UNIVERSITY OF CALOOCAN CITY

Gen. San Miguel St., Sangandaan, Caloocan City

COLLEGE OF LIBERAL ARTS AND SCIENCES PSYCHOLOGY and BEHAVIORAL SCIENCE DEPARTMENT

Course Name FOUNDATION OF HEALTH CARE SERVICES

Course Credits 6 Units
Course Description This course will help the students to provide a balance approach to patient cars. Concepts of man, health and illness are discussed to provide a good understanding of their roles
as a health care provider. Special attention is also given to basic procedures to develoo their skills. This course also deals with health programs, services and strategies of the
Department of Health: Caccepts, philosophy, goals and obiectives of Communitatealth Care; and the basic roles, functions and responsibilities of the community health Care
Advocate. It also includes care of clients with non-communicable and communicable diseases.
Contact Hours/Week 5 Hours
Course Objectives After taking this course, the students are expected to:
1. Utilizes the Health Care Delivery System in the care of individuals, families and communities.
2. Utilizes leadership and management process as an important tool of the health care provider in varied health care settings.
3. Communicates effectively with clients, familles, communities and other members of health care.
4. Conducts research and uses research things to improve health care in the community
5. Dernonstrates appropriate actitudesloehaviors as a model health professional
6. implements the concepts, principles and viues of primary health care as health care provider
7. Participates in the implementation of DOH health programs, services and strategies.
8. Participates in activities related to the Oreotion and control of communicable diseases
9. Assumes responsipity for personal and professional development
COURSE OUTLINE AND TIMEFRAME
Week Courses Content/Subject Matter
Week 1—8 I. Introduction
a. Concepts of Man
i. The atomistic approach
ii. The Holistic Approach
iii. Man as Biological Being
iv. Man as System
v. Man as spiritual being
vi. Human rights
b. Concepts of Health and Illness
i. Definition and terminologies
ii. Models of Health
  Stages of health and behavior
 Levels of Prevention
 Health as a molecular phenomenon
 Factors affecting Health and less
 Promoting adaptation to ness

II. Phillippine Health Care Delivery System

a. DOH
i. Mandate
ii. Vision
iii. Mission
iv. Roles
v. Millennium Development Goals
vi. Goal
vii. Primary Strategies
b. Legal Aspect
i. Law pertaining to creation of Healthcare delivery system
ii. The National Health Situation
iii. Code of Ethics for Health Care Workers Assistants
iv. Principles to achieve health goals
v. TESDA's Policies M.
vi. LGU's Health Policies (focused on Caloocan's Policies on Health)
vii. Maintaining high standards of patient services
c. Levels of Healthcare Facilities
d. Two way Referral System Intersectional Linkages

III. Nutrition
a. Water
i. Water and the body
ii. Keeping Water Safe
iii. Water contamination
b. Food
i. Keeping Food Safe
ii. Food Contamination
c. Nutrients and Nutrition
i. Nutrients that provide energy
ii. Nutrients that oromots growth and body building
iii. Nutrients that regulates body function
iv. Vitamin and Minerals and their uses
v. Conditions resulting to malnutrition
d.Eating for a healthy body
IV. Personal Health
a. Posture and Good Grooming
i. Benefits of having a good Posture
ii. Ways to maintain a good posture
iii. Guidelines for good grooming
b. Care of the body Parts
i. Hands and Nails
ii. Hair
iii. Feet
iv. Sense Organs
c. Regular Checkup
i. Physical exam
ii. Health history
iii. Health appraisal
d. Mental Health
i. Interpersonal and intrapersonal relationships
ii. Life skills
iii. Cognitive and psychosocial development
iv. Promoting self esteem
v. Learning disorders and common mental disorders
vi. anxiety and anxiety management
vii. Stress and stress management
viii. Bullying
ix. Loss and coping with loss

VI. Health promotion and Prevention of Diseases

a. Healthy Lifestyle
i. Nutrition
ii. Water
iii. Physical activity and exercise
iv. Avoidance of smoking/tobacco use
v. Stress
b. Maintenance of Health
i. Preventive exams and health maintenance visits
ii. Newborn screening
iii. Immunization
iv. Breast feeding
c. Preventive Health
i. Cancer Prevention
ii. Injuries and violence
iii. Occupation health hazard
iv. Prevention of Common Diseases
VII. Substance and alcohol abuse
a. Drug abuse and Drug Dependence
b. Type of Drugs and its effects
i. Uppers
ii. Downers
iii. Hallucinogen
c. Laws Governing drug abuse
d. Drug abuse Prevention
VIII. Family Health and sexuality
a. Family
b. Family Planning
c. Reproductive Health
d. Sexually Transmitted Infection
IX. Consumer Health
a. Consumer Health
i. Wise Consumer
ii. Influence in choice of Health Information Health products and healthcare services
iii. Right of Consumers
iv. Help of the consumer
v. Issues and Problem
b. Health products
i. Health Place Products
ii. Advertising
iii. Food Product
iv. Health and Health Frauds
v. Packages and Labels of Health Products
vi. Use storage disposal of health Products
vii. Being wise buyer and seller
c. Health Information
i. Consumer Health Literacy
ii. Sources of Health Information
iii. Folk Beliefs and Practices
iv. Evaluation Health information
d. Health Services
i. Health Care Personnel
ii. Health Care Facilities
iii. Government Health Services
iv. Quackery
v. Selecting Health Services

X. Environmental Health
 a. Environmental Factors Affecting Health
i. Physical
ii. Chemical
iii. Biological
iv. Social
v. Psychosocial
XI. Community Health
a. Community Participation
b. Community Health Promotion and Health Education
c. Community Food Gardens and Food production
d. Community Health Services
i. Education Regarding Health
ii. Local Endemic Diseases
iii. Expanded Program on Immunization
iv. Maternal & Child Health Services
v. Essential Drugs and Herbal Plants
vi. Nutritional Health Services
vii. Treatment of Communicable & Non Communicable Diseases
viii. Sanitation of the environment
ix. Dental Health Promotion
x. Access to and use of Hospitals as Centers of Wellness
XII. Standard First Aid
a. Definition of First Aid
b. Bleeding and wound care
i. Types of External Bleeding
ii. Controlling External Bleeding
iii. Wound Care
iv. Head and Face wounds
v. Bandages
vi. Internal Bleeding
c. Shock
i. Causes of Shock
ii. First Aid for Shock
iii. Anaphylaxis
 d. Burns
i. Heat Burn
ii. Chemical Burns
iii. Electrical Burns and Shocks
e. Serious Injuries

i. Head and Spinal Injuries

ii. Chest Injuries
iii. Abdominal Injuries
iv. Pelvic Injuries
f. Bone, joint, and Muscle Injuries
i. Fractures
ii. Joint Injuries
iii. Muscle Injuries
iv. RICE procedures
v. Splinting The Extremities
g. Poisoning
i. Swallowed Poison
ii. Inhaled Poison
iii. Alcohol Abuse
iv. Drug Abuse Or Overdose
v. Poison Ink, Oak, and Sumac
vi. Bites and Strings
h. Heat and Cold Emergencies
i. Cold Injuries
ii. Heat Emergencies

XIII. Basic Life Support

a. Overview of BLS
b. Differences among adults, children and infants
c. Cardiac Chain of Survival
d. The Recovery Position
e. Techniques of Rescue Breathing
f. Choking (airway obstruction)
g. Cardiopulmonary Resuscitation (CPR)
h. Automated External Defibrillator (AED)
i. Serious Injuries
 Head and Spinal Injuries
 Chest Injuries
 Abdominal Injuries
 Pelvic Injuries
 XIV. Heath Scenarios
a. Leading Causes of Morbidity
i. Pneumonia
ii. Diarrhea
iii. Bronchitis
iv. Influenza
v. Hypertension
vi. TB
vii. Heart Diseases
viii. Malaria
ix. Chicken Pox
x. Measles
b. 10 Leading Causes of Mortality
i. Cardio Diseases
ii. Vascular Diseases
iii. Cancer
iv. Accident
v. TB
vi. NEC
vii. Chronic Lower Respiratory Diseases
viii.DM
ix. Perinalata Diseases

SAMPLE LEARNING PLAN

Desired Learning Outcomes Course Content Subject Matter Textbook/ References Teaching and Learning Activities Assessment Task (AT) Resource Materials Time
(DLC) (TLA ) Table
Week 1 Orientation of VMO/CEO
Week 1  Facilitated Discussion Home essay on the topic Textbook 3hrs
At the end of the unit I. Introduction Hales. M. (2015). about the different
student can: a. Concepts of man Community Health concepts of man Concept mapping LCD Projector
1.Explain the different I. The Atomistic Approach nursing. In A. Berman,  Concept map: Students
concepts of man as: II. The Holistic Approach can create a ben diagram Critiquing Laptop
 Atomistic III. Man as a Biological regarding health, wellness
Individual being and illness Maturing Type
 Man As a whole IV. Man as a System  Concept paper own
 Mans as a Human V. Man as a psychosocial definition of Concept of
being Being health regarding the
models of health
  Man as a Complete System VI. Man as a Spiritual Being  Students will respond to the drill
 Mans as a Psychosocial VII. Human Rights regarding the stages of illness
Being and b. Concepts of Health the illnesses behavior
 Man That has a rights I. Definition of terminologies  Problem Based Learning Student
2. Differentiate health, wellness and II. Models of Health will respond the proper solution
illnesses III. Stages of Health and Behavior regarding the different health
3. Generate the definition of health IV. Levels of Prevention Perform the adaptation to
according to the models of health V. Health as a Multifactorial Phenomenon illness
4. Identify the different stages of VI. Factors affecting Health and Illness
illness behavior VII. Promoting Adaptation to illness
5. Assesses the different level of
prevention
6. Enumerate the different factors
affecting health
7. Rate the different adaptation to
illness
Week 3 II. Philippines HealthCare Delivery System Hales. M. (2015). Lecture – Recitation of the legal Aspects Critique paper Handouts
At the end of the unit, the students a. DOH Community Health of healthcare delivery system Homework
can: I. Mandate nursing. In A. Berman LCD
1. Identify the different legal aspects II. Vision Critique Paper regarding the DOH Multiple Choice, Projector
pertaining to healthcare delivery III. Mission Mandate, Vision, Mission and Essay 3hrs
system. IV. Roles Development Goals. Laptops
2. Critique the Millennium V. Millennium developmental Goals Sketch of Two way
developmental goals VI. Goal Creating a concept map Regarding the referral system
3. Interpret the DOH Vision Mission VII. Primary Strategies levels of Healthcare Facilities
4. Summarize the code of Ethics, b. Legal Aspect Creation of own
Tesda Policies, LGU health Policies, I. Laws pertaining to creation of Simulation of the two way Referral concept map of
and maintaining high standards of Healthcare Delivery System System intersectional linkages
patient services II. The National health Situation
5. Differentiate the 3 levels of III. Code of Ethics For Health Care Creating a concept map regarding the
healthcare facilities Workers/ Assistants intersectional linkages
6.Interpret the way referral system IV. Principles To Achieve Health
7. Identify and explain the goals
intersectional Leakage V. TESDA policies
 VI. LGU’S Healths Policies ( focused
on Caloocans Policies of Health)
VII. Maintaining high standards of
patient services
c. Levels of healthcare facilities
d. Two way Referral system
e. Intersectoral linkages

Week 4 III. Nutrition Hales. M. (2015). Simulation of the concepts of water and Simulation regarding OHP 3hrs
At the end of the unit, the students a. Water Community Health food the safety standards of
can: I. Water and the Body nursing. In A. Berman food and water Handouts
1. Explain the concept of water and II. Keeping Water safe Facilitated discussion regarding
apply the ways in keeping the water III. Water contamination Nutrients and Nutrition Self-Asessment
safe from contamination b. Food regarding their health
2.Explain the concept of food and I. Keeping food safe Research on the ways of healthy eating status based onFood
apply the ways in keeping the food II. Food Contamination diary and BMI
safe from contamination c. Nutrients and Nutrition Problem Solving of BMI
3.Enumerate the different I. Nutrients that provide energy Matching type of
macronutrients and micronutrients, II. Nutrients that promote growth and Critiquing of own BMI homework
and explain their functions and the body builling
diseases corresponding to improper III. Nutrients that regulate body Concept map of Nutrition and Nutrients Sketch a Slogan
intake of the said nutrients functions regarding Nutrition
4. Check if they are health or not IV. Vitamin and Mineral and their Uses
with the use of BMI V. Conditions resulting to malnutrition
5.Design different ways of eating for d. Eating for a healthy body
a healthy body
Week 5 IV. Personal Health Hales. M. (2015). Lecture – Demonstration about the Multiple choice test OHP 3hrs
At the end of the unit students can: a. Posture and Good Grooming Community Health concept of Good posture and proper and essay
1. Explain and Execute Posture and I. Benefits of Having a good nursing. In A. Berman grooming Laptop
Good Grooming Posture Simulation and
2. Explain and apply the concept of II. Ways to maintain a good Critiquing on the proper care of the workshop on personal Charts
care of body parts posture body Parts Hygiene
3. Understand the concept of regular III. Guidelines for good grooming Handouts
checkup and can explain why we b. Care of the body parts Simulation of the concept of care of Personal Health Plan
need regular check-up I. Hands and Nails body parts
4. Devise a personal health plan. II. Hair
III. Feet Concept paper regarding personal
IV. Sense Organs health plan
c. Regular Check up
I. Physical Exam
1. Healthy History
2. Health appraisal
Week 6 V. Mental Health Hales. M. (2015). Facilitation discussion Multiple Choice test Chart
At the end of the unit students can: a. Interpersonal and Intrapersonal Community Health and essay writing
1. Understand and explain the relationships nursing. In A. Berman Group Dynamics Relay
similarity and difference of b. Life skills Critiquing
interpersonal and intrapersonal c. Cognitive and Psychosocial Problem Solving 5hrs
relationships Development Peer review
2. Can apply the different life skills d. Promoting Self Esteem Case Analysis
3. Explain the concept of self-esteem e. Learning Disorders and common Reflection
4. Identify Learning disorders and mental Disorders Reflection Paper
mental disorders f. Anxiety and anxiety management Self-Assessment
5. Can explain the concept of g. Bullying Homework
anxiety and devised their own I way h. Loss and coping with loss
of handling anxiety Reflection Paper
6. Can explain the concept of stress
and devised their own way of
handling stress
7. Can explain the concept of
bullying and interpret the effects of
bullying
8. Explain the concept of loss and
coping and can create their own way
of coping with loss
Week 7 VI. Health Promotion and Prevention of Hales. M. (2015). Lecture ,demonstration, drill about the Multiple Choice Test Drawing 3hours
At the end of the unit students can : Diseases Community Health concept and essay writing Materials
1.Define and explain the concept of a. Healthy Lifestyle nursing. In A. Berman
health promotion and prevention of I. Nutrition Simulation about the concept Critiquing
diseases II. Water preventive Health
2. Demonstrate Cancer Prevention III. Physical Activity and exercise Perr review
Methods IV. Avoidance of smoking/tobacco Concept map for types of Immunization
3. Differentiate the different use Reflection
occupation hazards V. Stress Critique paper for the different lifestyle
4. Prioritize the different preventive b. Maintenance of Health Self-assessment
exams I. Preventive Exams and Health Homework:
5. Construct their own healthy Maintenance visits
Lifestyle Tips II. Newborn Screening Reflection Paper
III. Immunization
IV. Breast Feeding
c. Preventive Health
I. Cancer Prevention
II. Injuries and violence
III. Occupation health hazard
IV. Prevention of common
diseases
Week 8 Hales. M. (2015). Knowledge Matrix Multiple Choice test Chart 3hours
At the end of the unit students can: VII. Substance and alcohol abuse Community Health and Essay writing
1.Differentiate Drug abuse and drug a. Drug abuse and drug dependence nursing. In A. Berman Facilitated Discussion Manual
dependence b. Type of Drugs and its effects Critiquing Reflection
2. List and categorize the different I. Uppers Case Study
drugs and show its effect II. Downers Self-assessment
3. Critique the laws governing drug III. Hallucinogen Reflection Paper about the effects of Homework:
abuse c. Laws governing drug abuse drug abuse
4.Create their own drug abuse d. Drug abuse Prevention Slogan about Drug
prevention plan Abuse
Week 9-10 VIII – Family Health and Sexuality Facilitated Discussion Multiple Choice test Charts 3hours
At the end of the unit students can: a. Family and essay writing
1.Explain the concept of Family b. Family Planning Simulation Multimedia
2.Identify the different Family c. Reproductive Health Sexually Critiquing Devices
Planning methods Transmitted infection Think pair sharing
3. Summarize the concept of Reflection
reproductive Health Group dynamics
4. Rank the best method of family Drawing
Planning Peer Evaluation
5.Construct ways to inhibit sexually Presentation of
transmitted infection Drawing
Week 11

MIDTERM
Week 12 IX. Consumer Health Lecture, Demonstration, Drill Matching type Multimedia 3hours
At the end of the unit students can: a. Consumer Health Devices
1.Generate ideas based on the I. Wise Consumer Group Dynamics Debate
concept of Consumer Health II. Consumer Skills Handouts
2. Assess Different Health products III. Influence in choice of Health Workshop Demonstration
3.Differentiate different health information, Health products and
services Health Services Analogy Concept Mapping
4. Apply the different consumer IV. Right of consumers
skills V. Help for the consumer Debate Self-Assessment
5. Explain the concept of Health VI. Issues and problems
information b. Health Products
6.List different health related I. Health Related Products
product II. Advertising
III. Food Products
IV. Health fad and Health Frauds
V. Packages and labels of Health
Products
VI. Use, Storage, disposal of Health
Products
VII. Being wise buyer and seller
VIII.
c. Health Information
 I. Consumer Health Literacy
II. Sources of Health Information
III. Folk Beliefs and Practices
IV. Evaluating Health Information
d. Health Services
I. Health care Personnel
II. Health care Facilities
III. Government Health services
IV. Quackery
V. Selecting Health Services
Week 13 X. Environmental Health Hales. M. (2015). Knowledge Matrix Multiple Choice test Multimedia 3hours
At the end of the unit students can: a. Environmental Factors affecting Health Community Health and essay writing
1.Define environment Health I. Physical nursing. In A. Berman Facilitated Discussion Illustration
2.Interpret the different II. Chemical Critiquing
environmental factors affecting III. Biological Case Study
Health IV. Social Reflection
3.Show the factors affecting Health V. Psychosocial Reflection paper about the effects of
drug abuse Self-assessment

Week 14 XI. Community Health Hales. M. (2015). Lecture, Demonstration , Drill Oral examination Multimedia 3hours
At the end of the unit student can : a. Community Participation Community Health
1.Define Community health b. Community Health Promotion and nursing. In A. Berman Thing – Pair sharing Critiquing Charts
2.Interpret the Community health Health education
Promotion and health education c. Community food gardens and Food Simulation Reflection Textbooks
3. Apply the Community disaster production
preparedness d. Community disaster preparedness Critique paper regarding community
4.Differentaiate the different e. Community Health Services health concept map about health
community health services I. Education regarding Health services
5.Critique the concept of community II. Local endemic Diseases
participation III. Expanded program on
6. Generate Ideas regarding Health immunization
Education
 IV. Maternal & Child Health
Services
V. Essential Drags and Herbal
Plants
VI. Nutritional Health Services (PD
491): Creation of Nutrition
Council of the Phil.
VII. Treatment of Communicable &
Non Communicable Diseases
VIII. Sanitation of the environment
(PD 856): Sanitary Code of the
Philippines
IX. Dental Health Promotion
X. Access to and use of hospitals
as Centers of wellness Mental
Health Promotion
Week 15-16 XII. Standard First Aid Multiple Choice test and essay writing Scores in written test Multimedia 3hours
At the end of the unit students can: a. Definition of First Aid
1.Define first aid b. Bleeding and wound care Self-Assessment Rubrics and checklist Textbooks
2.Illustrate first aid I. Types of External Bleeding and checklist for
3. Demonstrate the different first aid II. Controlling External Bleeding Critiquing performance and
and procedures III. Wound Care product based
4.Organize their thought about first IV. Head and Face wounds Demonstration assessment
aid V. Bandages
5. Prioritize the patient who is VI. Internal Bleeding
needing first aid c. Shock
I. Causes of Shock
II. First Aid for Shock
III. Anaphylaxis
d. Burns
I. Heat burn
II. Chemical Burns
 I. Electrical Burns and Shocks
e. Serious Injuries
I. Head and Spinal Injuries
II. Chest Injuries
III. Abdominal Injuries
IV. Pelvic Injuries
f. Bone, joint, and Muscle Injuries
I. Fractures
II. Joint Injuries
III. Muscle Injuries
IV. RICE procedures
V. Splinting The Extremities
g. Poisoning
I. Swallowed Poison
II. Inhaled Poison
III. Alcohol Abuse
IV. Drug Abuse Or Overdose
V. Poison Ink, Oak, and Sumac
VI. Bites and Strings
h. Heat and Cold Emergencies
I. Cold Injuries
II. Heat Emergencies

Week 17 XV. Basic Life Support Facilitated Discussion Scores in written test Multimedia 3hours
At the end of the unit student can :
a) Overview of BLS Demonstration Rubrics and checklist Chart/Illustration
1.Define BLS b) Differences among adults, children and for performance and
2. Illustrate BLS infants Simulation product based
3.Demonstrate CPR c) Cardiac Chain of Survival assessment
4. Organize their thoughts about d) The Recovery Position Case Analysis
CPR e) Techniques of Rescue Breathing
5. Prioritize patient who is needing f) Choking (airway obstruction) Peer Evaluation
CPR and ACPR g) Cardiopulmonary Resuscitation (CPR)
h) Automated External Defibrillator (AED) Concept Paper
i) Serious Injuries
• Head and Spinal Injuries
• Chest Injuries
• Abdominal Injuries
• Pelvic Injuries
Week 17 I. Health Scenarios Facilitated Discussion Multiple Choice test Illustration 3hours
At the end of the unit student can : a. Leading Causes of Morbidity and essay writing
I. Pneumonia Demonstration Multimedia
1.Define the concept of health II. Diarrhea Self-Assessment
scenarios III. Bronchitis Simulation Textbooks
2.Summarize the concept of Health IV. Influenza Critiquing
scenarios V. Hypertension Case Analysis
3. Show the leading causes of VI. TB Demonstration
mobility and mortality VII. Heart Diseases Peer Evaluation
4. Rank the Leading causes of VIII. Malaria
morbidity and mortality IX. Chicken Pox Concept Paper
X. Measles
b. 10 Leading Causes of Mortality
I. Cardio Diseases
II. Vascular Diseases
III. Cancer
IV. Accident
V. TB
VI. NEC
VII. Chronic Lower Respiratory Diseases
VIII. DM
IX. Perinalata Diseases
Week 18

FINAL EXAM

Suggested Readings and references
Course Requirements
Hales, M. (2015) Community health nursing. In A. Berman, S. Snyder, T. Levett-Jones, T. Dwyer, M. Hlaes, N. Harvey, ... D. Stanley (Eds), Kozler and Erb’s Fundamentals of
nursing (3rds Australian ed., Vol. 1,pp. 127-141). Melbourne Australia: Pearson.
Burton, T. (2013. ) Hygiene. In J. Cristp, C. Taylor, c. Douglas& G. Rebeiro (Eds.), Potter & Perr’s Fundamentals of nursing (4th ed.,pp. 972 - 1036).
Sydney Australia: Mosby/Elsevler.
1. Behavioral (not graded; monitored)
a. Active Participation
b. Attendance
c. Being respectful, obedient, and well disciplined
 2. Academic (graded;monitored)
a. Midterm Examination (written and oral)
b. Final term Examination (Written and oral)
c. Quizzes
d. Graded Recitation
e. Practical Examination
f. Term Paper
g. Homework
h. Complete resources/materials needed
3. Institutional (will be included on some examinations)
a. Must be adapt in the University, College, and Department
I. Vision, Mission and objectives
II. Rules and regulations

Grading System Transmutation

99-100 1.00 Midterm Grading 40% Final term Grading 60%
96-98 1.25
93.95 1.50
Midterm Exam 40% Final term Exam – 40%
90-92 1.75
87-89 2.00
Practical Exam = 15% Research = 30%
84-86 2.25
81-83 2.50 Quiz = 15% Diary = 10%
78-80 2.75 Attend/seat = 10% Quiz = 10%
75-77 3.00 Homework = 10%
72-74 4.00
71 and Below 5.00
Classroom Policies Cell Phones
Receiving or sending cell phone calls or text messages in classrooms, computer labs, or library is inappropriate and impolite. Except in emergency cases and with the
instructor's permission.
Class Attendance & Participation
Regular attendance, as specified by the instructor, is expected of all students. Extended absence/non participation (due to illness or injury should be reported to
Instructor and/or to the University Clinic) immediately. A student who has incurred three (3) consecutive unexcused absences or 20% accumulated absences that
automatically dropped from the subject. Arrival fifteen (15)minutes after a 3-hour class or thirty (30) minutes after a 5-hour class has commenced is considered an d
three (3) tardiness are equivalent to one-day absence. Students should make good use of their time if the faculty member does not come within 30 minutes. That in the
classroom or library and observe proper decorum. Classroom Behavior & Civility
Being a UCC-Psychology student requires appropriate behavior and respect for others. Instructors can set classroom rules of conduct require adherence to the civility
appropriate to learning, and have the right to remove anyone for disruption or obstruction of those standards, or for violation of any law or outing policies.
Plagiarism & Cheating
Cheating is obtaining or intentionally giving unauthorized information to create an unfair advantage in an examination, assignment, or classroom situation act of
presenting and claiming words, ideas, data, programming code or creations of others as one's own. Plagiarism may be intentional as in a false claim of authorities
unintentional - as in a failure to document information sources using APA (American Psychological Association) or other style shots or manuals adopted by instructors
University Presenting ideas in the exact or near exact wording as found in source material constitutes plagiarism, as does patching together paraphrased statement
 anche In-text citation. Disciplinary action may include a failing grade on an assignment or test, a falling grade for the course, suspension or expulsion from the college in
the existing University policies

Suggested Readings and 1. Sanchez, Custodiosa A. et.al. (2012). Introduction to the Humanities.Rex Book Store, Samaploc, Manila
References 2. Zulueta, Francisco M. (2003). The Humanities. National Book Store, Mandaluyong City
3. Menoy, Jesus Z. (2009). Introduction to the Humanities: A Holistic Approach. Books Atbp. Publishing Corp., Mandaluyong City
Course Requirements 1. Behavioral (graded; monitored)
a. Active Participation
b. Attendance
c. Being respectful, obedient, and well-disciplined
2. Academic (graded; monitored)
a. Midterm Examination (Presentation-Art Production)
b. Final term Examination (Presentation Performance)
c. Quizzes
d. Graded Recitation

e Reporting
f. Project
g Homework
h. Complete resources/materials needed

3. Institutional (will be included on some examinations)

a. Must be adept in the University College and Department
1 vision, mission and objectives
2. rules and regulations

Grading System Transmutation

99-100 1.00
96-98 1.25 Midterm Grading Final term Grading:
93.95 1.50
90-92 1.75 Midterm Exam 50% Final term Exam – 50 %
87-89 2.00
84-86 2.25 Class Standing = 50% Class Standing = 50 %
81-83 2.50 (Reports, Quizzes, Homework, (Reports, Quizzes,
78-80 2.75
75-77 3.00 Homework Recitations, Activities, Projects, Recitations, Activities,
72-74 4.00
71 and Below 5.00
Classroom Policies Cell Phones
Receiving or sending cell phone calls or text messages in classrooms, computer labs, or library is inappropriate and impolite. Except in emergency cases and with the instructor's
permission.
Class Attendance & Participation
Regular attendance, as specified by the instructor, is expected of all students. Extended absence/non participation (due to illness or injury should be reported to Instructor and/or
to the University Clinic) immediately. A student who has incurred three (3) consecutive unexcused absences or 20% accumulated absences that automatically dropped from the
subject. Arrival fifteen (15)minutes after a 3-hour class or thirty (30) minutes after a 5-hour class has commenced is considered an d three (3) tardiness are equivalent to one-day
absence. Students should make good use of their time if the faculty member does not come within 30 minutes. That in the classroom or library and observe proper decorum.
Classroom Behavior & Civility
Being a UCC-Psychology student requires appropriate behavior and respect for others. Instructors can set classroom rules of conduct require adherence to the civility appropriate
to learning, and have the right to remove anyone for disruption or obstruction of those standards, or for violation of any law or outing policies.
Plagiarism & Cheating
Cheating is obtaining or intentionally giving unauthorized information to create an unfair advantage in an examination, assignment, or classroom situation act of presenting and
claiming words, ideas, data, programming code or creations of others as one's own. Plagiarism may be intentional as in a false claim of authorities unintentional - as in a failure to
document information sources using APA (American Psychological Association) or other style shots or manuals adopted by instructors University Presenting ideas in the exact or
near exact wording as found in source material constitutes plagiarism, as does patching together paraphrased statement
anche In-text citation. Disciplinary action may include a failing grade on an assignment or test, a falling grade for the course, suspension or expulsion from the college in the
existing University policies,

Prepared by: Reviewed by: Approved by:

Signed Signed Signed

PROF.WENIFREDA J CALUYA, MAN RN PROF. ROMMEL D. BALINGASA DR. BERNADETTE B. ENRIQUEZ
Faculty, Psychology Department OIC Coordinator, Psychology and Behavioral Science Dean, College of Liberal Arts and Sciences
Department