CO_Q2_UCSP SHS Module 4 Understanding Culture Society and Politics Quarter 2 – Module 4: Government Programs and Suggestions in Addressing Social Inequalities
Understanding Culture Society and Politics Alternative Delivery Mode Quarter 2 – Module 4: Government Programs and Suggestions in Addressing Social Inequalities (MELC 10&11). First Edition, 2021 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by ________________________ Department of Education – Region 4A CALABARZON Office Address: Gate 2 Karangalan Village, Brgy. San Isidro, Cainta, Rizal Telefax: 02-8682-5773/8684-4914/8647-7487 E-mail Address: [email protected] Development Team of the Module Writers: Rich Dela Rosa Baltazar Editors: Alfred James A. Ellar and James Angelo T. Año Reviewers: Yolanda DC. Lumanog, Honeylet A. Pelone, Ma. Criscel R. Negosa, Anna Paulina B. Palomo, Leonardo C. Cargullo, Ricardo P. Makabenta, Asher H. Pasco, Jesusa L. Partosa, Alfonso V. Mabuting and Johncent Roy C. Tibordo Illustrators: Maria Babylyn B. Nevalga, Shiela Mae L. Ortiz, Melvin Jan Guarin and Richmond Causaren Layout Artists: Maria Cristina F. Lim, Allan Gilbert M. Jain, Joseverino B. Laxamana and Anna Paulina B. Palomo Management Team: Francis Cesar B. Bringas Job S. Zape Jr. Ramonito Elumbaring Reicon C. Condes Elaine T. Balaogan Fe M. Ong-ongowan Doris DJ. Estalilla Lualhati O. Cadavedo Laura O. Garcia Ma. Criscel R. Negosa Maria Heidi Alaine T. Nietes
Understanding Culture Society and Politics Quarter 2 – Module 4: Government Programs and Suggestions in Addressing Social Inequalities
Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-bystep as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you.
1 CO_Q2_UCSP SHS Module 4 This module was designed and written with you in mind. It is here to help you discover yourself better through the lens of the people who contribute so much in your well-being. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is about the Government Programs and Suggestions in Addressing Social Inequalities. After going through this module, you are expected to: 1. explain government programs and initiative in addressing social inequalities; 2. discuss social inequality, problems it may create and things that we can do to lessen the impact of social inequality; and 3. suggest ways that could address social inequalities that you can identify within your group or community by creating your own social class autobiography. What I Need to Know
2 CO_Q2_UCSP SHS Module 4 What I Know Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. It is any small group in society that is different from the rest because of their race, religion, or political beliefs, or a person who belongs to such a group. a. minority b. majority c. community d. mob 2. It is the process of improving the terms for individuals and groups to take part in society” and “the process of improving the ability, opportunity, and dignity of people, disadvantaged on the basis of their identity, to take part in society. a. social justice b. social inclusion c. social exclusion d. social sciences 3. It is the apparent disparity of the distribution of wealth and an uneven dissemination of opportunity in the realm of politics, job opportunities, and in other areas of life. a. equity b. equality c. inequality d. inclusion 4. It is a human development measure of the national government that provides conditional cash grants to the poorest of the poor, to improve the health, nutrition, and the education of children aged 0-18. a. Education for All (EFA) b. The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps) c. Service Delivery Network (SDN) d. Comprehensive Agrarian Reform Program (CARP) 5. The developmental program provides for the disposal of public alienable and disposable (A&D) lands with the intent to open up frontier lands while the
3 CO_Q2_UCSP SHS Module 4 redistributive program involves the redistribution of property or rights on private agricultural lands and the abolition of agricultural (or share) tenancy. a. Education for All (EFA) b. The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps) c. Service Delivery Network (SDN) d. Comprehensive Agrarian Reform Program (CARP) 6. Under this set-up, every family in a local health system is designated to a health service provider or health facility within the network to ensure sustained access to quality healthcare across political, geographical, and administrative boundaries. a. Education for All (EFA) b. The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps) c. Service Delivery Network (SDN) d. Comprehensive Agrarian Reform Program (CARP) 7. Its thrusts included Early Childhood Development, Universalization of Quality Primary Education, and Alternative Learning Systems. a. Education for All (EFA) b. The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps) c. Service Delivery Network (SDN) d. Comprehensive Agrarian Reform Program (CARP) 8. It is the agency which headed the The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps). a. Department of Social Welfare and Development (DSWD) b. Department of Education (DepEd) c. Department of Agrarian Reform (DAR) d. Department of Health (DOH) 9. It is the agency which headed the Service Delivery Network (SDN). a. Department of Social Welfare and Development (DSWD) b. Department of Agrarian Reform (DAR) c. Department of Health (DOH) d. Department of Education (DepEd) 10. It is the agency which headed the Comprehensive Agrarian Reform Program (CARP). a. Department of Social Welfare and Development (DSWD) b. Department of Agrarian Reform (DAR) c. Department of Health (DOH) d. Department of Education (DepEd) 11. It is the agency which headed the Education for All (EFA). a. Department of Social Welfare and Development (DSWD) b. Department of Agrarian Reform (DAR)
4 CO_Q2_UCSP SHS Module 4 c. Department of Health (DOH) d. Department of Education (DepEd) 12. Social inequality is a present is almost all kind of society. a. true b. false c. perhaps d. most of the time 13. The government does not have any capacity to address social inequality. a. true b. false c. perhaps d. most of the time 14. According to former President Obama, social inequality is the “defining challenge of our time”. a. true b. false c. perhaps d. most of the time 15. Pervasive inequalities might be; it could still be addressed. a. true b. false c. perhaps d. most of the time
5 CO_Q2_UCSP SHS Module 4 Lesson 4 Government Programs and Suggestions in Addressing Social Inequalities In the previous lessons, we have learned that inequality, in the context of social sciences, is the apparent disparity of the distribution of wealth and an uneven dissemination of opportunity in the realm of politics, job opportunities, and in other areas of life. This division among resources bring about issues among the classes which may lead to bigger problems. Some groups in our society enjoy greater status, power, and wealth than other group which resulted from social stratification This module is designed to facilitate learners’ insights into one’s journey throughout the course of understanding culture, society, and politics. At the end of the module, learners will be able to identify and explain government’s efforts to addressing pressing social inequality issues. What’s In Notes to the Teacher Since inequalities in the society are critical and sensitive topics, make sure that you guide the learners in understanding the general accounts that would be presented in this module.
6 CO_Q2_UCSP SHS Module 4 What’s New Listen to the song “The World Isn’t Fair” by Randy Newman, a singer songwriter behind the scores for some of Hollywood’s most memorable movies at https://www.youtube.com/watch?v=FV9dXEFP-Hk. Answer the questions that follow. The World Isn’t Fair by Randy Newman When Karl Marx was a boy He took a hard look around He saw people were starving all over the place While others were painting the town. The public-spirited boy Became a public-spirited man So he worked very hard, and he read everything Until he came up with a plan There'll be no exploitation Of the worker or his kin No discrimination 'cause of the color of your skin No more private property It would not be allowed No one could rise too high No one could sink too low Or go under completely like some we all know If Marx were living today He'd be rolling around in his grave And if I had him here in my mansion on the hill I'd tell him a story t'would give his old heart a chill It's something that happened to me I'd say, Karl I recently stumbled Into a new family With two little children in school Where all little children should be I went to the orientation All the young mommies were there Karl, you never have seen such a glorious sight As these beautiful women arrayed for the night Just like countesses, empresses, movie stars and queens And they'd come there with men much like me Froggish men, unpleasant to see Were you to kiss one, Karl Nary a prince would there be Oh Karl the world isn't fair It isn't and never will be They tried out your plan It brought misery instead If you'd seen how they worked it You'd be glad you were dead Just like I'm glad I'm living in the land of the free Where the rich just get richer And the poor you don't ever have to see It would depress us, Karl Because we care That the world still isn't fair.
7 CO_Q2_UCSP SHS Module 4 1. What did the young Karl Marx notice with the people around him? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. List down all the things that Karl Marx would have wanted to end with his plan. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Do you agree with the songwriter that the world is not fair? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
8 CO_Q2_UCSP SHS Module 4 The Government and Social Inequalities The prevalence of social inequality in any society cannot be dismissed. In fact, President Obama (2013) said inequality is “the defining challenge of our time.” It has been part of us and is ever growing and expanding as time goes by. Social inequality can be describe as a state of social affairs in which there is difference in opportunity, status and treatment among the member of a given society. As Lee and Rawls (2010) assert it, it is more than just a case of geographic difference. While persons from economically advantaged backgrounds have always gone to college at higher rates than their less-privileged peers, these gaps have expanded since the 1980s. However pervasive these inequalities might be, though, it could still be addressed. The government, having identified these inequalities, tries to formulate viable projects and initiatives to support research on programs, policies, and practices that reduce inequality in different sectors of the society. It extends to many areas like youth development, reflecting disparities in arenas beyond education such as mental health, criminal justice, and workforce development (Alegria, Vallas, and Pumariega 2010; Fader, Kurlychek, and Morgan 2014; Schwartz, Ferguson, and Symonds 2010). The cry of the minority (any small group in society that is different from the rest because of their race, religion, or political beliefs, or a person who belongs to such a group) roots from the desire to achieve social inclusion. Social inclusion is a fundamental principle of social justice. It is the process of improving the terms for What is It
9 CO_Q2_UCSP SHS Module 4 individuals and groups to take part in society” and “the process of improving the ability, opportunity, and dignity of people, disadvantaged on the basis of their identity, to take part in society” (World Bank, 2013, pp. 3-4). In the Philippines, for instance, the gap between rich and poor regions widens even more. To address this, the National Economic and Development Authority calls for higher spending on infrastructure and social services. In 2019, Socioeconomic Planning Undersecretary Adoracion Navarro said the inequality in gross regional domestic product (GRDP) per capita, or the average income of people in a region, has widened from 2009 to 2018, according to data from the Philippine Statistics Authority. The richest among all regions is the National Capital Region (NCR), where the GRDP per capita as of 2018 stood at P253,893, a 40% jump from the P181,748 in 2009. The poorest is the Autonomous Region in Muslim Mindanao (ARMM), with its GRDP per capita barely improving from P14,052 in 2009 to P14,657 in 2018. This is just one of the many social inequalities identified by the government which are either already addressed with existing programs or are still being studied for possible formulation of viable projects. Government Initiated Programs The following table shows some of the programs the government has developed to help alleviate social inequalities in the country. Institutional Project/Initiative Program Description Agency The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps) It is a human development measure of the national government that provides conditional cash grants to the poorest of the poor, to improve the health, nutrition, and the education of children aged 0-18. It is patterned after the conditional cash transfer (CCT) schemes in Latin American and African countries, which have lifted millions of people around the world from poverty. Department of Social Welfare and Development (DSWD)
10 CO_Q2_UCSP SHS Module 4 Education For All (EFA) It articulated the country’s national goals, objectives, policies and strategies, as well as the regional programs for implementation for the first decade of the EFA movement. Its thrusts included Early Childhood Development, Universalization of Quality Primary Education, and Alternative Learning Systems. Department of Education Service Delivery Network (SDN) Under this set-up, every family in a local health system is designated to a health service provider or health facility within the network to ensure sustained access to quality healthcare across political, geographical, and administrative boundaries. Department of Health Comprehensive Agrarian Reform Program (CARP) The developmental program provides for the disposal of public alienable and disposable (A&D) lands with the intent to open up frontier lands while the redistributive program involves the redistribution of property or rights on private agricultural lands and the abolition of agricultural (or share) tenancy. Department of Agrarian Reform Despite these, although people recognize that no single program or project could actually lead to major changes, the government should still assure that the measures it is taking are toward approaches, programs, policies, and practices that work to reduce prevailing inequality in the country.
11 CO_Q2_UCSP SHS Module 4 What’s More If I were a lawmaker Direction: Pretend to be a lawmaker and read the following situations below. Identify whether or not social inequality is present in each. If it does, suggest ways on how to address it. If it does not, justify the claim for equality. 1. The COVID-19 pandemic has affected almost all aspects of human life. In the early period of the pandemic in the Philippines, there were some reported incidences that some wealthy and influential people have immediate and instant access in COVID-19 testing services under government affiliated agencies. However, the rest of the general public have difficulty to have access in such kind of health services. As a lawmaker, what can be done to avoid social inequality in this scenario? ___________________________________________________________________________ ___________________________________________________________________________ _____________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. The number of men who contract prostate cancer is about the same as the number of women getting breast cancer. The disparity in annual government research funding between the two cancers is striking and discriminatory (though), illustrating yet again the institutionalized misandry existing in Western societies. (Ray Blumhorst, National Coalition for Men) ___________________________________________________________________________ ___________________________________________________________________________ _____________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
12 CO_Q2_UCSP SHS Module 4 3. In Mindanao, the southernmost and second largest of the Philippines' islands, six of the 10 regions are among the top 10 nationally in terms of poverty rates, with between 25 and 40 percent of families living in utter poverty. Nationwide, the 30 most deprived provinces are home to more than one-third of the Philippines' poorest families, resulting in generational poverty that is incredibly difficult to emerge from. (Child Fund International) ___________________________________________________________________________ ___________________________________________________________________________ _____________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
13 CO_Q2_UCSP SHS Module 4 What I Have Learned Today, I have learned that the government’s programs, projects, and initiatives are __________________________________________________________________________________ __________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
14 CO_Q2_UCSP SHS Module 4 What I Can Do Read the additional notes from the teacher and do the activity. #my_socio_class-autobiography at the end of the lecture notes. TEACHER’S NOTE What is Social Inequality? - The best description of what social inequality is the uneven distribution of wealth in our country, where few rich people had more, and the less fortunate people have less in life. - We often structure society by the way we divide people through different social classes. Labeling the society as the upper class, middle class and the lower or working class. These classes were often made on the basis of their jobs and income. One thing that we know is that as they go up in a social ladder, they often have better access to education, healthcare, and other services such as housing, electricity, technology, clean water, and good nutrition. - One of the best examples of social inequality brought about by this structured are felt by our minority group of people. They tend to have greater degree of inequality experienced as manifested by their lower income, lower education opportunities, reduce access to healthcare. - Aside from our minorities, very poor people also experience greater social disadvantages. - Social inequality was also very evident in gender to, we know that being female carries with them certain disadvantages to social equality and that female always experience differences in terms of pay from their work, and were not given equal opportunities to be promoted to higher positions in a private company or public institutions
15 CO_Q2_UCSP SHS Module 4 What will happen when we have high rates of social inequality? People might feel that they are socially excluded and politically disempowered. This feeling may potentially create a combination of things which can lead to civil unrest and may tempt people to do criminal activities. What can we do about social inequality? The government has the main duty to wind down if they cannot make it even all these forms of social inequalities. It is one of the most important functions they carried out. Their scope of power involves the exercise of authority in the production, distribution, and use of resources. This describes who gets what and under what circumstances. Variety of government schemes to allow financial support or social support like such as food stamps for individuals facing considerable hardships. They can try and identify and remove barriers to healthcare and education for people facing hardships. They can carry out further research into these vulnerable populations to help understand their needs and try to figure out suitable interventions where they can make a difference into lives of these people and allow them to integrate better to our and become productive members of society. Addressing social inequality was not the role of the government at all. Other people and organizations may take initiative to come together to push for the advancement of their common interests by means of collective actions. These organizations known as the civil society organizations and non-governmental organizations are consider as non-state, nonprofit, and voluntary organizations play an important role in addressing problems of inequality. They were considered as the third sector of the society who work side by side with government and business sectors. One example are the private and business foundations and independent NGO’s of Bill and Melinda Gates Foundation helping the poor in the 3rd world and undeveloped countries. Red Cross Philippines provides emergency relief, health needs and basic needs assistance of those who are in need. Trade Union of the Philippines which provides help and legal assistance to our working class who experiences injustices and maltreatment in the workplace. Social inequality remains a problem and should be an everybody’s concern. Global peace will not be possible for as long as problems arising from this inequality persisted. As what Nelson Mandela of South Africa said and I quoted; “As long as poverty, injustice and gross inequality persist in our world none of us can truly rest.” So make your move and do you share.
16 CO_Q2_UCSP SHS Module 4 Activity #my_socio_class-autobiography After reading the additional teacher notes, you are tasked to make your own Social Class Autobiography. In this activity you are given a chance to tell described the social class where you currently belong to (upper, middle, lower). What made you think that it is where that you belong to? In your own social class autobiography, make sure to link your experiences to different class privileges or social inequality that you might think you had encountered. Connect it to ideas that we have discussed in this module like issues on poverty, education, healthcare, food, water, etc. You might also include your dreams and aspirations in life and things that you want to be and how you can reach that goals and objectives. Your autobiography should contain an introduction and a conclusion, and it should address the following questions: 1. Cite at least two events from your life that you experienced social inequality. Describe how these occurred. 2. From these experienced, take time to analyze these experiences and how does each event tell in relation to poverty, wealth, inequality, or privilege. 3. Reflect on what you have learned from examining your social class in your life. 4. Suggest solutions to the experience you shared and how it can be avoided. 5. Is there something that the government can do to help you with the problems you and your social class are now facing especially during this time of pandemic?
17 CO_Q2_UCSP SHS Module 4 Assessment Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. It is the apparent disparity of the distribution of wealth and an uneven dissemination of opportunity in the realm of politics, job opportunities, and in other areas of life. a. equity b. equality c. inequality d. inclusion 2. It is the process of improving the terms for individuals and groups to take part in society” and “the process of improving the ability, opportunity, and dignity of people, disadvantaged on the basis of their identity, to take part in society. a. social justice b. social inclusion c. social exclusion d. social sciences 3. It is any small group in society that is different from the rest because of their race, religion, or political beliefs, or a person who belongs to such a group. a. minority b. majority c. community d. mob 4. It is a human development measure of the national government that provides conditional cash grants to the poorest of the poor, to improve the health, nutrition, and the education of children aged 0-18. a. Education for All (EFA) b. The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps) c. Service Delivery Network (SDN) d. Comprehensive Agrarian Reform Program (CARP)
18 CO_Q2_UCSP SHS Module 4 5. The developmental program provides for the disposal of public alienable and disposable (A&D) lands with the intent to open up frontier lands while the redistributive program involves the redistribution of property or rights on private agricultural lands and the abolition of agricultural (or share) tenancy. a. Education for All (EFA) b. The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps) c. Service Delivery Network (SDN) d. Comprehensive Agrarian Reform Program (CARP) 6. Under this set-up, every family in a local health system is designated to a health service provider or health facility within the network to ensure sustained access to quality healthcare across political, geographical, and administrative boundaries. a. Education for All (EFA) b. The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps) c. Service Delivery Network (SDN) d. Comprehensive Agrarian Reform Program (CARP) 7. Its thrusts included Early Childhood Development, Universalization of Quality Primary Education, and Alternative Learning Systems. a. Education for All (EFA) b. The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps) c. Service Delivery Network (SDN) d. Comprehensive Agrarian Reform Program (CARP) 8. It is the agency which headed the Comprehensive Agrarian Reform Program (CARP). a. Department of Social Welfare and Development (DSWD) b. Department of Agrarian Reform (DAR) c. Department of Health (DOH) d. Department of Education (DepEd) 9. It is the agency which headed the Service Delivery Network (SDN). a. Department of Social Welfare and Development (DSWD) b. Department of Agrarian Reform (DAR) c. Department of Health (DOH) d. Department of Education (DepEd) 10. It is the agency which headed the The Philippines’ Conditional Cash Transfer Program: Pantawid Pamilyang Pilipino Program (4Ps). a. Department of Social Welfare and Development (DSWD) b. Department of Education (DepEd) c. Department of Agrarian Reform (DAR) d. Department of Health (DOH)
19 CO_Q2_UCSP SHS Module 4 11. It is the agency which headed the Education for All (EFA). a. Department of Social Welfare and Development (DSWD) b. Department of Agrarian Reform (DAR) c. Department of Health (DOH) d. Department of Education (DepEd) 12. However pervasive inequalities might be; it could still be addressed. a. True b. false c. perhaps d. most of the time 13. The government does not have any capacity to address social inequality. a. true b. false c. perhaps d. most of the time 14. According to former President Obama, social inequality is the “defining challenge of our time”. a. true b. false c. perhaps d. most of the time 15. Social inequality is a present is almost all kind of society. a. true b. false c. perhaps d. most of the time
20 CO_Q2_UCSP SHS Module 4 Additional Activities Evaluating my Current Progress Formulate a suggested advocacy program that would address social inequalities in any one of the following: a. gender inequality in the workplace b. inequality in healthcare c. inequality in education Title of suggested advocacy program: ____________________________ Beneficiaries: ___________________________________________________ Program Description: ___________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
21 CO_Q2_UCSP SHS Module 4 Answer Key Assessment C 1. B 2. A 3. B 4. D 5. C 6. A 7. B 8. C 9. A 10. D 11. A 12. B 13. A 14. A 15. What I Know B 1. C 2. A 3. D 4. A 5. C 6. D 7. A 8. D 9. B 10. C 11. D 12. C 13. A 14. D 15.
22 CO_Q2_UCSP SHS Module 4 References Alegria, M., Vallas, M., & Pumariega, A. (2010). Racial and ethnic disparities in pediatric mental health. Child and Adolescent Psychiatric Clinics of North America, 19, 759-774. “Closing the Social Inequality Gap in the Philippines.” ChildFund, 2019. https://www.childfund.org/Content/NewsDetail/2147489041/. Katatrepsis, Katatrepsis. “Why Does Breast Cancer Research Receive More Research Funding than Prostate Cancer?” Katatrepsis, October 30, 2012. https://katatrepsis.com/2012/10/30/why-does-breast-cancer-researchreceive-more-research-funding-than-prostate-cancer/. Lee, Jr., J. M., & Rawls, A. (2010). The College completion agenda: 2010 progress report. New York: College Board. Available at: http://completionagenda.collegeboard.org/reports. Obama, B. (2013, December 4). Remarks by the President on economic mobility. Washington, DC: The White House. Available at: http://www.whitehouse.gov/the-pressoffice/2013/12/04/remarks-presidenteconomic-mobility “Programs and Policies: GOVPH.” Official Gazette of the Republic of the Philippines, 2020. https://www.officialgazette.gov.ph/programs/. Rivas, Ralf. “IN CHARTS: Rich Philippine Regions Get Richer, Poor Ones Barely Improve.” Rappler, 2019. https://www.rappler.com/business/231871-chartsregions-get-richer-poor-ones-barely-improve-philippines. Gamoran, Adam. “Inequality Is the Problem: Prioritizing Research on Reducing Inequality .” Rep. Inequality Is the Problem: Prioritizing Research on Reducing Inequality . California, USA: William T. Grant Foundation , 2013. VM;, Fiorati RC;Elui. “Social Determinants of Health, Inequality and Social Inclusion Among People With Disabilities.” Revista latino-americana de enfermagem. U.S. National Library of Medicine, 2015. https://pubmed.ncbi.nlm.nih.gov/26039305/.
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