposing of waves from
different sources.
Constructive interference - happens when
two identical parts of two waves meet
such as a crest of one wave meets the crest
of another.
Destructive interference - happens when
two opposite parts of two waves.
Diffraction - smaller the opening, the
greater is the diffraction of light.
MODULE 5
Dispersion of light - When the sun rays
pass through small drops of rain, they act
as small prisms and scatter the light, thus
forming a rainbow.
Absorption of light - Objects can absorb
the light that reach them. If it absorbs all
the light it receives, it will be black. If a
material that does not absorb light,
reflecting all.
Reflection of light - It is the change of
direction. The bodies that do not produce
their own light can see them because they
reflect the light that comes to them.
The curved surface of a shining spoon
could be considered as a curved mirror.
Concave mirrors – inverted / front
Convex mirrors – enlarged images / at the
back.
ENTREPRENEURSHIP
Complies government rules
- packaging
The way customers perceive the
enterprise and its products or services
in their minds
- positioning
Marketing needs under the price
- entries
the tangible good or the intangible
service that the enterprise offers to its
customers in order to satisfy their
needs.
- Product
Example of packaging
- This is designing an
attractive…
How organization creates, deliver and
captures value in economic social,
cultural and other context
- Business model
Key benefit of creating a prototype,
inventing process
- Testing and defining
The marketing, which explains what a
product is and why it’s worth
purchasing it
- Product description
Raw material needed in the
production of a product
- Materials
Testing a product or services involved.
- Providing a sample of a
customer.
Main goal of value chain analysis
- To optimize the overall
Role of suppliers play in a business
process
- To ensure…
Primary purpose of testing a
prototype product
- To meet the customers
needs
Represents the final product of the
production process
- Output
Manufacturing equipment use in
production for goods and services
delivery
- Machines
Process or activities by which
company adds value to an article
including the production …
- Value chain
A list of credit entries and debit
- Trial balance
These are income items that have
been earned but not have recorded
and paid by the customer
- Accrued dispenses
A statement that is also known as
profit and loss statement…
- Income statement
Statement that summarizes the result
of the companies operation over a
period of time
- Income statement
Component that represents the face
of the brand
- Logo
First set in developing a branding
- Decide what is going to be
branded.
Brand definition best describes
- The benefits of all the
product and services .
Who are suppliers to the business
context
- Businesses that offered
goods and services.
Example of under the promotion
marketing needs
- Running a social media
The regular contact points between
the enterprise and its market.

- People

Purpose of conducting a research in

developing brand

- Understand the market

Result when sales exceed the cost to

produce goods or render the services

- Revenue

The amount of merchandise or goods

sold by the business

- Cost of sales / cost of goods

Refers to the merchandise of goods

purchase

- purchases