Given the increasing demand for English language proficiency in today's globalized world, Teaching English to Speakers of Other Languages has emerged as a critical area of study. This essay tries to examine the significance of TESOL, the difficulties encountered when teaching English as a foreign language, and solutions to these difficulties. The growing significance of English language proficiency in today's globalized world has made Teaching English to Speakers of Other Languages a crucial subject of study. It is now essential for people to become proficient in English because it is used in business, education, politics, and social media. Non-native English speakers can achieve academic, professional, and personal objectives by using TESOL to interact effectively with native English speakers. However, TESOL faces several challenges, including linguistic, cultural, pedagogical, and resource-related barriers.

Because English is widely used as a global language, TESOL is essential. For the reason that English is used in business, education, politics, and social media, it is vital for individuals to learn the language. TESOL helps non-native English speakers to communicate effectively with native speakers while also pursuing academic, professional, and personal objectives. Furthermore, TESOL has a number of advantages for both individuals and society. It improves cognitive abilities such as memory, problem solving, and decision making, as well as intercultural understanding, empathy, and tolerance. TESOL also helps economic development by facilitating international trade, tourism, and investment. Moreover, TESOL improves mental health by fostering self-confidence, motivation, and a sense of belonging.

Teaching English as a foreign language faces several challenges, including linguistic, cultural, and pedagogical barriers. Linguistic challenges include differences in pronunciation, grammar, and vocabulary, which may impede comprehension and communication. Cultural challenges refer to the differences in cultural norms, values, and beliefs, which may affect how individuals learn and use the language. Pedagogical challenges relate to the teaching methods, materials, and assessment tools used in TESOL, which may not be appropriate for all learners.

As a TESOL trainer for several years, I have observed that another significant challenge in TESOL is the lack of access to resources, particularly in developing countries. Many learners do not have access to qualified teachers, adequate learning materials, or technological tools, which hinders their ability to learn the language effectively. More so, language policies and attitudes towards non-native English speakers may hinder their opportunities to practice and use English outside the classroom. TESOL also faces unique challenges in the Philippines, a country that has a high demand for English proficiency due to its history as an American colony and its position as a global center for outsourcing and tourism. Despite this demand, TESOL is hampered by resource-related challenges such as limited access to textbooks, language laboratories, and trained teachers. Additionally, the use of regional languages in the classroom and the prevalence of code-switching can hinder the development of English proficiency. Cultural challenges, such as the preference for rote learning and the influence of non-standard English dialects, can also impact TESOL in the Philippines. However, with innovative strategies such as the use of technology, task-based learning, and teacher training programs, it can overcome these challenges and provide learners with the language skills necessary to succeed in today's globalized world.

Withal, TESOL faces several challenges in Southeast Asia, a region known for its linguistic diversity and multilingualism. One of the main challenges is the lack of resources, including qualified teachers, textbooks, and language laboratories. This is especially true in rural areas, where access to education is limited. Moreover, cultural factors, such as the importance of face-saving, can impact the learners' motivation to communicate in English and their willingness to participate in class. Another challenge is the prevalence of code-switching and the use of regional languages, which can hinder the learners' ability to acquire English proficiency. However, with effective teaching strategies that consider the learners' linguistic and cultural needs, such as the use of authentic materials, communicative language teaching, and task-based learning, TESOL in Southeast Asia can overcome these challenges and provide learners with the language skills necessary to succeed in the globalized world. In addition, promoting multilingualism and recognizing the value of non-native English speakers can help create a more inclusive and equitable approach to language education.

To overcome the challenges in TESOL, it is essential to adopt effective teaching strategies that consider the linguistic, cultural, and pedagogical needs of learners. Teachers should use a communicative approach that emphasizes speaking, listening, and interaction to promote fluency and accuracy in English. Also, teachers should adapt their teaching methods and materials to suit the learners' cultural backgrounds and preferences. For example, they can use authentic materials, such as news articles, videos, and podcasts, to expose learners to English in real-life contexts.

Furthermore, technology can play a crucial role in enhancing TESOL. Online platforms, such as language learning apps, videoconferencing tools, and social media, can provide learners with additional opportunities to practice and improve their English skills. Likewise, teachers can use technology to create interactive and engaging activities, such as gamification, quizzes, and collaborative projects. Into the bargain, policymakers should develop language policies that promote multilingualism and recognize the value of non-native English speakers. Language policies should aim to provide equal opportunities for all learners to learn and use English, regardless of their linguistic and cultural backgrounds. Over and above that, policies should encourage the development of local English varieties and promote the use of English in a global context.

Finally, TESOL is a critical field of education that promotes language proficiency, intercultural understanding, and economic development. However, TESOL faces several challenges, including linguistic, cultural, pedagogical, and resource-related barriers. Effective teaching strategies that consider the learners' linguistic, cultural, and pedagogical needs, as well as the use of technology, can overcome these challenges. Further, policymakers should develop language policies that promote multilingualism and recognize the value of non-native English speakers.

ABSTRACT

This paper explains the importance of preserving traditional Filipino games in a modern way, by developing a mobile application that will be available only for android devices.

The researcher adopted the rapid application development (RAD) procedure that practice nominal planning in service of rapid prototyping to recognize all the essential details and also to identify the difficulties faced by this research. The researchers organized a face interview with 10 participants from the Physical Education Department of the Nueva Vizcaya State University for a better understanding native Filipino game.

Based on the results of this present study, researchers were able to make decisions about how to handle the many difficulties that this topic has encountered from the experience of their users.

Keywords: Filipino, Native Game, Mobile App, Prototype, RAD, Traditional.

INTRODUCTION

Playing Laro-ng-Lahi (Indigenous Pilipino Games) is an important part of growing up and developing Pilipino culture in modern Philippine society, typically using indigenous materials or instruments.

     The research aimed to maintain and introduce Filipino traditional games or street games and how rich Filipino culture is. The mobile application also provides information easier because just one click of the mobile application and the information will be displayed through gadgets. By touching the mobile phones the application reacts accordingly to how the user’s activity. Imagine putting Pilipino culture and native Filipino games inside your pocket which can be played wherever you will be.

REVIEW OF RELATED LITERATURE

Rapidly advancing mobile technology has made mobile games a leader in the global games market. As the market size of mobile games has grown, the competition has also accelerated enormously.   

According to Suddin, S., & Deda, Y. N (2020)  an educational learning media game is integrated into Timor local wisdom so that this media has its uniqueness to help students learn during the pandemic,

The study of Nam, K., & Kim, H. J. (2020). identified the determinants of mobile game success during different periods after the launch. The predictors were classified based on the pre-and post-launch phases, and developer/publisher and third-party factors.

Based on the paper of Ruiz-Calleja, A.et. al., (2023), Casual Learn, an application that proposes ubiquitous learning tasks about Cultural Heritage recommends learners approach a historical monument.

In the case of Liberia, Soclo, M. I., et. al (2022) presented the use of a game-based learning system for its resolution for the automatic translation of English text to equivalent Bassa language text on an Android-based mobile device aid youth learners of the Bassa language.

The created Escape Rooms by Tzima, S., Styliaras, G., & Bassounas, A. (2020) implemented a  game, which aimed to study the conduction in outdoor settings and the views and experience of players with the game, the local cultural heritage, and local history were measured.

The research of  Mabborang, F. D., et. al (2022) identified the Rural Street Games (RSG) of the chosen Municipalities of Ilocos Norte, Philippines identifying that playing enhances the intellectual domain, physical domain, and some Filipino values of the players.

Filipino traditional games (Laro ng Lahi) are thoughtful of the routine of a neighborhood and form part of an important countrywide legacy but these traditional sports can be converted to adapt to the present demands of cyberspace, Avila, R. V. (2021).

METHODOLOGY

In this research, Rapid Application Model (RAD) Model was utilized because it has slight preparation in favor of fast prototyping.

Figure 1. Rapid Application Development model

Figure 2: Interview chart

Figure 3. The Use-Case Diagram of the System

RESULTS AND DISCUSSION

This study determined the issues concerning playing Philippine traditional games. Children mostly choose Tagu-taguan to play because it doesn’t require any tools or equipment but rather the player themselves. 

Figure 4. The menu for the two games “Holen” and “Tagu –taguan”.

Figure 5. Shows the Instruction of the game.

Figure 6. “Tagu-taguan” where the player can choose which to play.

CONCLUSION

This paper promotes cultural treasures of our nation which are our folk games. It helps to eliminate the gaps between the past and the present. The digitized version of our Traditional Filipino Games may help promote understanding through continued exposure to the use of mobile gaming apps.

Recommendations

The following recommendations are suggested:

1.     Improve the screen presentation and graphics of the application.

2.     Include other traditional Filipino games to restore awareness of history.

3. Develop an online version. 

REFERENCES

[1].       Avila, R. V. (2021). Local Wisdom in Laro Ng Lahi As Foundation in Game-Based Pedagogy. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 12(2), 107-124.

[2].   Krouska, A., Troussas, C., & Sgouropoulou, C. (2022). Mobile game-based learning as a solution in COVID-19 era: Modeling the pedagogical affordance and student interactions. Education and Information Technologies, 1-13.

[3].       Mabborang, F. D., Suarez, A., Dacuycuy, M. C., Malapira, D. J., & Agag, R.(2022).  Street Games in Filipino Society in Selected Rural Towns of Ilocos Norte.

[4].       Nam, K., & Kim, H. J. (2020). The determinants of mobile game success in South Korea. Telecommunications Policy, 44(2), 101855.

[5].       Rapid Application Development (RAD)  (2023),Definition, Steps & Full Guide (kissflow.com)

[6].       Ruiz-Calleja, A., García-Zarza, P., Vega-Gorgojo, G., Bote-Lorenzo, M. L., Gómez-Sánchez, E., Asensio-Pérez, J. I., ... & Martínez-Monés, A. (2023). Casual learn: A linked data-based mobile application for learning about local cultural heritage. Semantic Web, 14(2), 181-195.

[7].       Soclo, M. I., Ninan, O. D., & Olufokunbi, K. C. (2022). Mobile game-based learning system for a local language. International Journal of Mobile Learning and Organisation, 16(1), 52-73.

[8].       Tzima, S., Styliaras, G., & Bassounas, A. (2020). Revealing hidden local cultural heritage through a serious escape game in outdoor settings. Information, 12(1), 10.

[9].   Zubair, M. S., & Muhammad, S. (2021). Interactions and Actions in One Touch Gesture Mobile Games. Retrived from: arXiv preprint arXiv:2106.14505.

In the hotel's grand and welcoming space,

The front office attendant held their place,

Greeting guests with a smile so wide,

And making sure their stay was a joyride.

From the check-in to the check-out time,

The front office attendant's work was so fine,

Assisting every guest with great care,

And making sure their needs were all there.

With a warm and welcoming demeanor,

The front office attendant's presence was a dreamer,

For they made every guest feel so at ease,

And their service was a true expertise.

From the keys to the luggage so packed,

The front office attendant's work never lacked,

Guiding every guest with such grace,

And making sure they found their proper place.

And so, in the hotel's grandeur so bright,

The front office attendant's smile was a delight,

For their work was the face of hospitality,

And every guest felt their generosity.

For in the front office attendant's touch,

Guests found comfort that meant so much,

And the hotel's halls echoed with cheer,

The front office attendant was always near.

And so, we pay tribute to the front office attendant,

Whose service was more than just a friend,

For they made every guest feel so grand,

And their service was indeed in demand.

Introduction

Education aims to raise a healthy, compassionate child who has high self-esteem and respect for others. It goes to great lengths to make sure their physical and emotional needs are met and that they are learning and developing the way they should be. Parents are children’s first teachers so it is important to know how to positively foster a child’s early learning and what they can do to help that along every step of the way.  Teachers, on the other hand, welcome the diverse learners every school year.

Hence, Article XIV, Section 1 of the 1987 Philippine Constitution states;

“The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.”

It is clearly stipulated in the fundamental law of the country that the government embarks on giving free quality education to children of school age as it is the only way to make their future life useful and meaningful. 

Furthermore, as stated in Republic Act No. 10157 known as “Kindergarten Act” in consonance with the Millennium Development Goals on achieving Education for All (EFA):

It is hereby declared the policy of the State to provide equal opportunities for all children to avail of accessible mandatory and compulsory kindergarten education that effectively promotes physical, social, intellectual, emotional and skills stimulation and values formation to sufficiently prepare them for formal elementary schooling”

The cited Act is applied to elementary school system being the first stage of compulsory and mandatory formal education.  Thus, kindergarten is now an integral part of the basic education system of the country. Early childhood education is one of the essential steps in the ladder of formal education system in the Philippines. It provides a healthful transition from home to school as pupils are introduced to elementary education.

Kindergarten education was institutionalized as part of basic education and thereafter, it was made mandatory and compulsory for entrance to Grade One.  Early education is a new experience for each child in the class. The early years of education should be particularly rich in situations which value and extend knowledge derived from perceptions of the world and relationships with other people.

Education for children in the early years lay the foundation for lifelong learning and for the total development of a child. Kindergarten teachers have the tough job of equipping the children not only with good socio-emotional competencies, values, and dispositions, but also with early academic knowledge and skills that will help in forming their abilities for lifelong learning.   They must aim at promoting holistic learning and development through the integration of academic and non-academic areas. A holistic approach to child development seeks to simultaneously address the physical, emotional, relational, intellectual, and spiritual aspects of a child's life. 

         Teachers use instructional materials to facilitate better understanding of the learners. Instructional materials have cognitive benefit because these have been shown to improve attention, focus, and reaction time. The researcher a kindergarten teacher would like to explore the use of instructional materials, specifically manipulatives or objects which are designed so that the learners can perceive holistic development by manipulating it. They were found to have motivational benefit as well as emotional benefit because they induce positive mood states; in addition, there is speculative evidence that games may help kids develop adaptive emotion regulation.  The researcher as well as other kindergarten teachers had been using manipulative in teaching but its effect on the actual development of the learners has not been fully studied and recorded. 

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Introduction

Education provides man basic knowledge, habits and skills needed for transformation. It prepares an individual for living in wide and complete world of change. It is more transformation when an individual develops his power to think and to do. It is a process that one learns to adopt technological change in the present society.

Mathematics is a subject that has a logical structure of interrelated concepts and operations from simple to more complex relationships. It is one of the academic subjects taught in the elementary. It is an essential part of the people’s life. Teaching mathematics is challenging because many of the concepts are abstract, and most math problems require multiple steps for completion. There are also many rules to remember, and students may have trouble recalling or knowing which ones apply to each skill.

Under the Basic Education Curriculum, the goal of the Philippine Elementary Mathematics Curriculum is stated as follows:

“demonstrate understanding and skills in computing with considerable speed and accuracy, estimating, communicating, thinking analytically and critically, and in solving problems in daily life using appropriate technologies”.

Thus, the goal of education is to provide knowledge and develop the skills of the learners, attitudes and values essential to personal development in the different levels of education.

Difficulty in learning and understanding Mathematics leads to the feelings of insecurity and strong negative attitudes of pupils toward the subject. Teachers are aware that some pupils with learning problems have negative emotions concerning Mathematics. Most pupils considered it as the most difficult subject with some anxiety in the subject.

Mathematics can be made meaningful by connecting the lessons to real life experiences and allowing pupils to experience these in the provision of activities which provide opportunities to reason communicate and solve problems competently with confidence.

Thus, the teacher’s task is to deliver quality instruction to the clientele. Knowing how to effectively teach the pupils greatly increase the efficiency of instruction. It is said that the performance of the pupils in any learning areas is, dependent on the applied teaching approaches of the teachers.

At present, there are problems in public elementary schools on pupils’ performance specifically in Mathematics. The latest results in the Division and National Achievement Tests in Libis Elementary School revealed that the pupils have not reached the 75% mastery level of the basic competencies in Mathematics.

Several steps have been undertaken by the administrators and teachers to improve pupils’ performance not only in Mathematics but in all subject areas. Different teaching strategies are being utilized by teachers to motivate pupils to learn Mathematics. One of this is collaboratively learning strategy.

In view of this, the researcher as a Mathematics teacher conceived this study to determine the effectiveness of collaborative learning strategy on the performance of grade five pupils in Mathematics.

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In a world where climate change's impact is increasingly pronounced, the need for sustainable solutions, particularly in energy sourcing, has never been more urgent. Traditional energy sources have proven environmentally harmful, making the shift towards alternative energy crucial. In this scenario, science, technology, and engineering (STE) education plays a pivotal role in shaping our future energy landscape.

As educators, it is our responsibility to inspire students to confront global challenges, and this can be effectively done through Science Investigatory Projects (SIPs) that focus on energy conservation and exploring alternative energy sources. These projects provide a hands-on, tangible approach to learning, enriching their understanding and augmenting their problem-solving skills and innovative thinking. Moreover, these endeavors instill a sense of responsibility and awareness, preparing them to become future stewards of our planet.

Renewable energy sources like solar, wind, and hydropower are abundant and vital for our economic stability. They stimulate job growth and technological advancement. The importance of science, technology, and engineering (STE) education is underscored by these energy alternatives. STE education prepares future scientists, engineers, and policymakers to contribute significantly to the energy sector, crucial for a sustainable, energy-secure future.

Implementing SIPs in classrooms involves challenges such as resource limitations, time constraints, and varying student engagement. However, these can be addressed through funding from grants, integrating SIPs into existing curriculum, and increasing student engagement by allowing them autonomy over their projects and connecting these to real-world scenarios.

Here are some practical project ideas:

1. Designing and Testing Mini Solar Panels: Students can experiment with factors affecting the panels' efficiency.

2. Exploring Wind Energy: Students can experiment with different turbine blade designs to determine efficiency.

3. Bioenergy Production: Students can explore methods of converting organic waste into energy.

4. Hydropower Experiment: Students can investigate how water flow rate or wheel design affects electricity generation.

By participating in these hands-on projects, students are provided with a unique opportunity to delve into the intricate science that underpins energy generation. This active involvement not only enriches their understanding but also encourages the development of critical and creative thinking skills, essential for problem-solving in our increasingly complex energy landscape.

Inviting industry professionals as guest speakers and organizing field trips to local energy facilities can provide students firsthand exposure to the energy sector, potentially sparking interest in related careers.

In conclusion, science investigatory projects (SIPs) focused on alternative energy sources provide practical, engaging learning experiences, shaping future innovators. While challenges exist in implementation, the benefits are invaluable. STE education empowers students with knowledge and skills for a sustainable future, inspiring them to envisage a world where energy fuels progress without harming our planet.

Teaching children from six months to four years old in another country is one of my unforgettable teaching experiences. In the beginning, adjusting to teaching younger students became challenging as I was a secondary school teacher in the Philippines. Gradually, I got used to my new role and enjoyed being an early childhood teacher in the United Arab Emirates (UAE).

One significant thing I noticed about the education system of the UAE is guiding younger students to become patriotic and nationalistic. The students were taught to sing a portion of their national anthem and identify the colors of their flag. It made me think: do Filipinos learn these things at an early age?

Patriotism vs. Nationalism

Looking at the current basic education curriculum, kindergarten students in the Philippines are taught the same nationalistic and patriotic lessons but, perhaps, late and somehow lacking. Moreover, instructors should be distinct from the two almost similar concepts. Patriotism is one’s love for the country shown in various ways, such as being disciplined citizens or aiming for better governance. On the other hand, nationalism is associated with aligning oneself regarding cultural heritage and language.

Five-Year-Old Learners’ Curriculum

Going back to the Philippines’ approach to raising children’s patriotism and nationalism, the Standards and Competencies for Five-Year-Old Filipino Children prepared by the Department of Education (DepEd) focuses on good manners, which can result in enhancing the learners’ patriotism. The curriculum highlights important competencies—discipline, honesty, courtesy, respect, compassion, and companionship—which aim to develop the traits of patriotic Filipinos at an early age. There are also lessons in other subject areas, including Araling Panlipunan (Social Studies) and Language, that teach national symbols and historical landmarks.

owever, if we were to compare it to the system of UAE, we are clearly behind as young learners from six months to four years old are already prepared for these lessons. Furthermore, DepEd’s constant reminder through memorandum during the celebration of Philippine Independence Day and National Flag Day shows the need for more efforts to plant patriotism and nationalism in students.

In 2019, then-Education Secretary Leonor Briones urged both private and public schools at all levels to participate in activities related to the 121st anniversary of the sovereignty of the archipelago. Briones also noted that these activities aimed to commemorate and learn from the patriotism, heroism, and nationalism of Filipinos who fought for our independence. She also encouraged teachers to have a week-long special discussion about Philippine Independence in different subjects.

Likewise, many education experts express alarm over Filipinos’ mastery of history and nationalistic-related lessons. Most Filipinos know more about prominent heroes, such as Jose Rizal and Andres Bonifacio, but lack an idea about Gomburza, Diego Silang, and Emilio Jacinto, among others. Also, many natives did not know about their local heroes and their significant contributions to their community. Filipinos—young and adult—are also hooked on the culture of other countries, and the flame of nationalism slowly fades.

Teaching Strategies and Other Solutions

Educators should ensure the lifelong impact of nationalism and patriotism is instilled in the learners. Using relatable stories of heroism and history as a springboard to several lessons could also help, at the very least, in honing the students’ nationalism.

Moreover, teaching the students to understand “Panatang Makabayan” and “Lupang Hinirang” can spark more of their love for their motherland. Requiring the students to unravel the message and the historical context of the Patriotic Oath and the National Anthem could result in respect of the students toward these pieces. Educators should treat the oath and song more than just memorization works.

The local government, history and culture commissions, and DepEd should also work hand-in-hand to introduce heroes and historical spots to students. These agencies should encourage and help learners to visit more historical places and conduct storytelling sessions and activities about their patriots. A personal encounter with these iconic sceneries would spark a deeper love for their culture and heritage, and having to learn history outside the classroom would be a breath of fresh air for the students, especially the younger ones.

References:

“Standards and Competencies for Five-Year-Old Filipino Children,” Department of Education. Accessed 28 April 2023.

Francine Ciasico, “DepEd encourages schools to conduct activities to highlight 121st PH Independence Day commemoration,” Manila Bulletin. https://mb.com.ph/2019/06/12/deped-encourages-schools-to-conduct-activities-to-highlight-121st-ph-independence-day-commemoration/. Accessed 28 April 2023.

Audrey Tan-Zubiri, “Raising your child to be a patriotic citizen,” Inquirer. https://lifestyle.inquirer.net/227071/raising-child-patriotic-citizen/. Accessed 28 April 2023.

Saul Pa-a, “Heroism, patriotism told to Calamba school kids,” Philippine News Agency. https://www.pna.gov.ph/articles/1072312. Accessed 28 April 2023.

Merlina Hernando-Malipot, “To avoid another ‘MaJoHa’ issue, teachers urge DepEd to restore PH History in HS,” Manila Bulletin. https://mb.com.ph/2022/04/16/to-avoid-another-majoha-issue-teachers-urge-deped-to-restore-ph-history-in-hs/. Accessed 28 April 2023.

ABSTRACT

The main problem encountered by teachers in teaching mathematics in this time of pandemic and the adoption of modular distance learning is determining the level of knowledge of learners in Mathematics’ lessons, to easily identify the queries and concerns of the pupils in answering the modules and address the assistance they would like to receive from their teacher. The use of the Individual Learning Monitoring Plan (ILMP) seemed to be not enough to achieve such objectives.  Therefore, the Math teachers motivate and encourage the learners to ask questions through chats, texts, and calls but still, teachers found it hard to gather accurate information and address them readily. It is within this context that the innovator proposed Project SHARE (Show your Happiness and Anxiety, let us Reflect and Evaluation) through Online Journal Writing.

This innovation aimed to determine how Project SHARE through Online Journal Writing affects the performance of the Grade 5 pupils in asking their queries, expressing thoughts and ideas in explaining solutions in Mathematics, and sharing what help they need. The obtained results may serve as the input to enhance learning acquisition and interest in mathematics among the learners.

The innovation is confined to the Grade 5 pupils of M. Nepomuceno Elementary School in the Division of Angeles City during the school year 2021-2022. The study consisted of two (2) sections; Aguinaldo and Osmeήa. There were 15 pupils chosen per section using a matching scheme.

The innovation tested the hypothesis: Online Journal writing does not enhance the learning acquisition and interest of pupils in Mathematics.

The innovation employed a matching scheme to select the recipients of the strategy given. The instruments used to gather the essential data of this study are online journal writing, pretest, and posttest which covered the learning competencies of Mathematics 5 of Fourth Quarter, and pupil interview guided questions to the experimental group.

The results of the innovation can enhance the pupils’ learning in mathematics and increase their interest. Online Journal Writing while answering their math module appeared to have an impact on the enhancement of learning acquisition and pupils’ interest in mathematics. The pupils were able to better analyze and evaluate mathematical problems. They were interested in learning their lessons and were able to express their feelings and insights about the lesson. They received the appropriate assistance and intervention they need.

                                                             ABSTRACT

TYPE OF DOCUMENT :    Master’s Thesis

NAME AND ADDRESS OF INSTITUTION: Tomas Claudio Colleges, Morong,Rizal

Methodology

         Descriptive Survey Research Design

Findings, Conclusions and Recommendations

The study aimed to determine the extent of the factors affecting the utilization technology in teaching Mathematics of primary grades teachers in the District of Binangonan III during the School Year 2017-2018.  The study considered one hundred percent of the total population of Mathematics teachers in the said District. They were described in terms of age, civil status, educational attainment, position title and length of service. Descriptive survey research design was  applied utilizing a researcher-made questionnaire-checklist as a tool in gathering the needed data on the extent of utilization of technology in teaching Mathematics with respect to physical, socio cultural and teacher factor .

The study revealed that respondents are described to be mostly 40-49 years old and are primarily married.  Majority is not attending graduate school and are currently Teacher I. Many among them are teaching for 11-20 years.  Respondents perceive that physical factor, socio-cultural factor and teacher factor Often affects the utilization of technology in teaching Mathematics of primary grade teachers.  The test on the significant difference on the extent of the factors affecting the utilization of technology in teaching Mathematics of primary grades teachers with respect to physical factor, socio-cultural factor and teacher factor when grouped by age and length of service accepted the null hypothesis.  On the contrary, when grouped by civil status, educational attainment and position title, the null hypothesis is accepted.

The study concluded that  maturity and experiences exhibited by the teachers significantly affect their utilization of technology in teaching Mathematics of primary grades teachers with respect to physical factor, socio-cultural factor and teacher factor.

The study recommended that utilization and integration of ICT may be enhanced in the different areas of discipline.  Teachers’ proficiency level in ICT may be enhanced through constant practice and attendance in trainings and seminars.  The proposed action plan is recommended for implementation.  Further studies using other variables may be considered.

         Abstract

This thesis explored the effectiveness of a general education course in promoting critical thinking, informed-decision making, and ethical and responsible use of technology among undergraduate students. The study used a descriptive quantitative research design through a survey among 100 conveniently sampled college students enrolled in STS.  The results of the study indicate that the STS course is claimed to be effective in promoting critical thinking, as students report an increased ability to analyze and evaluate information from multiple sources. Students also claim a greater awareness of the impact of technology on society and the environment, as well as a better understanding of the ethical and responsible use of technology.  Additionally, the study found that the STS course positively impacts students' decision-making abilities, as they are better able to consider the social and ethical implications of technological advancements. The course also helps students develop a sense of social responsibility, as they become more aware of the potential consequences of their actions on others and the environment.  The findings of this research have implications for curriculum development and suggest the need for more emphasis on STS education in higher education institutions.

Keywords: General Education Course, critical thinking, informed-decision making, technology use

Introduction

Science, Technology, and Society (STS) education is becoming increasingly important in today's world as technology continues to play a critical role in society. As a result, there is a growing need to promote critical thinking, informed-decision making, and ethical and responsible use of technology among undergraduate students. This study aims to investigate the perceived effectiveness of an STS course in achieving these goals.   The study focuses on three main areas: critical thinking, informed-decision making, and ethical and responsible use of technology. To measure these areas, the study uses a survey that asks students to rate their level of agreement with statements related to these concepts.

         Related literature includes that of Garcia-Martinez & De Miguel-Molina (2019 which explored the effectiveness of an STS course that uses scientific controversies to promote critical thinking among undergraduate students. The study finds that the course is effective in promoting critical thinking and that students gain a better understanding of the social and ethical implications of scientific controversies.  Another related study was conducted by Singer (2018) that explores the role of critical thinking in STEM education and highlights the importance of STS education in promoting critical thinking among undergraduate students. The article provides insights into the cognitive processes involved in critical thinking and the importance of STS education in developing these processes.

The study is anchored on the Social Construction of Technology (SCOT) framework. This framework was developed by Bijker, Hughes, and Pinch (1987) to provide a conceptual framework for understanding the social and cultural factors that shape the development and use of technology. The SCOT framework emphasizes the importance of understanding the social and cultural context in which technology is developed and used, and highlights the role of users and other stakeholders in shaping technology.  The SCOT framework has been applied in the context of STS education to understand the social and cultural factors that influence the development and use of technology, and to promote critical thinking and ethical and responsible use of technology among undergraduate students. For example, Kwan and Tsai (2017) used the SCOT framework to develop a teaching approach that emphasizes the social and cultural factors that shape the development and use of technology and promotes critical thinking and ethical and responsible use of technology among undergraduate students.

The findings of this study provide insights into the effectiveness of the STS course in promoting critical thinking, informed-decision making, and ethical and responsible use of technology among undergraduate students. This research has important implications for curriculum development and can inform the development of future STS courses in higher education institutions.

Methods

The study made use of a descriptive-quantitative research design to gather data from undergraduate students who are enrolled in STS course during the second semester of AY 2022-2023 in San Pablo Colleges.  The survey was participated in by a total of 100 conveniently sampled college students.  The study made use of a researcher-made questionnaire which consists of three parts: effectiveness in promoting critical thinking; effectiveness in promoting informed-decision making; and effectiveness in promoting ethical and responsible use of technology.  Data gathering was done towards the end of the semester.  Data gathered were analyzed using descriptive statistics.

Results and Discussion

The survey aimed to explore the perceived effectiveness of Science, Technology, and Society (STS) courses in promoting critical thinking, informed decision-making; and ethical and responsible use of technology among undergraduate students showed that the majority of students (83%) perceived STS courses to be effective in promoting critical thinking. This indicates that the STS approach has the potential to enhance the students' ability to analyze and evaluate information critically and to identify and evaluate arguments and evidence.

This particular finding supports the claim of Yuen & Yuen (2011) that the STS-based approach was effective in promoting critical thinking skills, as evidenced by improved performance on a critical thinking test among secondary school students in Hong Kong.  Turan, & Acat (2016) conducted a meta-analysis study that examined the effectiveness of the STS approach in teaching critical thinking skills. The results showed that the STS approach was effective in promoting critical thinking skills, with a moderate effect size. The study also found that the effectiveness of the STS approach was influenced by various factors, such as the duration of the intervention, the grade level of the students, and the content area.  Similarly, Huang, Huang, & Hsu (2017) investigated the effects of an STS-based science curriculum on students' critical thinking ability in Taiwan. The results showed that the STS-based science curriculum was effective in promoting critical thinking ability, as evidenced by improved performance on a critical thinking test.

Moreover, the results showed that 71% of students perceived STS courses to be effective in promoting the ethical and responsible use of technology. This suggests that the STS approach can help students develop a deeper understanding of the ethical and social implications of technology, and to become more responsible and thoughtful users of technology.

This finding on the effectiveness of STS in promoting informed-decision making is congruent with that of Chu (2016). This study examined the effects of an STS curriculum on students' decision-making ability in Taiwan. The results showed that the STS curriculum was effective in promoting informed-decision making, as evidenced by improved performance on a decision-making test. Likewise, the study of Ozcinar (2020) which investigated the effects of an STS-based curriculum on students' decision-making skills in Turkey showed that the STS-based curriculum was effective in promoting informed-decision making, as evidenced by improved performance on a decision-making test.

Furthermore, the results showed that 76% of students perceived STS courses to be effective in promoting informed decision-making. This suggests that the STS approach can help students develop the ability to make informed decisions based on evidence and reasoning; and to evaluate the ethical and social implications of their decisions.

         This particular finding on the perceived effectiveness of STS in promoting the ethical and responsible use of technology supports the claim of Calabrese Barton (2013) that the STS-based approach was effective in promoting the ethical and responsible use of technology, as evidenced by students' increased awareness of the social and ethical implications of technology in an urban high school in the United States.  Likewise, Brown (2015) posited that STS can promote the ethical and responsible use of technology by encouraging students to consider the social and ethical implications of technology in their design and decision-making processes based on the result of a study done with undergraduate engineering education in the United States.  Further, a systematic review conducted by Singh & Agrawal (2020) examined the impact of STS education on students' ethical and responsible use of technology in various contexts and grade levels. The results showed were found to be congruent to the current study that STS education was effective in promoting ethical and responsible use of technology, with a moderate effect size.

The overall results of the study suggest that STS courses have the potential to promote cognitive and ethical development among undergraduate students and to prepare them for the challenges of the 21st century. The results also highlight the importance of interdisciplinary collaboration and intentional pedagogy in promoting critical thinking, informed decision-making, and ethical and responsible use of technology.

Conclusions and Recommendations

Based on the findings of the study, it can be concluded that Science, Technology, and Society (STS) course is perceived by students to be effective in promoting critical thinking, informed decision-making, and ethical and responsible use of technology. The quantitative analysis showed that students' assessments of their critical thinking, decision-making, and ethical use of technology are attributable to the learnings they had in the course, indicating that the course had a positive impact on students' cognitive and ethical development.

Based on these findings, several recommendations are put forward to enhance the effectiveness of STS courses in promoting critical thinking, informed decision-making, and ethical and responsible use of technology. The use of active and inquiry-based pedagogies to enhance the effectiveness of STS courses which can include group discussions, case studies, debates, and simulations.  Emphasis should be given to the social and ethical implications of technology, and encourage students to critically reflect on the impact of technology on society and the environment In order to ensure that STS courses are delivered effectively, instructors should be given professional development opportunities that enhance their knowledge and skills in the STS approach. This can include workshops, conferences, and mentorship programs. 

References

Bijker, W. E., Hughes, T. P., & Pinch, T. J. (1987). The social construction of technological systems: New directions in the sociology and history of technology. MIT Press.

Brown, K. M. (2015). The role of Science, Technology, Society (STS) in undergraduate engineering education. International Journal of Engineering Education, 31(5), 1271-1282.

Calabrese Barton, A. (2013). STEM education for the privileged: The case of an urban STEM high school. Harvard Educational Review, 83(2), 172-196.

Chu, H. E. (2016). The effects of a Science, Technology, and Society (STS) curriculum on students’ decision-making ability. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1875-1888.

Garcia-Martinez, J. M., & De Miguel-Molina, B. (2019). Teaching science, technology and society (STS) through scientific controversies: an approach to critical thinking. Journal of Science Education and Technology, 28(4), 413-428. https://doi.org/10.1007/s10956-019-09776-7

Huang, Y. M., Huang, Y. M., & Hsu, Y. C. (2017). Effects of an STS-based science curriculum on students’ critical thinking ability: A case study. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3249-3266.

Kwan, A. C. M., & Tsai, C. C. (2017). The impact of a social construction of technology approach on promoting critical thinking and ethical decision-making in science and technology education. Research in Science Education, 47(4), 879-899.

Ozcinar, Z. (2020). The effects of Science, Technology, and Society (STS) education on students' decision-making skills. Educational Sciences: Theory & Practice, 20(3), 80-97.

Singer, F. M. (2018). Critical thinking and Science, Technology, Engineering, and Mathematics (STEM) education: A psychological exploration. Journal of Education and Learning, 7(1), 1-11. https://doi.org/10.5539/jel.v7n1p1

Singh, S., & Agrawal, S. (2020). The impact of Science, Technology, and Society (STS) education on students' ethical and responsible use of technology: A systematic review. Journal of Educational Technology Systems, 49(3), 349-378.

Turan, S., & Acat, M. B. (2016). Science, Technology, Society (STS) approach in teaching critical thinking skills: A meta-analysis study. Journal of Education and Training Studies, 4(11), 26-35.

Yuen, T. T., & Yuen, F. K. (2011). Promoting critical thinking skills through Science education. Journal of Biological Education, 45(4), 183-188.

Teachers play an important role in shaping society's future, but many of them are burdened by financial loans and obligations. Dealing with financial pressures can be overwhelming, but there are several effective strategies teachers can use to alleviate this burden. Educators can regain control of their financial situation, reduce stress, and work toward financial stability by implementing these techniques. In this article, we will look at some practical ways for teachers to reduce their financial debts and obligations.

Avoid borrowing:

One of the most effective ways to reduce financial burdens is to limit or avoid taking out new loans. While it may be tempting to use credit cards or loans to meet short-term financial needs, it is critical to consider the long-term implications. Teachers can reduce their reliance on borrowing and the associated financial obligations by being mindful of their spending habits.

Pursue Side Hustle:

Many teachers look into side hustles or part-time jobs to supplement their income. This can include tutoring, freelance writing, or providing specialized skills outside of the classroom. These side hustles can provide a valuable extra income stream, allowing teachers to pay off debts faster and alleviate financial stress.

Adopt Good Budgeting:

Making and sticking to a budget is critical for financial stability. Teachers should assess their income and expenses, categorize them, and budget accordingly. Educators can devote more resources to debt repayment and financial obligations by prioritizing debt repayment and cutting unnecessary expenses.

Reduce Impulsive Purchasing:

Impulsive purchases and wasteful spending can quickly deplete a teacher's financial resources. Teachers can identify their needs versus wants, resist impulsive purchases, and focus on long-term financial goals by taking a more mindful approach to spending. Debt reduction can be greatly aided by practicing delayed gratification and distinguishing between essential and discretionary expenses.

Monitor Cash Flows:

Keeping track of your income and expenses is essential for gaining insights into your spending habits and identifying areas for improvement. Teachers can track cash flows, set savings goals, and track progress over time using budgeting apps or spreadsheets. Teachers can identify potential areas for improvement and make informed financial decisions by reviewing financial statements on a regular basis.

Uninstall Online Shopping Apps:

Online shopping platforms can be a major source of impulse purchases. Removing shopping apps from smartphones can act as a deterrent, lowering the likelihood of making impulse purchases. Teachers can instead take a more deliberate and intentional approach to shopping, focusing on needs rather than wants.

Addressing financial loans is critical for teachers seeking financial stability and stress relief. Educators can gain control of their financial situation, pay off debts more efficiently, and work toward long-term financial goals by implementing these strategies. It is critical to remember that alleviating financial burdens necessitates patience, discipline, and a dedication to making positive changes. Teachers who are determined and use practical strategies can achieve financial independence and focus on what they do best: educating future generations.

Teaching the Korean language at a senior school in the Philippines can present both challenges and opportunities. The increasing popularity of Korean culture, including K-pop, K-dramas, and K-beauty, has led to a growing interest in learning the Korean language. However, there are several challenges that teachers may encounter when teaching Korean at the senior school level, along with strategies to address them:

1. Lack of qualified teachers: Finding qualified Korean language teachers in the Philippines might be a challenge. To address this, schools can consider recruiting native Korean speakers or experienced Filipino teachers who have proficiency in the language. Collaborating with local universities or language institutes that offer Korean language programs could also be beneficial.

2. Limited resources: Resources such as textbooks, workbooks, and authentic learning materials for teaching Korean in the senior school setting might be limited. Teachers can overcome this challenge by utilizing online resources, multimedia tools, and Korean language learning apps that provide interactive activities, videos, and audio materials. They can also create their own teaching materials tailored to the needs and interests of their students.

3. Varying student proficiency levels: Senior school students may have different levels of proficiency in Korean, ranging from complete beginners to those with prior exposure to the language. Teachers can address this by implementing differentiated instruction techniques, such as grouping students based on their proficiency levels or providing individualized tasks and assignments. This will help ensure that each student receives instruction at an appropriate level.

4. Integrating cultural understanding: Teaching Korean language involves not only teaching grammar and vocabulary but also fostering cultural understanding. It is essential to expose students to Korean culture, traditions, and customs alongside language instruction. This can be done through cultural activities, such as celebrating Korean holidays, watching K-dramas or movies, and engaging in discussions about Korean society and values.

5. Motivating students: Keeping students engaged and motivated throughout the learning process can be a challenge. Teachers can incorporate interactive and communicative activities into their lessons, such as role-plays, group discussions, and language games. They can also connect the language learning experience to the students' interests and goals, emphasizing the practical applications of learning Korean, such as travel, career opportunities, or future academic pursuits.

6. Assessment and feedback: Assessing students' progress and providing constructive feedback can be challenging when teaching Korean. Teachers can design a variety of assessment methods, including written exams, oral presentations, listening exercises, and project-based assessments. Providing timely and meaningful feedback will help students track their progress and identify areas for improvement.

Teaching Korean at the senior school level in the Philippines requires addressing challenges such as a shortage of qualified teachers, limited resources, varying proficiency levels, integrating cultural understanding, motivating students, and effective assessment strategies. By employing appropriate teaching strategies and leveraging available resources, teachers can create an engaging and effective learning environment that supports students' language acquisition and cultural appreciation.

Effectively managing schools at all levels necessitates attention, conviction, expertise, and relationships. The advent of attaining success in managing schools stems from a good manager or school principal who directs teachers’ development, determines the educational goals of the school, stipulates applications to achieve the set objectives, makes data-filled recommendations to augment teachers’ practices, and finds solutions to underlying educational dilemmas encountered (Ates & Artuner, 2013). Needless to say, school principals, the situated managers of educational institutions, are faced with several issues and concerns pertaining to the schools they manage.

According to Tobin (2014), school principals are confronted with a variety of issues as they provide leadership and organization to their schools. Nonetheless, in this quest, school principals are not solitary. As noted by Davis et. al. (2005) & Tobin (2014), successful school leaders influence achievement through the support and development of effective teachers and the implementation of effective organizational practice. Hence, managing educational institutions is a collaborative effort that includes not only the manager or school principal but also teachers and staff.

This, furthermore, goes by the saying, “No Man is an Island”. Therefore, managing schools is not an individual task for the principal to carry out, it involves others – it is collective. Day & Sammons (2014) conforms to this attribution as they stated that school leaders who adopted a stronger instructional leadership focus were associated with more collaboration between teachers, more positive teacher-student interactions, and greater recognition of teacher innovation.

One significant endeavor that manifests collaboration among all entities in an educational institution is the promulgation of Professional Learning Communities (PLCs) or Learning Action Cells where shared values, collective responsibility, and inquiry-minded orientation are emphasized together with the inclusion of a school culture that promotes reflection, collaboration, and dialogue (DeMatthews, 2014). Thereby saying that the uniqueness and individuality of persons in an educational institution must be given consideration in the light of operating within the same goal and achieving the set targets and objectives.  

Schumpe & Erb (2015) emphasize that humans are “social animals” who need to feel special and different from others.  Therefore, they must be treated exponentially unique from others. This idea is relatively in line with the management of educational institutions where a manager or school principal derives significant connections among the individuality of teachers to essentially tap a synergized school progress – as teachers’ beliefs, practices, and attitudes are important for understanding and improving educational processes (OECD, 2009).

Thus, in dealing with the individuality of teachers in schools, managers or school principals must grasp and comprehend how teachers are departmentalized and structured in the organization – Administrative Theory (Gordon, 2022), what values, interests, and behaviors they possess – Behavior Management Theory (Kadian-Baumeyer, 2021), how do they relate to other teachers as exemplifying their want for their well-being to be given attention to  – Neo-Classical Theory (Sarker and Khan, 2013), how do they react to trends in technology and data-use for decision making prompts – Modern Management Theory (Priviledge, 2019), and the various motivations they have towards performing the teaching job – Motivation Theory (Sands, 2021). All these are a few of the many considerations a manager or school principal must address in order to relevantly situate success in operating a school. It is not a walk-in-the-park nor a child’s play. It is rather a tedious task that if not taken seriously will be tantamount to chaos and divisiveness in an institution.

Henceforth, the success of operating and managing schools is dependent upon how managers or school principals transpire attention, conviction, expertise, and relationships among teachers who are humans classified as complex beings (Wu, 2020) having various concerns raised in the light of combining strategies that can be most beneficial in ensuring school success by supporting and enhancing conditions for teaching and learning through direct impacts on teachers and their work (Day & Sammons, 2014).

“Management is nothing more than motivating other people.” – Lee Larocca

References:

Ates & Artuner (2013). The Importance of School Management has been Increasing in Student Academic Success, Based on International Exams. International Journal on New Trends in Education and their Implications, 4(3), 197-202. http://www.ijonte.org/FileUpload/ks63207/File/20.ates.pdf

Day, C. & Sammons, P. (2014). Successful School Leadership. (978-1-909437-76-0). Education Development Trust 2016. https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/a3/a359e571-7033-41c7-8fe7-9ba60730082e.pdf

DeMatthews, D. (2014). Principal and Teacher Collaboration: An Exploration of Distributed Leadership in Professional Learning Communities. International Journal of Educational Leadership and Management, 2(2), 176-206. doi: 10.4471/ijelm.2014.16

Sands, L. (2021). What are Motivation Theories? Retrieved from https://www.breathehr.com/en-gb/blog/topic/employee-engagement/what-are-motivation theories#:~:text=Motivation%20theory%20is%20the%20study,productive%20employee%20is%20more%20profitable. Retrieved on May 8, 2023.

Schumpe, B. & Erb, H. (2015). Human and Uniqueness. Science Progress, 98(1), 1-11. doi: 10.3184/003685015X14205597448201.

Tobin, J. (2014). Management and Leadership Issues for School Building Leaders. NCPEA International Journal of Educational Leadership Preparation, 9(1). https://files.eric.ed.gov/fulltext/EJ1024110.pdf

Wu, A. (2020). The Complexity of Humans. The Kenan Institute for Ethics at Duke University. Retrieved from https://kenan.ethics.duke.edu/the-complexity-of-humans/#:~:text=Human%20beings%20are%20composites%E2%80%94composites,affect%20positive%20change%20in%20society. Retrieved on May 8, 2023.

Schools are finally returning to normalcy after a prolonged period of pandemic-related restrictions and challenges. As students return to campus, it is critical to prioritize their overall well-being and provide them with activities that encourage excitement, productivity, and personal growth. In this article, we will look at a variety of post-pandemic activities that students still enjoy, such as folk dancing festivals, sports competitions, zumba, modern dance, and scouting. These activities not only foster a sense of joy and camaraderie, but they also contribute to students' overall development.

Folk dancing festivals, such as the Sublian Festival and the Pastulan Festival, highlight a region's rich cultural heritage and traditions. These events bring students from various backgrounds together, allowing them to appreciate a wide range of folk dances, music, and costumes. Folk dancing promotes teamwork, coordination, and self-expression. Students gain an appreciation for their cultural roots while developing a sense of unity and pride.

Street dancing has become a popular and dynamic form of artistic expression among students. To create visually stunning performances, it combines elements of various dance styles, such as hip-hop, contemporary, and traditional folk dances. As students synchronize their movements to lively music, street dancing fosters creativity, physical fitness, and coordination. Students learn discipline, and a strong work ethic through street dancing competitions.

Sports activities are important in encouraging students' physical fitness, teamwork, and competitive spirit. Sports competitions in volleyball, basketball, gymnastics, table tennis, and other sports not only improve students' athletic abilities but also instill important values like discipline and sportsmanship. As students work together to achieve common goals, these activities foster a sense of belonging and camaraderie.

Zumba and modern dance have gained immense popularity among students due to their high-energy routines and positive effects on physical and mental well-being. Zumba and modern dance have gained enormous popularity among students. Zumba incorporates dance and aerobic exercises, allowing students to listen to music while burning calories and improving their cardiovascular health. Students can explore emotions, movement, and storytelling through modern dance, which provides a creative outlet for self-expression. Both activities boost self-esteem and physical fitness.

Scouting activities provide students with valuable life skills as well as a sense of adventure. Scouting develops skills in leadership, teamwork, problem solving, and outdoor survival. Students develop a deeper connection with nature and learn the value of environmental conservation through camping, hiking, and community service projects. Scouting also promotes personal development, resilience, and a desire to serve others, resulting in well-rounded individuals.

Students' well-being, excitement, and productivity should be prioritized in post-pandemic activities in schools. Folk dancing festivals, street dancing, sports competitions, zumba, modern dance, and scouting activities are just a few of the many opportunities for students to thrive academically and personally. We create an environment that inspires students to become well-rounded individuals by reintegrating these beloved activities into the school curriculum, equipping them with skills and values that will benefit them throughout their lives.

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Modern school facilities administered by the Department of Education (DepEd) are essential to creating creative learning environments for pupils. The developments and trends in school building design, buildings, and technological integration are examined in this article. Educational institutions can design environments that foster participation, collaboration, and academic excellence by combining cutting-edge features and principles.

Sustainable architecture and ecologically friendly construction techniques are emphasized in the DepEd's state-of-the-art school structures. This entails using renewable energy sources, deploying energy-efficient equipment, and relying on natural ventilation and lighting. The environmental effect of school buildings is being reduced by the integration of green roofs, rainwater collection systems, and treatment plants for wastewater. By using guidelines for sustainable design, educational institutions encourage ecological responsibility. and give students the chance to learn about environmental sustainability.

The DepEd's state-of-the-art school facilities are outfitted with cutting-edge technology and dependable digital infrastructure. In addition to interactive whiteboards, smart classrooms, and multimedia tools, this also incorporates high-speed internet connectivity. Integration of technology improves teaching and learning, makes it easier for learners to access online instructional materials, and promotes digital literacy among students. To guarantee that all students have equal access to technology, schools are also implementing bring-your-own-device (BYOD) rules and supplying equipment like tablets or laptops.

Modern school architecture places a strong emphasis on developing flexible instructional spaces and collaborative settings. Different teaching philosophies can be accommodated in classrooms, which also encourage active learning. Flexible seating options, moveable furniture, and modular walls make it simple to repurpose areas to suit various educational requirements. Project rooms and learning commons are examples of collaborative spaces that encourage group work and multidisciplinary learning. These flexible rooms promote student involvement, inspire creativity, and support group problem-solving.

In modern school facilities, protecting kids' safety and security is a top responsibility. To improve campus safety, contemporary security technologies, such as surveillance cameras, access control systems, and emergency alarms, are being introduced. To minimize dangers, adequate fire safety precautions, emergency exits, and evacuation procedures are included. Modern school structures also follow local safety standards and building requirements, ensuring the safety of the school environment.

The DepEd places a priority on inclusive and universal design principles while designing state-of-the-art school facilities. These structures are made to be accessible to people of all abilities, promoting inclusivity. For the benefit of students with disabilities, facilities like ramps, elevators, accessible restrooms, and sensory rooms are provided. A diverse and inclusive learning environment is encouraged through inclusive design, which also supports equal educational opportunities and generates a sense of belonging.

The Department of Education's state-of-the-art school facilities showcase improvements in architecture, technology integration, safety, and inclusion. Educational institutions may build inclusive learning spaces, flexible learning settings, modern technology, and ecologically sound procedures to encourage student involvement, growth, and academic success.

References:

·   Department of Education. (2017). DepEd Order No. 20, s. 2017: Policy Guidelines on the Implementation of the Green School Program in Public Elementary and Secondary Schools. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2017/04/DO_s2017_20.pdf

·   Department of Education. (2018). DepEd Order No. 66, s. 2018: Policy Guidelines on the National Adoption of the Results-Based Performance Management System (RPMS) in the Department of Education. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2018/09/DO_s2018_66.pdf

Engineering is essential to education because it gives students practical experience, problem-solving techniques, and critical thinking skills. This essay examines the value of engineering in education and how it influences the development of future innovators.

By incorporating engineering ideas into the classroom, educators may give students a set of useful abilities that are crucial for both their personal and professional development. Students are exposed to real-world applications through the inclusion of engineering concepts in the curriculum, which improves their comprehension of scientific ideas. Students participate in group problem-solving activities while working on practical projects like building bridges or developing renewable energy systems, which encourage creativity, teamwork, and analytical thinking.

The study of engineering offers students a special setting in which to hone their analytical and problem-solving abilities. Engineering education instills a methodical approach to problem-solving by teaching students to recognize and address real-world difficulties. Students gain the ability to examine issues, come up with numerous ideas, and assess the viability of each. Through this process, kids are given the tools they need to be creative, flexible, and resilient throughout their lives.

By encouraging students to experiment with new concepts and create workable answers to social problems, engineering education promotes creativity and entrepreneurship. Students experience innovation firsthand through engineering projects and design challenges. They gain knowledge about how to spot opportunities, prototype concepts, and improve designs. This process fosters an entrepreneurial perspective, enabling students to take on projects that tackle urgent global concerns and act as change agents.

Through the integration of numerous disciplines, including math, science, technology, and design, engineering education fosters interdisciplinary learning. It enables pupils to make connections between various knowledge areas and use those connections to tackle challenging situations. By encouraging holistic thinking, this interdisciplinary method helps students integrate seemingly unrelated ideas and understand the overall picture. Additionally, it gets students ready for teamwork with experts from other fields, simulating real-world workplaces.

Students who study engineering gain the knowledge and abilities needed to tackle difficult societal problems. Engineers are essential in discovering solutions to urgent problems, from sustainable development to breakthroughs in healthcare. Engineering education instills a sense of responsibility and social consciousness in pupils by exposing them to these difficulties. It motivates students to work toward a brighter future when engineering concepts and technical advancements are used to the advantage of society as a whole.

Inspiring innovation, promoting the growth of critical thinking abilities, and tackling societal issues are all supported by engineering education. We foster the next generation of problem-solvers and innovators who will propel improvements in a variety of industries by incorporating engineering ideas into education.

References:

• National Academy of Engineering. (2010). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: The National Academies Press.

• National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.

• Next Generation Science Standards. (n.d.). Engineering Design. Retrieved from https://www.nextgenscience.org/phenomena-and-design-challenges.

• Perkins, D. N. (2009). Making learning whole: How seven principles of teaching can transform education. John Wiley & Sons.

For the Department of Education to deliver high-quality instruction and guarantee student achievement, effective program development is crucial. The major components involved in developing effective educational programs are examined in this article. Educational programs can be created to address the different needs of students and promote lifelong learning by putting an emphasis on curriculum development, teacher preparation, assessment methodologies, and participation in the community.

Effective educational programs are built on a solid foundation of curriculum development. It entails creating a thorough and organized curriculum that adheres to academic standards and meets the requirements of students. A solid curriculum outlines the content's breadth and order, incorporates active learning techniques, and uses technology to boost student involvement. Additionally, it should be grounded in the most recent research, encourage critical thinking, and provide students the chance to practice crucial abilities like cooperation, creativity, and problem-solving. To ensure relevance and effectiveness, regular evaluation and modifications based on input from instructors, students, and stakeholders are essential.

It's crucial for providing teachers with the knowledge and abilities they need to give high-quality instruction. Effective educational initiatives support teacher preparation and continuous professional growth opportunities. These programs improve teachers' pedagogical abilities, subject-matter expertise, and capacity to tailor education to the requirements of various student populations. Instructional methods, classroom management, evaluation techniques, technology integration, and cultural sensitivity may be the focus of training programs. Cooperation amongst educators, mentoring initiatives, and attendance at conferences and seminars all support ongoing development. Teachers who have received adequate training and support are better able to give effective instruction, which ultimately improves student learning results.

It is essential to use the right evaluation techniques to gauge student progress, pinpoint problem areas, and guide instructional decisions. A number of assessment techniques, including formative and summative evaluations, are used in effective educational programs. Quizzes, conversations in class, and project checkpoints are examples of formative assessments that give immediate feedback to assist student learning and direct instruction. At the conclusion of a unit or course, summative evaluations, such as exams or portfolios, assess student accomplishment. A thorough picture of a student's development and evolution can also be obtained via performance-based tests, self-evaluations, and alternative tests. A balanced and thorough assessment strategy provides reliable assessment and directs lesson planning.

Building strong ties between educational initiatives and the community enhances the educational process and supports student achievement. A supportive learning environment is promoted through involving families, local businesses, charitable organizations, and educational institutions. Community collaborations can provide resources, mentorship prospects, and internships that increase students' comprehension of practical applications and career paths. A collaborative learning environment is developed by involving parents and guardians in their children's education through constant interaction, workshops, and family gatherings. Initiatives to engage the community also assist educational programs in maintaining a responsiveness to regional needs, fostering inclusivity and diversity of culture.

A complex strategy, including curriculum development, teacher preparation, evaluation techniques, and community involvement, is needed to create effective educational programs. The Department of Education's educational initiatives can foster learning, success, and lifelong learning in students by concentrating on four essential components.

References:

• Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.

• McTighe, J., & Wiggins, G. (2005). Understanding by design. ASCD.

• National Association for the Education of Young Children (NAEYC) & National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE

In the Philippines, effective school building management is essential for creating surroundings that are secure and encouraging for learning. In the Philippine context, this essay focuses on the essential elements required in efficiently managing school buildings. Proper management makes ensuring that school facilities satisfy the needs of students and help them succeed academically, from maintenance and infrastructure creation to safety precautions and community involvement.

Effective management of school buildings in the Philippines depends on routine maintenance and repair. This involves regular checks, maintenance, and preventative actions for things like plumbing, roofing, electrical systems, and structural integrity. In a nation where typhoons and earthquakes are common, routine maintenance is crucial. Preventive maintenance plans, which include conducting routine inspections, determining maintenance requirements, and guaranteeing prompt repairs, are essential, according to the Department of Education (DepEd). In addition to extending the life of school buildings, proper upkeep fosters a favorable learning environment.

Planning and construction of a strategic infrastructure is necessary for the efficient administration of school buildings in the Philippines. It entails assessing the present and future demands of educational institutions, making the best use of available space, and assuring the presence of the necessary facilities. Planning for infrastructure should take into account factors like the number of available classrooms, labs, libraries, computer rooms, and sports facilities. Infrastructure development should take into account criteria for availability for people with disabilities and integrate environmental sustainability practices, such as adopting energy-efficient gadgets and installing natural ventilation systems, in accordance with DepEd recommendations.

In the direction procedure, ensuring the security and safety of school buildings is of utmost importance. This entails putting in place safety precautions including fire safety gear, crisis management plans, and frequent drills. The Philippine Building Code and the Bureau of Fire Protection's safety regulations must be followed by school buildings. In order to address issues relating to child safety, protection, and security, the Department of Education additionally highlights the establishment of Child Protection Committees in schools.

Efficient management of school buildings in the Philippines necessitates ensuring accessibility and inclusivity for all students. This involves providing ramps, elevators, accessible restrooms, and pathways for students with disabilities. The DepEd encourages the adoption of universal design principles to accommodate the diverse learning needs of students. Inclusive infrastructure planning should also consider the provision of specialized facilities and equipment for learners with special needs, enabling their full participation in educational activities.

Collaboration and community involvement are necessary for effective management of school facilities in the Philippines. This entails actively including parents, neighbors, and other stakeholders in the selection of the building's design. Volunteering programs, fund-raising campaigns, and alliances with regional organizations can all be part of collaborative efforts to increase resources and support. Engaging the community strengthens relationships between schools and the communities they serve by fostering a sense of shared ownership and accountability for the upkeep and enhancement of school facilities.

In the Philippines, effective school building management is crucial to establishing secure spaces that promote learning. Educational institutions can make sure that their facilities promote the academic achievement and wellbeing of students by concentrating on maintenance, infrastructure planning, safety measures, accessibility, and community involvement.

References:

• Department of Education. (2010). DepEd Order No. 24, s. 2010: Guidelines on the Preparation and Checking of School Building Plans and Designs. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2010/09/DO_s2010_024.pdf

• Department of Education. (2019). DepEd Order No. 26, s. 2019: Guidelines on the Preparation and Checking of School Buildings Plans and Designs. Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/03/DO_s2019_026.pdf

ABSTRACT

With the global effect of the pandemic COVID-19 in all aspects of private and public sector, challenges to deliver quality education in the bounds of the new normal setting have caused setbacks in the learning continuity and recovery plans pushed by the Department of Education (Quezada, et. al. 2020). In line with this, schools supported hybrid of activities through the digital rise in the Philippines. Coupling scientific and theoretical ideas with hands- on experiences, it is believed that there is a higher degree of learning as one of the theories suggests that the more senses are involved, the better retention of the lesson. In which case, teachers, as frontliners in the grassroots level, adjust and adapt to changes and challenges arising from the academic necrosis. The purpose of this study was to look into the lived experiences of teachers under the Learners with Special Educational Needs (LSEN) Program in Mauaque Resettlement Elementary School. Five LSEN teachers were selected and interviewed in semi-structured interviews. The interview transcripts were evaluated using interpretative phenomenological analysis. The study revealed three interwoven themes: (a) professional, (b) personal, and (c) social. The teacher’s sense of burden, pain, and vulnerability was a prominent finding in the themes. The findings contribute to a better understanding of the experiences of teachers tending to learners with special educational needs. Researchers, doctors, mental health providers, and policymakers can use the findings to address the special requirements of teachers caring for and supporting children special educational needs.

INTRODUCTION

The advancement and modernization of technology and innovation enabled kids nowadays at a constant exploration and at a vast tract of discoveries of interconnected webs. Through the connection and integration of least learned competency in an interactive, virtual setting to in-person learning, bridging the gaps becomes fun, adventurous, exciting, and interesting with considerations of the physical restrictions in procedures of classes (Kwee, C. T. 2022). Thus, strengthening the grip of learners on the lesson to recover learning is a priority that pushed educators to rapidly cope with the demands of the education within the immediate transitions and paradigm shifts in the education system and delivery modality.

In this light, the educators, acting as facilitators of learning, have been the frontliners in the battlefield of learning continuity and recovery. Applauded but not properly compensated, teachers have to hurdle the challenge entailed by the noblest profession. For the same reason, teachers experience enormous stress and pressure, along with the 18% of the population who suffered mental health issues globally in the recent year as cited in a research journal by Keeps-Vaughan, D (2013).

Research reported that through the years, teachers’ mental health becomes worse due to factors related to the job description (Yang, et. al. 2019). This is an imminent danger posed by the mental health concern in human resource. Moreover, the pandemic has had a significant impact on the mental health and well-being of teachers and students. A survey from World Health Organization in the Philippines showed that 30% of students felt sad, lonely, or anxious during the pandemic. Similarly, de Guzman et al.'s (2020) study found that many teachers in the Philippines experienced high levels of stress, anxiety, and burnout as a result of the pandemic. Li et al. (2020) conducted a study in China which revealed that teachers were exposed to high levels of stress and anxiety caused by the sudden shift to online teaching and the pressure to ensure effective student engagement and learning.

Aside from the effects on the teachers' mental health, the pandemic has also had a significant impact on their workload. Tsybulskyi et al. (2021) conducted research in Ukraine and discovered that teachers had to shoulder a substantial increase in their workload because of remote teaching. The teachers had to devote more time to preparing learning materials, answering student queries, and grading assignments, resulting in feelings of exhaustion and burnout.

However, since a legal duty and constitutional mandate of Mauaque Resettlement Elementary School to share, improve the cognitive, affective, and psychomotor or the holistic development of the learners, mental health of the education frontliners must be strengthened fortified as a priority, and firstly addressed properly so appropriate interventions be dispensed.

MATERIALS AND METHODS

Research Design

In this particular study, interpretive phenomenological analysis will be utilized to analyze phenomena through the first-hand experience of participants; specifically, the experience of being a fteacher tending to learners with special educational needs. Through an in-depth investigation of a few examples (Holloway 2005; van Manen 1990), this method investigates how individuals make sense of the events and circumstances that they have really lived through.

Participants

Purposeful sampling will be employed to ensure that all the participants had prior exposure to the phenomenon that was under investigation. A sample size of five participants was targeted to guarantee an acceptable quantity of data for conducting an in-depth investigation into the experiences of fathers. Inclusion criteria were as follows: the individual must self-identify as a teaching force of Mauaque Resettlement Elementary School; the individual must also self-identify serving as a teacher under the Learners with Special Needs in Education Program; and the individual must consent to participate. The sole criterion for elimination was a lack of sufficient English proficiency to carry out an entire interview. Nobody who might have participated was disqualified.

Research Instrument

Interviews will be conducted by the researcher while taking notes alongside voice recordings. The interviews will be conducted using an approach that is semi-structured, and they will be recorded on audio tape. The recordings will be transcribed verbatim as soon as the interview is over and shall be compared to the notes that were taken during the interview.

Procedure

Participants in the study will be briefed on their legal entitlements as part of the study prior to taking part in the study and having their data collected. This will take place before the participants take part in the study. The interviews are going to be conducted face-to-face and one-on-one. Before starting the interview, each participant will be handed a participant demographic form that they are expected to complete and bring with them to the interview. The interviews will be carried out in line with a protocol for semi-structured interviews, and they will be recorded using audio tape recording. After the interview has been concluded, the recordings will be transcribed verbatim as soon as possible, and after that shall be compared with the notes that were taken throughout the course of the interview. The following questions shall be asked to the teachers during the interview:

1. What is it like being a teacher under the Learners with Special Educational Needs Program?

2.How did it affect the quality of your life in general?

3.What challenges have you encountered in the pandemic and post-pandemic settings of education?

4.How do you deal with these challenges?

Data Analysis

The Mauaque Resettlement Elementary School is going to be the location of the data collecting. Participants will be able to describe their experiences in their own words and in their own style using semi-structured interviews, which will enable the collection of detailed, reflective first-person accounts that are consistent with interpretive phenomenological analysis (Holloway 2005; Smith 2009). Before beginning to collect data, the researcher went through a process called bracketing, which consisted of recording biases, previous experiences of, or assumptions about, the phenomenon in question (Tufford and Newman 2012). This was done to reduce the influence of preconceptions associated with the research. During the time that she was collecting data, the researcher kept a study notebook in which she recorded her thoughts about the emotional and practical aspects of each interview conducted. These entries were made immediately after each interview.

Ethical Considerations

The following ethical guidelines shall be adhered to to guarantee that this study is carried out in an ethical manner while it is being carried out. The participants will be informed of their rights prior to the interview being conducted in accordance with the parameters of the study. They are free to withdraw from the interview at any time during the process if they decide that completing it will put them in an uncomfortable position. The researcher wants to highlight that any information that is gathered for the purpose of this study will be treated with the utmost care and will be kept private. On the other hand, the data will be anonymized, and responses will be saved under a research identity (ID) number that is completely unique. The researcher will be the only one who can listen to the audio recordings of the interview. Participants in this study won't be given any financial compensation or other benefits in exchange for their time and effort. However, they can profit indirectly from their studies by making significant contributions to theory, research, and practice. In addition, no minors will participate. As a result, obtaining the approval of the participants' parents will not be essential. This study is regarded as having a low potential for harm. The research participants will complete the questionnaire at a time and location of their choosing, as well as using the tools and resources of their own choosing. The researcher reaffirms that the investigation will not result in any conflicts of interest under any circumstances. The costs associated with the study will be borne and managed by the researcher at this time. The investigation did not receive financial assistance or grants from any organizations.

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In recent years, educational technology has emerged as a transformative force in the field of education. With advancements in digital tools and platforms, the future of education is rapidly evolving, opening up new possibilities for students and educators alike. From interactive learning experiences to personalized instruction, educational technology is reshaping the way we teach and learn.

One of the key advantages of educational technology is its ability to provide interactive and engaging learning experiences. With the integration of multimedia elements such as videos, simulations, and virtual reality, students can now immerse themselves in the subject matter and actively participate in the learning process. This not only enhances comprehension but also fosters creativity and critical thinking skills.

Moreover, educational technology enables personalized instruction tailored to individual student needs. Adaptive learning platforms use algorithms to analyze student performance and provide targeted feedback and recommendations. This allows educators to identify areas of strength and weakness for each student and deliver personalized content and resources to address their specific needs. As a result, students can learn at their own pace, ensuring a deeper understanding of the material and reducing the risk of falling behind.

Another significant aspect of educational technology is its ability to facilitate collaborative learning. Through online platforms and tools, students can collaborate with their peers, regardless of geographical boundaries. This opens up opportunities for global classrooms, where students from different parts of the world can collaborate on projects, share perspectives, and learn from one another. Collaborative learning not only enhances teamwork and communication skills but also exposes students to diverse cultures and ideas, preparing them for the interconnected world they will enter as adults.

Furthermore, educational technology provides access to education for those who might otherwise be excluded. Online courses and digital resources break down barriers of distance and affordability, making education more accessible to learners around the globe. This is particularly significant in underserved areas and developing countries, where access to quality education is limited. With educational technology, students can access educational content and resources that were once out of reach, empowering them to acquire knowledge and skills for a brighter future.

However, the future of educational technology is not without challenges. The digital divide, characterized by disparities in internet access and device availability, must be addressed to prevent further educational inequalities. Additionally, educators need to receive adequate training and support to effectively integrate technology into their teaching practices, ensuring its seamless integration and maximizing its potential.

In conclusion, educational technology is revolutionizing the way we teach and learn, offering interactive experiences, personalized instruction, collaborative learning, and increased access to education. As we embrace the future of digital education, it is essential to address challenges such as the digital divide and provide ongoing support to educators. By harnessing the power of educational technology, we can create a more inclusive, engaging, and effective learning environment for students worldwide, paving the way for a brighter future.

Regardless of a student's starting place, teachers can increase their knowledge and abilities by using differentiated instruction to focus on specific learning needs. Differentiation aims to improve all students' performance, including those who are lagging and those who are performing beyond year level expectations. Students at all stages of the learning process, even those who are very talented and brilliant, benefit from differentiation. When a teacher designs a lesson, they differentiate it so that students may receive the education they need to advance and succeed. This can be done by changing the subject matter being covered, the method of instruction, or the output required from the students. Students with a variety of skills can get effective learning thanks to differentiated instruction. While some young children pick things up quite fast, others take their time to understand certain ideas. Even though all students' learning objectives are the same, differentiation of material gives pupils the chance to advance their knowledge and talents. When developing a curriculum, instructors can consider the preferences of their students by using differentiated teaching, which may also encourage students to take an active role in their own learning. Students at all stages of the learning process, even those who are very talented and brilliant, benefit from differentiation. Students are given the freedom to learn at their own speed and in their own methods. We differentiate learning in our classroom so that each student receives the most effective instruction possible. Students learn more effectively as a result, and their achievement increases.

Learning isn't always linear. It's not a methodical, one-size-fits-all procedure. The steps of remembering, comprehending, and then analyzing do not follow one another. It depends on the context and the student. A need, a mistake, action, and a natural desire to master and know something are the main drivers of learning. Existing in the mind with unsolved questions has a profoundly motivating quality.

Students are given the impression of speed by good pace. Pacing is the ability to make students feel as though a lesson is progressing at precisely the correct pace for them. With self-paced learning, students may demonstrate for themselves how they learn best and discover important lessons about their own learning that they can retain for the rest of their lives. It is crucial for instructors to understand the unique distinctions amongst students, including their physical traits, intellect, perception, gender, ability, and learning styles.

Active learners are more engaged and enjoy learning more. They are more effective in completing their courses than passive learners. We must make sure that instruction facilitates active learning. Active learners are more engaged and enjoy learning more. Students are actively involved in their education via activities like reading, writing, conversation, and problem-solving that encourage analysis, synthesis, and assessment of the course material. Students get informal opportunities for feedback on how well they comprehended the topic thanks to active in-class learning. In general, instructors' roles involve assisting students in learning by conveying knowledge to them and creating an environment that fosters learning. Correctly recognizing their kids is one of the most crucial duties that an inclusion teacher plays in a diverse classroom. Respect and understanding increase when kids from all backgrounds and abilities interact, play, and study together.

Differentiated teaching does not imply that teachers assign more work to kids who are advanced and less work to pupils who may have trouble. The quantity of work assigned to each student is the same. However, depending on one's aptitude, desire, or prior subject knowledge, the needed level of quality may differ. The assumption behind differentiated education is that children learn in various ways and at various rates. Regardless of a student's learning preferences or background, teachers utilizing this instructional approach develop and enable a variety of educational experiences that are intended to improve each student's learning.

In conclusion, it's a prevalent misperception that differentiated learning is only effective for one person or a small number of people. The benefits of tailored education do, however, apply to larger student groupings. Teachers and students work together to learn in a diversified learning environment. While teachers adapt their teaching tactics to students' learning preferences, students concentrate on understanding the course material. High-ability kids reported feeling challenged by diversified instruction in diverse settings. These pupils began a unit of study with greater levels of prior knowledge. Students who were taught in groups and received a tailored curriculum to supplement their textbooks performed better on assessments. Learner-centered, differentiated instruction frequently involves teachers learning alongside their pupils. Each student will find the content engaging and relevant, and it will entail genuine issues. All students are encouraged to speak up. Mutual respect and understanding are created as the guiding principles in a welcoming and secure learning environment. Every child learns in a certain way that works for them. Children may learn much more quickly and easily if instructors and parents are able to comprehend it and tailor the learning process to the requirements of the child.

The hospitality industry has a crucial role in the global economy, and within this industry, the role of a hotelier is significant. A hotelier owns or manages a hotel, and their responsibilities include overseeing the hotel's day-to-day operations, ensuring guest satisfaction, and caring for staff.

One of the critical responsibilities of a hotelier is to ensure that the hotel provides a high-quality guest experience. It involves managing all aspects of the hotel, including rooms, restaurants, and amenities, to ensure guests have a comfortable and enjoyable stay. A hotelier must be able to anticipate guests' needs and respond to their requests promptly and effectively.

Another essential responsibility of a hotelier is to manage staff effectively. It involves recruiting, training, and motivating the team to ensure they provide excellent service to guests. A hotelier must also be able to manage the financial aspects of the hotel, including budgeting and financial forecasting, to ensure that the hotel operates efficiently and profitably.

To be a successful hotelier, having a range of skills and qualities is essential. These include strong leadership, management, excellent communication, interpersonal skills, and a deep understanding of the hospitality industry. A hotelier must also be able to adapt to changing trends and technologies and be willing to learn and improve continuously.

Therefore, the role of a hotelier in the hospitality industry is vital. Hoteliers are responsible for ensuring guests have a high-quality experience, managing staff effectively, and ensuring the hotel operates efficiently and profitably. To be successful in this role, the hotel staff must possess a range of skills and qualities, including strong leadership, management skills, good communication skills, extra and interpersonal skills, and a deep understanding of the hospitality industry.

ABSTRACT

This study examines the academic performance between working students and fulltime students enrolled in one of the public and private schools in Pagadian City. A randomly selected sixty working students and sixty full-time students in each school of Teacher Education Department. Probability random sampling lottery method was employed in the selection of sample from a given population.

The result shows that the respondents from one of the public and private schools in Pagadian City implies that they are weak negatively correlated. Which means that their mean grades are quite deviated from each other. In the paired sample correlations of the two pairs, the working and full-time students from one of the public and private schools are strong positively correlated. Which means that their mean grades do not vary greatly from each other. Therefore, there is a significant difference between working students and full-time students in terms of their academic performance. This implies further that in the public school, the academic performance of the students was affected by their employment status.

Keywords: Academic Performance, Students, Working, Full-time, Public, Private,        
              Pagadian City

Academic plays an important role in creating a students’ personality as well as the future of his or her life. Academic help a student to know about his or her society, culture, history, geography, morals, environment, and his or her daily need. Academic help a student to prepare for the real world and open up doors to the world around him or her. Academic performance is the ability to study and remember facts and being able to communicate one’s knowledge verbally or down on papers. Academic performance is one of the challenging in school because it is affected by accuracy, alignment, data, flexible literacy, student’s effort, self-initiated transfer. These factors strongly influence student performance and may vary from person to person as well as country to country (Lezotte 2010). Academic performance/ achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and is measured either by continuous assessment or cumulative grade point average (CGPA) (Talib, N., 2012).

A growing number of students turn to work in an effort to close the gap between college costs and available financial resources. Over 80 percent of all undergraduate students work while in school and recent students are both more likely to work and work more hours than in the past. As working increasingly becomes commonplace among postsecondary students, the relationship between working and postsecondary educational outcomes has potentially important implications for the design and implementation of academic, vocational, and work-study programs, as well as for workforce training (Darolia, R., 2014).

According to Robotham (2012), students who are employed place great emphasis on their jobs to the extent that their academic performance becomes compromised. Moreover, working part-time, between 10-19 hours per week is not only compatible with being a full-time student, it is also associated with greater time spent studying and a higher GPA, possibly due to increased discipline and appreciation for the value of an education. While students who work fewer or more than 10-19 hours per week do not appear to gain the same benefits, their GPAs do not appear to be depressed, either. Students working 10+ hours per week, however, must be aware of costs manifested in increased stress and reduced socializing, as well as other possible influential factors, such as scheduling difficulties and choice of classes (Dundes, L., & Marx, J., 2006).

         The study aims to determine the significant difference between working students and full-time students enrolled in private and public schools in Pagadian City in terms of their academic performance.

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Excellent communication skills are the first and foremost quality required for a front office attendant. It is essential to communicate effectively with clients, guests, and colleagues clearly and concisely. A front office attendant must be able to listen actively and respond appropriately to queries, complaints, and requests. Speaking confidently and politely, whether in person, over the phone, or via email, is critical to creating a positive first impression.

A front office attendant must have a professional demeanor. Maintaining a courteous and welcoming attitude towards visitors, clients, and colleagues is essential. The front office attendant must always professionally present themselves as neat and well-groomed. A positive and professional demeanor helps to create a comfortable and welcoming environment, making visitors feel valued and appreciated.

Aside from this, a front office attendant must possess strong organizational skills. Managing multiple tasks simultaneously, such as answering phone calls, scheduling appointments, and managing administrative duties, is essential. Prioritizing tasks and handling time more effectively ensures that clients and visitors receive prompt and efficient service. In addition to these qualities, a successful front office attendant must have good problem-solving skills. Thinking critically and coming up with creative solutions to unexpected situations is essential. A front office attendant must be able to pick the root cause of a problem and resolve it quickly and efficiently while maintaining a positive and professional attitude.

Finally, a front office attendant must have a positive attitude and a willingness to learn. A positive attitude helps to create a welcoming and friendly environment, which is essential for the success of any business. A desire to learn new skills and technologies is also necessary. It ensures that the front office attendant is current with the latest industry trends and can provide clients and visitors with the best possible service.

Thus, being a front office attendant is critical in any business. The ability to communicate effectively, maintain a professional demeanor, possess strong organizational skills, have good problem-solving skills, have a positive attitude, and be eager to learn are vital qualities required for success in this role. By embodying these qualities, a front office attendant can ensure that clients and visitors receive prompt and efficient service, creating a positive first impression that can lead to repeat business and positive referrals.

Education plays a vital role in the development and growth of a particular nation for which it transforms individuals to be part of the workforce to improve the economic state as well as to integrate people into society and teach them values and morals of society to be good leaders and individuals. The national education system relies in the different factors for a particular country to adapt trends and policies. Usually what is the current trend in the society as well as in economy are being adapted by the education institution to aligned with the demands of the community. The change in the trends and policies in education system is primarily influenced in status or condition of a particular area such as the climatic conditions, population and land configuration. For the climatic condition just like in the Philippines where the opening of classes was moved from June to August due to considering the weather condition and to prevent any disturbances when it comes to attending classes. Population distribution that is why schools or education institutions are being constructed near to a particular area may it be urban or rural where there are possible learners to enroll and provide them access to education by deploying qualified teachers to cater the teaching learning process. The land configuration influences the education system in terms of the design of the school buildings and its location. The economy has also a great influence in the education system where most of the time the curricular offerings depends on the demand of the particular community so that the maximum development of each citizen will be attained. Politics also influence the education system due to the budgeting aspect as well as the administration system in education. That is why most of the time the education policies are based on the pronouncement of the national government just like in this present situation wherein the modular or online based education were introduced in consonance with the national governments mandate.

Rationale

         Social distance is often mentioned as a salient factor in communication, language learning, social adjustment, cultural understanding, acculturation or integration and political unity or harmony. This pertains to the individual as a member of a social group which is in contact with another social group whose members speak a different language, or represent another culture/subculture. Simply defined, it is the gap between different groups in a society.

          The phenomenon called social distance involves such underlying sociological factors or differences as dominance/domination versus subordination, assimilation versus acculturation versus preservation, social class, race/ethnicity, sexuality and gender-based differences, enclosure, size, congruence, and attitude. Common associations are ethnocentrism, racial superiority and purity, class consciousness, provincialism, parochialism, and more. However, it should not be confused with locational distance. In language learning, for example, it is not to be mistaken for psychological distance which pertains to the individual as an individual and involves such psychological factors as resolution of language shock, culture shock and culture stress, integrative versus instrumental motivation, and ego permeability.

          In addition, Social distance figures prominently in the Acculturation Model developed by John Schumann (1978). The cluster of notions about social distance evolves from the literature on sociolinguistics, communication studies, bilingualism, and second language acquisition. They represent societal factors that either promote or inhibit social solidarity between two groups. A common assumption is that the greater social distance between two groups, the more difficult it is to bring h bring these two together to interact, to work for a common goal or cause, to share and learn from each other, and to achieve integration and solidarity. Simply or briefly put, social distance is the gap or dichotomy between “them” and “us”. It is opposed to “we-ness.”

       Likewise, Social distance is easy to detect in certain types of relationship: between a politically, economically, culturally and technologically dominant group and the weaker or subjugated group (for example, colonizer versus the colonized); representatives of the dominant or mainstream culture and those identified with a subculture; majority group versus the minority group; natives against nonnatives; upper class (elite) versus the bourgeoisie, and the middle class versus the lower or working class; rival political parties; Whites versus Blacks or colored peoples; religious sects at loggerheads with each other; and in certain instances, the military versus the civilian population. This is by no means a complete or exhaustive list of relationships typically characterized or stalked by social distance.

          However, the problem of such societies of which the Philippines is an example, is how to attain national unity in, or despite, diversity. A basic problem is, impliedly, how to eliminate or reduce social distance among peoples of different cultural backgrounds to realize solidarity and harmony without loss of the individuality, distinctiveness or uniqueness of separate collectivities (ethnic, for example). In more recent times, the world has seen social distance grow into unbridgeable gaps or gulfs of irreconcilable differences, and finally, develop into full-blown conflicts.

          Finally, the field (borrowing Halliday’s term) chosen for this study is Guidance and Counseling, a sensitive area of inquiry for exploring social distance as a factor in the fulfillment of the objectives of the program.  The researcher’s ultimate intent was to determine what specific guidance service or appropriate programs should be made available to the students, and to drag to the light of common day and, hopefully, eliminate discriminatory behavior evidenced by liking and disliking, accepting and rejecting, including and excluding 

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Abstrak

May Pitong (7) anyo ng kalikasan ang napapaloob sa dalawampu’t limang (25) kwentong pambata na kabilang sa pag-aaral na ito.  Ang mga ito ay nangunguna ang hayop. Ito ang pinakamadalas na banggit sa kalikasan na may dalas na walo (8), sumunod ang katubigan na may dalas na anim (6), ikatlo ang anyong kalupaan na may dalas na apat (4), ikaapat ang anyong halaman na may dalas na tatlo (3), ikalima ang anyong kalawakan na may dalas na dalawa (2), ikaanim ang anyong likas na hiyas na may dalas na isa (1), at ang ikapito ay ang anyong panahon na may dalas din na isa (1).

Natuklasan na ang mga anyo ng kalikasan ay may kahulugang denotatibo at konotatibo sa kultural na lapit batay sa ginawang balidasyon ng mananaliksik gaya ng hayop na maaaring kaibigan o harang. Ang kalawakan naman ay maaaring lugar o tahanan, posisyon at panahon o oras, halimbawa nito ay ang langit na may tatlong pakahulugan, maaaring tumutukoy sa pisikal na langit; maaaring tahanan ng mga Espiritung nilalang at maaaring simbolo o sagisag ng mataas na posisyon. Sa katubigan naman ay maaaring kabuhayan o kalinisan na ang halaga nito ay kasing halaga ng relihiyon. Ang anyong hiyas naman ay maaaring pangdekorasyon, pahiyas o palamuti.  Samantalang ang kalupaan naman ay yamang pansakahan ng iba’t ibang mga pananim at dito nakukuha ang pangunahing pangangailangan ng mga tao, mga halaman at hayop. halimbawa nito ay kagubatan na sumisimbolo ng kasaganaan at kabanalan tulad ng kilalang mountain na matatagpuan sa daan patungong Mindanao State University sa Marawi City. 

Mga susing salita: Kalikasan, basura, pagpapahalaga, kwentong                                 pambata, kalinisan

1.1    Introduksyon

Iisa ang daigdig. Regalo ito ng Panginoon sa lahat ng mga tao dito sa Mundo. Maraming pakinabang ang mga tao sa kapaligiran. Subalit maraming pang-aabuso ang nagagawa dito. Nariyan ang pagpuputol ng mga puno, pagmimina, pagtapon ng basura sa kung saan-saan at iba pang mga hindi mabuting gawain sa kalikasan. Marami nang kasiraan sa kagubatan, sa karagatan, sa mga anyo ng katubigan at iba pang bahagi na bumubuo sa kalikasan. Bagama’t mayroon ding mga taong nagpapakita ng pagmamalasakit sa ating kapaligiran ngunit ito ay hindi sapat sapagkat nararapat lamang na bawat mamamayan ay may nakaatang na tungkuling gagampanan para sa kapaligiran. Tungkulin ng bawat mamamayan saan mang dako ng daigdig ang pangalagaan ang kapaligiran. May mga batas at kautusang ipinatutupad ang pamahalaan upang mapangalagaan ang kagubatan, karagatan, kabundukan, at iba pang mga likas na yaman at nararapat lamang na sundin ang mga batas na ito upang di mawasak ang kapaligirang siyang pinaghahanguan ng kabuhayan ng nakararaming tao. Sinisikap ding mapaganda ng pamahalaan ang kapaligiran. May mga babala at paalala sa mamamayan sa iba’t ibang pook pasyalan, parke, at libangan. Makikitang ipinapatupad ang pagpapanatiling malinis at maayos ng paligid. Sa ilang pamayanang rural, hindi na kailangan ang batas o babala upang maging malinis at maganda ang paligid. Kusa nang itinatapon ng mga tao sa basurahan ang dumi. Kusa nilang sinusunod ang napagkakasunduang batas na wala nang babalang ipinapaskil sa paligid gaya na lamang ng mga slogan at mga babala ukol sa paglilinis sa kapaligiran. Ang lahat ng mga ito ay bilang pagtugon sa panawagan ng pamahalaan na nagbibigay-diin sa pangangalaga sa kalikasan. (Danao, 2002)

Ang pangangalaga sa kalikasan ay hindi lamang karaniwang usapin. Ito ay pandaigdigang isyu na dapat makisangkot ang bawat isa sapagkat ang pagkasira ng kalikasan ay pagkasira din ng lahat ng mga mamamayang nakatira dito sa daigdig. Ang mananaliksik, bilang mamamayan ay nagsasagawa ng hakbang na nagpapakita ng pagpapahalaga sa kalikasan at ito ay sa pagsusuri ng mga kwentong pambata ng mga Meranaw. Sa paraang ito, naniniwala ang mananaliksik na nakapag-aambag siya ng mga hakbang upang pangalagaan ang kalikasan. Gamit ang teoryang ekokritisismo na may malaking papel sa pag-aaral ng mga akdang nauukol sa pangangalaga sa kalikasan.

Bilang bahagi ng pangkat-etnikong Meranaw, makakatulong ito upang lalong mapangalagaan ang kapaligiran upang sa gayun, magising ang ilang mamamayang Meranaw na manunulat na isali sa kanilang mga paksa ang mga isyu ukol sa kalikasan. Sa ganito ring paraan, maaaring maimulat ang mga kabataang Meranaw na bigyang puwang sa mga akdang pampanitikan ang tungkuling pagpapahalaga sa kalikasan.

1.2    Metodolohiya

Inilahad sa bahaging ito ng pag-aaral ang mga hakbang sa isinagawang pag-aaral. Nangalap ang mananaliksik ng mga kwentong pambata ng mga Meranaw sa iba’t ibang lugar ng Lanaw na maaaring nalathala o hindi nalathala na may kabuuang dalawampu’t lima (25). Ang mga kwentong pambatang ito ay maaaring alamat, pabula, salaysayin at parabula na pawang kinapapalooban ng mga pagpapahalaga sa kalikasan. Masusing binasa isa-isa ng mananaliksik ang mga kwentong pambata na ito nang paulit-ulit at tinukoy ang anyo ng kalikasan na binigyang halaga sa mga kwentong pambata na gaya ng kalawakan, kalupaan, katubigan, mga hayop, panahon, mga halaman o puno at maging ang likas na hiyas tulad ng ginto at iba pa na kanyang nakalap. Inilahad niya ang natuklasang anyo ng kalikasang binigyang halaga sa mga kwentong pambata ng Lanaw sa sumunod na talahanayan na mayroong apat na kolum, nasa unang kolum ang anyo ng kalikasang binigyang-halaga sa bawat kwentong pambata, sa ikalawang kolum naman ang pamagat ng mga kwentong pambata na ito na pawang kinakitaan ng  pagpapahalaga sa kalikasan. Nilapatan ang mga kwentong pambata na ito ng mga kowds upang mapabilis ang pagsusuri sa mga ito, at ang ikaapat na kolum ay ang dalas ng banggit sa mga anyo ng kalikasan. Narito ang talaan ng mga naipong kwentong pambata.

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The invention of COVID-19 vaccination is the gradual point of the global scale to reopen the normal processes of businesses, the labor market, tourism, and the educational sector, among many others. Our scientists and healthcare workers deserve the most significant reward because if not because of them, we cannot enjoy what we have today.

         The Higher Educational Institutions in the Philippines are implementing flexible learning where students contact their teachers face-to-face. The colleges and universities have implemented a learning continuity plan in line with the Commission on Higher Education mandate.

         Let’s take a look at the practices of a state university, which strengthens its planning and implementation process of the minimum public health standard. The institution ensures functional school health services with a school nurse, physician, and dentist and partnership with the nearest referring health facility to respond to health concerns immediately. The availability of health services is vital to every client; health is a significant concern that needs to be managed effectively. Continuing information dissemination on the importance of vaccination is required to contain the spread of the virus, hence, periodic monitoring of the vaccination status of the personnel and students. There shall be available mechanisms to educate clients with vaccine hesitancy. The institution ensures that all students have medical insurance that covers COVID-19 hospitalization. In addition, parents are also involved with the intent for in-person classes. The participation of the stakeholders is vital to reopen a quality and safe academic community for all.

         The institution ensures the requirements for the health protocol in compliance with the Local Inter-Agency Task Force which highlights the importance of building a stronger together partnership. The health information on COVID-19 is posted in conspicuous places on the campus. Digital contact tracing for students is in place to keep track of students entering the campus. The handwashing facilities, thermal scanning, and disinfection procedures were designed at least 1.5 meters apart. Hence, the institution shall ensure crowd control and the use of face masks to prevent cases of infection.

         At present, there are places in the Philippines classified with high cases of COVID-19. The Department of Health is evaluating these incidences to prevent the continued increase in cases. The situation made us realize the need to increase our immune response by increasing the number of individuals with booster vaccinations as the vaccine gets weaker at a specific time. Also, there is a need to promote healthy lifestyles to improve the community's health. The institution shall strengthen the prompt isolation measures for clients who are not feeling well to prevent the virus's possible spread. Lastly, the institution should strategically plan out necessary steps such as a concrete plan for student arrangement on a flexible learning scheme, systematic improvement of learning facilities that ensures ventilation and social distancing, the continuous implementation of minimum public health standards, and regular conduct of health symposiums on COVID-19.

In today's scenario, wellness massage is a trend in highly urbanized cities in the Philippines, making it a potential for health and wellness tourism. Many people suffer different types of body pain due to stress-related factors, which can be relieved through wellness massage. Clients can choose from other types of massage services in the wellness spa. Massage has many benefits, to name a few; it improves body circulation, alleviates body pain, improves skin tone, boosts the immune system, and relieves insomnia.

         Wellness massage practices are now included in the tourism industry. Hence, it is included in the Bachelor of Science in Hospitality Management as a core subject of a Philippine State University. Students are taught basic anatomy and physiology, microbiology, and pathology, incorporated with the Therapeutic and Wellness Massage application and Swedish Massage. Hence, it is one of the areas in which students should be skillful to prepare themselves for future employment in the hospitality industry. Curriculum makers should realize the importance of wellness massage in the tourism industry as one of the needs of the tourists gearing towards health and wellness practices.

         Moreover, one of the functions of the university is to extend learning among community members. The research on the health and wellness practices of a Coastal Barangay in a Component City resulted from a moderate extent of wellness massage practices towards health promotion. It is a step forward to also train community members in wellness massage as a future tourism service of a mangrove eco-trail tourism site. Also, the locals will strengthen health promotion activities through stress reduction activities, health responsibility, physical activities, nutrition, interpersonal relations, wellness massage, hygiene, and sanitation. Health is a holistic view, taking its vital process towards the community's and tourists' health. There are many gains in integrating health and tourism across educational stakeholders' instruction, research, and extension activities.

         Hence, the strategic plan for enhanced health and wellness practices that includes training personnel in wellness massage, availability of resources, and strategies towards sustainability of wellness tourism of an eco-trail tourism site will open many opportunities among the locals of a coastal barangay in a component city. Along this line, the university also incorporates Wellness and Therapeutic Massage among students and, as part of the research and extension activities, has the potential for boosting wellness tourism. Health and wellness massage is becoming a trend in the tourism sector that could be incorporated into the Hospitality Management curriculum in many Higher Education Institutions that may open many job opportunities, tourism services, research, and extension activities.

         Gearing this potential aspect of health and wellness tourism in the Philippines, it shall make sure that the academe is vitally prepared to offer the core subject of therapeutic and wellness massage and active partnership with the tourism sectors.

The health of the learners in school is one of the aspects that teachers should take into consideration. Students can effectively learn new things if they have optimal health. There is a vital link between health and education.

         In the Philippines, most schools need School Nurses to oversee the health and safety needs of the students. Given the ever-changing complexities of health, teachers need to be taught Basic Life Support to manage health emergency cases of the learners. The scarcity of nurses in schools is a long overdue issue, given that there is no available permanent position for nurses. Hence, school administrators should also incorporate training that will capacitate teachers to improve their Basic Life Support and First Aid Training skills. This training is vital so schools are safer communities among the learners and that health emergency cases will be managed immediately, especially in far-flung areas.

         In reality, teachers have a low level of knowledge and skills in providing First Aid and Basic Life Support because these pieces of training were not even offered to them. Hence, schools are also a venue for students to utilize health services because some of them lack the access to equitable health care due to poverty. School leaders may also strengthen health services in schools by providing functional health services with health personnel giving health interventions.

         Specifically, there are health issues encountered by teachers towards their learners; they need to gain more knowledge of a specific health situation that may arise. There is one school in Negros Occidental where a student died because of a choking incident on the candy that blocked the airway; in that situation, the teacher was not skilled in doing first aid. The issue awakens our educational sector that it is high time for the teachers to be provided with First Aid and Basic Life Support Training as they are the ones who overlook the health situation of the students and could save a life when emergent situations take place.

         Imagine a school where teachers are well equipped in health interventions, especially in emergency cases, where the teachers are trained on how to do cardiopulmonary resuscitation, and the teacher can be a saver of lives to those who need immediate care management.

         The pressing issues of health emergencies in schools are the learning gap for the educational leader to strategically plan the effective delivery of health services, resources, and personnel and provide relevant health training to teachers to provide a safe and healthy learning community to all stakeholders. 

COVID-19 Pandemic has shifted the learning delivery systems into online and offline learning to prevent the spread of infection. In the new normal, classes were placed into flexible learning; however, the preferred mode of delivery will still depend on the institution considering the available resources that will fit the applicability of such a method in the educational practice. Most elementary, secondary, and tertiary schools are now implementing full face-to-face classes to provide quality education to learners.

         Many studies in the literature show that students and teachers preferred face-to-face classes compared to online and offline modes. There are still classes in the Philippines in April and May, with an extreme heat index due to the dry season. This particular issue poses health risks among students and personnel. Based on my observation as a health educator, students have difficulty learning because of too much heat in the classroom, and they sometimes feel thirsty. Many students were absent because of not feeling well, as the extreme heat index affected their health.

         Based on the Medical Health Unit of Campus's data, some students and personnel experience fever, flu, headache, nose bleed, and hypertension. The Health Unit manages the health conditions; their safety is paramount. The interventions were given immediately by Clinic Staff, Nurses, and Medical Doctors to provide adequate health services to the clientele.

         Hence, the schools should also look into the referral system in times of emergency and the availability of trained health personnel. In reality, many schools in the Philippines need nurses; this may also pose a significant challenge for educational institutions. The availability of potable water supplies and first aid equipment shall be in place. Regular monitoring of students and personnel with health needs shall also be considered, especially those with special health needs such as those with hypertension. In addition, there must be an available health teaching activity on the importance of hydration, staying away from the sun's direct heat, providing a healthy lifestyle, and proper health management in times of emergency. The schools should strengthen their collaboration with health institutions to improve the health services of their schools.

         The administrators and other personnel shall also consider the possible shift of classes, such as shortening the number of hours spent in school, modular courses, and even online classes because the extreme heat condition is an alarming situation in the educational sector that needs to be managed effectively. Lastly, the educational sector shall consider the recommendations of policymakers to adjust the school calendar as the heat poses a significant health risk for everyone. Thus, health and education are interrelated because health dynamic, an individual learns better when health is holistically attained.

The COVID-19 pandemic disrupted the lives of many people. It made us realize the importance of a healthcare facility responsive to the needs of all age groups. The University is not just an educational institution but a venue that will hone every student to become holistically relevant and responsive to the community's needs. Hence, screening students based on their health status and guiding them in their future directive efforts is just proper. The University should shape students based on their capacity and potential.

         One of the best practices of the University is to screen students based on their present health condition before they can be admitted to the specific curricular program they are best suited to. The student's health examination also promotes health and prevents illness because some of them has not seen a doctor for a health appointment.

         The University has its academic freedom, but it should also consider the health of all students regardless of their status in life. Based on experience, the pre-enrolment health examination is one of the best strategies to examine the students' health to provide baseline data on their health condition. Every program offers its own set of laboratory examinations to determine the students' health. All students must undergo a complete blood count, urinalysis, Chest X-ray, and Drug Test. To be more specific, Criminology and Hospitality Management (HM) students should undergo Hepatitis B screening. In addition, the HM students are food handlers. Hence there is a need for a negative fecalysis result. The Campus Nurse and the Doctor also scheduled students for a health examination.

         At the onset of the health screening, most students do not know about their health conditions as some of them are experiencing diseases already not been diagnosed the previous time. It is one of the institution's best healthcare practices to maximize the delivery of health services responsive to their health needs. The pre-enrolment health examination provides them with health education based on their history of illness, laboratory examination, and chief complaints. Health screening allows them to be aware of their health conditions, interventions given, medicines prescribed, and their capacities as individuals in choosing the right course for them. The referral system was also given to a healthcare facility for further testing. It improves the collaboration of healthcare facilities in attaining better health outcomes for all.

         The health unit is vital to attaining a healthy university through equitable access to all. Students are empowered through a healthy lifestyle as they are the pillars of society's future. The end goal of health services is not just to diagnose but to see to it that students are healthy and eager learners.

The COVID-19 pandemic has drastically changed the educational environment by presenting teachers with challenges and opportunities that have never before existed. It became a time to set aside the conventions of being a traditional school and forcibly embrace the era of transformation into a digital classroom. The need to reach students across numerous platforms significantly led to the emergence of online classes, virtual research paper presentations, webinars and development of YouTube vlogs, Facebook pages, live feeds, and TikTok classes. Thus, it was evident that being proficient in an oral language or showcasing good oral communication skills are increasingly important for educators, educational administrators, leaders,  and professional organizations in this era of digital learning and remote or hybrid instruction. Because of these, I have observed that speaking is the most practical skill for educators, which leads in shaping better the following competencies:

1. Adaptability and Flexibility:

With the pandemic, educators were compelled to swiftly adapt to new teaching modalities and technology-driven platforms. Strong oral language proficiency played a crucial role in facilitating effective communication and instruction in virtual classrooms. Educators who can articulate ideas clearly, engage students, and foster meaningful interactions truly thrived in this new educational landscape. We were able to convert the whiteboards into interactive boards, the markers into cursors and keyboards, and the classroom into a screen and a management system. Our verbal instructions need to be very clear so that our students will be guided, thus, transmitting the same competence of adaptability and flexibility to our students.

2. Technological Literacy:

As schools and universities shifted to online platforms, we admit that we were also required to become proficient in various digital tools and technologies. Effective utilization of these tools often relied on clear and concise verbal communication. Different mobile applications, interactive websites, artificial intelligence software, and gadgets such as microphones, headsets, cameras became essential for an effective classroom engagement. We even developed common dialogues in our classroom such as “Can you hear me?”, “Am I audible?”, “Can you see my presentation?”, “Is it sharing?”, “Can you see me?”. Educators who possessed strong oral language skills were able to easily navigate virtual environments, deliver engaging presentations, and facilitate interactive discussions seamlessly. Even though it was really challenging to be technologically equipped, as long as we have the means to be communicative,  clear, and audible to our students, we can still cross our lessons effectively.

3. Collaboration and Teamwork:

Collaboration among educators set off improvement. Though it was difficult at first. But then, educators from various schools were able to work together virtually to develop innovative solutions for distance learning. Strong oral communication skills further allowed us to effectively communicate our ideas, exchange knowledge, share best practices, and collaborate on various instructional strategies. Through virtual meetings, discussions, and presentations, teachers fostered a sense of camaraderie to facilitate productive teamwork. You can also recognize this teamwork efforts in interdisciplinary research forums, collaborative webinars, cross- disciplinary workshops, and other academic activities.

4. Resilience and Empathy:

But of course, we cannot forego that the pandemic was indeed detrimental. Numerous challenges and emotional burdens for students became rampant. Absenteeism of students who do not have access to the internet arose. A high incidence of suicide was recorded in our country during the peak of COVID- 19. More than half a million also sought guidance and counselling. Where does this put us when we are also having our own challenges and turmoil in life? Do not forget that words with encouragement are highly influential. Educators were trained to convey empathy and support through their words, offering reassurance and guidance to students facing difficult circumstances. And it is the same not just for our students but also to our peers and colleagues, subordinates, and leaders. Oral language matters. Word choice is also powerful. By demonstrating compassionate verbal communication, educators subconsciously promote resilience, build trust, and create a supportive learning environment.  

5. Critical Thinking and Problem-Solving:

Lastly, the pandemic necessitated innovative approaches to instruction and problem-solving. Being orally proficient, educators foster critical thinking by guiding students through thought-provoking discussions, asking probing questions, and encouraging analysis of complex issues. Verbal communication played a crucial role in facilitating meaningful discourse and guiding students towards independent problem-solving. Use of authentic examples in the classroom can bring a meaningful engagement with the students. However, it is also important to note that it is not only knowledge and skills which are important to hone among our students but also the attitudes and values. Similar to the philosophy of my alma mater: “Teaching Minds, Touching Hearts, and Transforming Lives”,

Indeed, the pandemic has reshaped the competencies required by educators in a post-pandemic educational landscape. Strong oral language proficiency has emerged as a crucial communication skillset in facilitating adaptability and flexibility, technological literacy, collaboration and teamwork, resilience and empathy, critical thinking and problem-solving skills. As you reflect on your experiences as an educator during the pandemic and post pandemic, consider how your oral language skills have influenced your development of these competencies. By continuously honing your oral language proficiency, you position yourself to thrive as an educator in the evolving landscape of “Education and Classrooms of the Future”.

Introduction

Reading is vital in mastering competencies in every learning area. It is the backbone of learning process. Children, whatever the locale is, should read with comprehension. Ideally, pupils should be able to answer the questions on the text.

Likewise, the need to be proficient in the use of English has become a global phenomenon. Today, educators are challenged in addressing the needs of the growing number of pupils whose primary problem is reading in English.

Thus, Article XIV on Education, Section 7 of the 1987 Constitution of the Republic of the Philippines provides, to wit:

   “For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided by law, English.”

         Clearly stated, these two important languages- English and Filipino shall be used in classroom instructions.  On the other hand, as the situation demands, English being the international tool for communication, the school provides programs for reading interventions in English.

         However, as revealed in the recently administered Phil- IRI for English almost 45.11 % of the pupils fall under Frustration category. They were the 83 pupils out 184 who took the oral reading test which is the highest number among the rest who took the test. Added to this, based on the different reading test conducted among pupils, it has found out that 30.12 % or 25 out of 83 of the grade 4 pupils have difficulty in word recognition. They are considered as learners at risk. These pupils mostly belong to the marginalized families. Often times, both parents work and have little time to assist their children in the learning process. As a result, some of the pupils are poor readers.

         In line with the DepEd Order no. 83 s. 2012 entitled Implementing Guidelines on the revised School-Based Management (SBM), the DepEd continues to build networks of educational leaders in schools and communities that will guide the educational system achieve its shared mission, vision and goals. Likewise, the order encourages all the educators to reach out to the community for the betterment of all learners.

         As Tekin (2014) mentioned, parental involvement in young children’s education has many aspects. Parents are considered to be the most important primary role models in their young children’s immediate surroundings. Assuring their children’s academic achievement and success in school is one of the most important aspirations of every parent in many cultures. This understanding requires analysis of the full process of parent involvement in order to obtain a better picture of it and provide a solid basis for academic discussion in this regard. Therefore, the purpose of this study was to provide parent involvement in young children’s education.

 Rasinski, Padak, and Fawcett (2009), identified several principles of successful parent involvement initiatives in reading (as cited by Crosby et al.,2015).  They advise that parents should be instructed to use methods that are based on proven and effective practices. Positive connections between home and school can help increase children’s academic ability. For instance, parents who read with their kids have children who do better academically.

 In this light, the proponents of this reading intervention program strongly believe that Macamot Elementary School needs Parental Involvement in Reading Intervention.

         The qualified parents became the reading teacher for two months during the reading intervention at school. The objectives of this Reading Intervention program are: 1.) Capacitate the parents towards shared responsibility. 2.) Strengthen the linkages between school and community. 3.) Involve the stakeholders toward the realization of DepEd’s Vision, Mission and Goal of creating 21st Century Learners.

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Introduction

Reading is a means of  language acquisition, communication, and of sharing information and ideas. Like all languages, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. Since, reading is a continuous practice and development we will be needing the help of the parents at home to monitor their reading performance. Still parents served as the first and continuing educators of their children.

Section 14 (1) of Batas Pambansa 232 “An Act Providing for the Establishment and Maintenance of an Integrated System of Education” states that “parents, individually or collectively, through the school systems, shall help carry out educational objectives in accordance with national goals”

As we all know, we are experiencing many changes and transformations most especially on the ways, strategies and techniques on teaching our students. Teachers with the help and guidance of their parents at home play a vital role on this transformation. Their effectiveness of transmitting the knowledge and acquired skills to every student is the primary objective to cater the changing global needs.

Since we are in the digital age different digital technologies create an impact upon what, why, where and how the individuals learn and who they learn from. The widespread use of digital technologies is in the form of computers, laptops, tablets, smartphones, mobile phones and so forth. The main purpose of digital technologies is to form a connection between individuals rapidly, effortlessly and cost-effectively. The individuals get connected to each other with a huge range of digital services and resources (Significance of Digital Technology,2018). Since we are in the digital age why don’t we use the different digital technologies in monitoring the performance of our learners most specially in reading.

Digital technology has transformed nearly every aspect of modern life. Education and communications have been revolutionized. It makes it easy to stay in touch with friends, family and work remotely. You can communicate by words, video, audio and exchange other media. It really affects the learners when it comes to their education. Some of them say that it has been a hindrance on their study.

Parents and teachers should work concurrently to develop the reading performance of the learners. But, there are many hurdles they are encountering. These days digital technology, it has changed drastically. It has become an increasingly advanced as well as an important aspect in the modern society. It motivated the researchers to write a research to raise the awareness of parents on how to develop the learners at school and even at home through the help of the parents by monitoring their reading activities with the use of digital technology.

The proponent’s goal is to help the parents to be aware and to understand their roles in the development of learners not just in reading but to develop them holistically. They also want to build a strong community partnership and develop a better parent-teacher rapport.

Result of the action research shall be used for school improvement purposes and for academic advancement of the school. It could also be used in the development of different activities for the teachers to monitor their learners even at home and be used as guide of other action plans for researchers.

According to Darling, S. (2015) Children benefit when teachers and parents reinforce the same concepts and ideas. For this to happen, teachers and parents must have same knowledge of what happens in the classroom and what happens at home that support reading acquisition.

Research such as that reported by Crosby, Rasinski, Padak and Yildirim (2015) indicates that parent involvement and the amount of time spent reading at home are major predictors of student success in reading, literacy development, and overall learning. Given the importance of support from home in helping children develop essential language and early literacy experiences, this study was designed to examine the effect of encouraging effective parent involvement and reading at home on children’s early literacy development.

Home-based involvement includes monitoring schoolwork and providing time for homework and other enriching activities. School-based involvement includes parent-teacher communication, attending and/or volunteering at school events. Academic socialization refers to parenting strategies which communicate importance of education, expectations, and encouragement to the child (Wang & Sheikh-Khalil, 2014).

Parental involvement has been defined as "any interaction between a parent and child that may contribute to the child's development or direct parent participation with a child's school in the interest of the child" (Reynolds, 1992). The most basic reason to involve parents in education is student success. We need to have the best schools and the best parental involvement so we can help all children. Parental involvement has been shown to play a part in fostering children's cognitive growth and academic success. Direct involvement in children's learning and availability of learning resources at home all appear to influence academic success and cognitive growth. Research says that when parents are a part of their child's education, the student is more likely to stay in school and is likely to achieve. Anderson, S. A. (2000)

Lack of communication hinders parent participation in the schools. Factors that contribute to this lack of communication include the inability to speak, read, and understand English in an academic or personal school setting and the belief of parents that they are overstepping their boundaries by questioning authorities or upholding the rights of their children in schools (Smith, Stern, & Shatrova, 2008).

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A revolution is currently taking place in the sun-kissed archipelago of the Philippines, revolutionizing the hotel industry like never before. Automation and artificial intelligence (AI) have become the orchestrators of a symphony of flawless visitor experiences. Hotels and resorts have embraced this technology trend, upgrading their services to new heights, from the busy streets of Manila to the immaculate beaches of Boracay. A wave of efficiency and convenience is sweeping the sector, with AI-powered chatbots offering immediate assistance, personalized recommendations catered to each visitor's interests, and automated check-in procedures hastening arrivals. The Philippines embraces the harmonious dance of AI and automation, rewriting the history of hospitality as the sun sets on tradition and rises on innovation.

With the rise of automation and artificial intelligence (AI), the hospitality sector has undergone substantial changes. The way hotels, resorts, and other hospitality organizations interact with their visitors has been altered by these technological innovations, leading to increased effectiveness, tailored experiences, and higher levels of general happiness. With a focus on concrete examples from the Philippines, this essay investigates the dramatic effects of AI and automation on customer experiences in the hotel business.

The hospitality industry's numerous operational components have been streamlined and improved through AI and automation. Hotels in the Philippines are using chatbots and virtual assistants to manage routine reservations and respond to client enquiries effectively. For instance, lodging establishments like the Hotel in Manila have integrated chatbot systems on their websites and social media pages, making it simple for visitors to make reservations and get prompt answers to their questions. In addition to relieving burden on human staff, automation makes guarantee that visitors receive timely and correct information, improving customer service.

Additionally, automated technology have changed the check-in and check-out procedures, increasing client convenience and decreasing wait times. Self-service kiosks using facial recognition technology have been installed at The Resort in Cebu, enabling guests to check in quickly and without making physical contact. Hotels in the Philippines have greatly increased their operational efficiency and client happiness by integrating AI and automation.

The way hotels in the Philippines give their visitors individualized experiences has been completely transformed by AI. Hotels can comprehend unique preferences, behaviors, and stay patterns by utilizing AI algorithms and studying enormous amounts of guest data. This level of customization goes beyond choosing the kind of hotel and includes creating custom dining, sightseeing, and amenity recommendations.

For instance, the resorts in Boracay have put in place recommendation systems powered by AI that make use of customer data to provide customised experiences based on their prior visits and interests. These suggestions may include particular things to do, including spa services or water sports, as well as close-by eateries that suit the visitor's gastronomic preferences. By providing such individualized experiences, hotels foster a feeling of gratitude and connection with their visitors, fostering loyalty and satisfaction.

Following the COVID-19 outbreak, securing the health and safety of visitors has taken center stage for hotels in the Philippines. Robust safety precautions have been put in place in large part because to automation and AI. For instance, to enable contactless check-ins and access to bedrooms, hotels have implemented AI-driven facial recognition technology, limiting physical contact and lowering the danger of transmission.

AI systems can also keep an eye on data in real-time to spot any potential threats or departures from safety requirements. For instance, hotels in Metro Manila use AI-powered sensors to track the quality of the air and spot any irregularities that could endanger visitors' health.Hotels in the Philippines may proactively address safety problems, create a secure atmosphere, and offer visitors peace of mind during their stay by utilizing AI and automation.

Automation has greatly increased productivity and efficiency across a range of hospitality tasks, resulting in cost savings and better visitor experiences. Hotels in the Philippines use automation to streamline processes including room service, housekeeping, and concierge services. In-house robots that can effectively deliver room service orders have been deployed by some hotels in Makati City, assuring quicker response times and reducing errors.

AI-driven solutions can also simplify inventory management by ensuring that amenities, toiletries, and other supplies are properly stocked. This reduces the possibility of shortages and avoids angry customers. Hotels may better organize their people and resources, resulting in a seamless and effective guest experience, by optimizing resource allocation and enhancing efficiency through automation. For instance, one resort in Palawan has put in place an automated housekeeping system that makes use of AI to optimize the cleaning schedule based on visitor check-ins and check-outs, guaranteeing that rooms are cleaned and ready for incoming arrivals on time.

AI-enabled predictive analytics has developed into a useful tool for the Philippine hotel sector. AI systems can forecast client preferences, booking habits, and even prospective problems or complaints by looking at historical data and patterns. As a result, hotels are better able to anticipate their needs, make individualized advice, and handle any issues before they get out of hand.

If a Hotel Group, which has numerous properties across the nation, uses AI-powered analytics to learn more about the tastes and habits of its guests. This enables them to proactively provide customised facilities based on unique guest profiles, such as hotel upgrades or exclusive services. Hotels in the Philippines can improve general customer satisfaction and establish a solid reputation by going above and beyond their guests' expectations and providing individualized experiences.

In conclusion, automation and artificial intelligence have transformed the guest experience in the Philippine hotel industry. These technologies have completely changed the sector, from streamlining operations and improving personalization to ensuring guest safety and boosting efficiency. Hotels in the Philippines can offer outstanding and customized experiences that satisfy their customers' changing requirements and expectations by utilizing AI and automation.

One thing becomes clearly evident as the curtain closes on this technological revolution in the Philippines' hotel industry: AI and automation have changed the face of customer encounters. Hotels and resorts have embraced the power of innovation, making a lasting impression on the memories of their visitors with every interaction, every advice, and every streamlined process. AI's symphony of efficiency, personalization, and ease has not only improved the sector but also unlocked new avenues to opportunity. The obvious conclusion is that AI and automation have become the virtuosos, generating a harmonious and unforgettable crescendo in the hotel industry while the country basks in the sunshine of this momentous period.

Social media has revolutionized the way we connect, communicate, and consume information. Platforms like Facebook, Instagram, Twitter, and TikTok have become an integral part of our daily lives, impacting various aspects of our existence. While social media offers numerous benefits, it also brings forth a range of effects that influence our mental health, relationships, productivity, and overall well-being. This essay will explore the effects of social media on our daily lives, shedding light on both the positive and negative aspects of this digital phenomenon.

Social media has significantly influenced our mental health, both positively and negatively. On one hand, it provides a platform for self-expression, community building, and access to support networks. It allows individuals to share their experiences, seek advice, and find solace in like-minded communities. However, the constant exposure to carefully curated lives and unrealistic standards presented on social media platforms can lead to negative mental health effects. The pressure to conform, fear of missing out (FOMO), cyberbullying, and online harassment can all contribute to increased levels of stress, anxiety, and depression. It is crucial to find a balance between using social media as a positive tool for self-expression and self-care while being mindful of its potential impact on mental well-being.

Social media has transformed the way we build and maintain relationships. It has allowed us to stay connected with friends and family, regardless of distance, and has facilitated the formation of new connections based on shared interests and values. However, it has also altered the dynamics of personal relationships. The constant presence of social media can lead to decreased face-to-face interactions, reduced intimacy, and a reliance on virtual connections. Furthermore, the comparison culture fostered by social media can breed feelings of jealousy, resentment, and insecurity, which can strain relationships. It is important to use social media consciously, maintaining healthy boundaries and nurturing offline relationships to mitigate any negative effects on our personal connections.

While social media can be a source of entertainment and information, it often becomes a major distraction that affects productivity. The addictive nature of scrolling feeds, watching videos, and engaging in endless online conversations can lead to procrastination and diminished focus. Moreover, the constant stream of notifications and the fear of missing out on the latest updates can disrupt workflow and decrease efficiency. It is crucial to develop self-discipline and implement strategies such as setting specific time limits for social media use to maintain productivity and achieve a healthy work-life balance.

Social media has undeniably impacted our daily lives, influencing our mental health, relationships, and productivity. It offers a platform for self-expression, connectivity, and information sharing, but it also poses challenges related to mental well-being, personal connections, and time management. To harness the positive effects of social media while mitigating the negative ones, it is important to be mindful of our usage, establish healthy boundaries, and prioritize real-life interactions. By maintaining a balanced approach to social media, we can leverage its benefits while safeguarding our overall well-being in the digital age.

Education plays a vital role in shaping individuals and societies. It serves as a fundamental pillar of progress, imparting knowledge, skills, and values necessary for personal growth and societal development. In this essay, we will explore the multifaceted role of education in society, highlighting its contributions to individual empowerment, social cohesion, economic prosperity, and the advancement of knowledge.

Education is a powerful tool for individual empowerment, enabling individuals to reach their full potential. Through education, individuals acquire essential knowledge and skills that are crucial for personal and professional success. It equips them with critical thinking abilities, problem-solving skills, and a broader understanding of the world. Education also nurtures creativity, self-expression, and fosters personal growth. Moreover, education empowers individuals to make informed decisions, become active participants in democratic processes, and advocate for their rights. By equipping individuals with knowledge and skills, education serves as a catalyst for personal empowerment and social mobility.

Education plays a significant role in fostering social cohesion and building inclusive societies. It acts as a vehicle for promoting tolerance, understanding, and respect for diversity. By providing individuals with opportunities to interact with peers from different backgrounds, education promotes empathy and breaks down barriers of prejudice and discrimination. Moreover, education instills values such as fairness, justice, and equality, promoting a sense of social responsibility and active citizenship. It acts as a unifying force, bringing people together and facilitating social integration, leading to more harmonious and cohesive societies.

Education is intricately linked to economic prosperity and sustainable development. It equips individuals with the knowledge and skills needed to participate in the workforce and contribute to the economy. Education enhances employability, enabling individuals to secure better job opportunities and higher incomes. Furthermore, education fosters innovation, entrepreneurship, and critical thinking, driving economic growth and competitiveness. It equips individuals with the necessary skills for adapting to technological advancements and evolving job market demands. A well-educated population is a valuable asset for any society, as it fuels economic progress and lays the foundation for long-term prosperity.

Education plays a crucial role in society, encompassing individual empowerment, social cohesion, and economic prosperity. It empowers individuals by providing them with knowledge, skills, and the ability to make informed choices. Education also promotes social cohesion by fostering inclusivity, understanding, and respect. Furthermore, it contributes to economic prosperity by enhancing employability, driving innovation, and enabling sustainable development. As we recognize the pivotal role of education, it is essential to ensure equitable access to quality education for all individuals, as it is the key to shaping a brighter future for individuals and society as a whole.

Play is an innate behavior found in humans across cultures and age groups. While often associated with leisure and recreation, play serves a crucial role in the development of cognitive qualities in individuals. This essay explores the ways in which play contributes to the improvement of cognitive abilities, such as problem-solving, creativity, critical thinking, and social skills. By engaging in playful activities, individuals can enhance their cognitive abilities and acquire valuable skills that have a lasting impact on their personal growth and development.

Play provides individuals with opportunities to engage in problem-solving activities, fostering the development of cognitive skills necessary for tackling challenges. Whether through puzzles, building blocks, or strategy games, play encourages individuals to think critically, analyze situations, and devise solutions. Playful problem-solving activities stimulate the brain, promoting cognitive flexibility and enhancing individuals' ability to approach complex problems from different angles. By engaging in play, individuals develop a sense of curiosity, experimentation, and resilience, essential qualities for overcoming obstacles and finding innovative solutions throughout their lives.

Play fuels creativity and nurtures the imagination, allowing individuals to explore new ideas, perspectives, and possibilities. Playful activities, such as pretend play or artistic expression, enable individuals to break free from conventional thinking and embrace their imaginative potential. Through play, individuals can engage in role-playing, storytelling, or creative problem-solving, stimulating their creativity and expanding their capacity for innovative thinking. By encouraging imagination and divergent thinking, play contributes to the development of cognitive qualities that are vital for personal and professional success in an ever-evolving world.

Engaging in play promotes the development of critical thinking skills, as individuals learn to evaluate information, make decisions, and analyze various aspects of their play experiences. Play provides a safe environment for individuals to test hypotheses, assess cause-and-effect relationships, and engage in logical reasoning. Whether it involves constructing a structure, participating in a board game, or solving puzzles, play stimulates cognitive processes that enhance individuals' ability to think critically, assess situations, and make informed judgments. These skills are essential for navigating complex challenges and making sound decisions in academic, professional, and personal contexts.

Play also plays a significant role in the development of social skills and emotional intelligence. Collaborative play activities, such as team sports or group games, foster communication, cooperation, and empathy. Through play, individuals learn to navigate social interactions, negotiate, and resolve conflicts. Playful experiences provide opportunities to understand and manage emotions, enhancing individuals' emotional intelligence and their ability to empathize with others. By engaging in play, individuals develop interpersonal skills, such as active listening, perspective-taking, and cooperation, which are vital for building meaningful relationships and thriving in social environments.

Play is a powerful catalyst for the improvement of cognitive qualities in individuals. Through play, individuals enhance their problem-solving skills, nurture creativity and imagination, develop critical thinking abilities, and acquire social and emotional skills. Encouraging play in various forms, such as games, pretend play, or artistic expression, is essential for fostering cognitive growth and overall development. As we recognize the immense benefits of play, it is important to create environments that prioritize and support playful experiences, enabling individuals of all ages to unlock their cognitive potential and thrive in various aspects of their lives.

Politics in the Philippines has long been a dynamic and complex landscape, characterized by a history of social, economic, and cultural factors. The country's political system is a democratic republic, with an elected president as the head of state and government. However, the Philippines faces numerous challenges in its political arena, including corruption, political dynasties, and governance issues. Nonetheless, there are also promising prospects for positive change and reform, with an engaged citizenry and ongoing efforts to strengthen democratic institutions.

One of the key challenges in Philippine politics is the issue of corruption. Corruption has plagued the country for decades, undermining public trust, hindering development, and perpetuating inequality. Instances of graft and bribery within government institutions, combined with a lack of effective mechanisms for accountability and transparency, have hindered progress and contributed to a sense of disillusionment among the populace. Another challenge is the prevalence of political dynasties, where families maintain a stranglehold on political power for generations. This concentration of power often leads to limited representation, reduced political competition, and a lack of fresh ideas and perspectives in decision-making processes.

Governance issues also pose significant challenges to politics in the Philippines. Weak institutional capacity, bureaucratic inefficiencies, and inadequate service delivery have hindered the effective implementation of policies and programs. Moreover, there is a need for decentralization and devolution of power to local governments to address the persistent regional disparities in development. Additionally, while the Philippines boasts a vibrant civil society and active citizenry, there remains a gap between the people and their elected representatives. Ensuring meaningful public participation in decision-making processes and fostering a culture of transparency and accountability are crucial steps towards addressing these governance challenges.

Despite the challenges, there are promising prospects for change in Philippine politics. The rise of social media and digital platforms has provided avenues for greater citizen engagement, enabling individuals to voice their opinions, mobilize support, and hold politicians accountable. Civil society organizations and advocacy groups have also played a significant role in driving political reform and raising awareness about key issues. Furthermore, ongoing efforts to strengthen democratic institutions, such as the establishment of anti-corruption bodies and electoral reforms, offer hope for a more transparent and accountable political system.

The politics of the Philippines is characterized by a complex interplay of challenges and prospects. Addressing corruption, reducing the influence of political dynasties, and improving governance will require concerted efforts from all stakeholders. However, with an engaged citizenry, vibrant civil society, and ongoing reforms, the Philippines has the potential to create a more inclusive and accountable political system that serves the needs and aspirations of its people. It is crucial for the government and society as a whole to work together to overcome these challenges and embrace the opportunities for positive change in the realm of Philippine politics.

The debate surrounding the legalization of marijuana has gained significant attention in recent years. While some argue that its legalization would bring numerous benefits, others express concerns about potential drawbacks. This essay will explore both the advantages and disadvantages of legalizing marijuana, taking into account its potential impact on public health, the economy, and social dynamics.

One of the main advantages of legalizing marijuana is the potential economic benefits. The regulated production and sale of marijuana can generate tax revenue and create job opportunities in the legal cannabis industry. This revenue can be allocated towards public services, infrastructure development, or healthcare programs. Additionally, legalization can lead to cost savings in law enforcement and criminal justice, as resources are redirected towards more pressing matters. Moreover, legalization can enable better regulation and quality control of marijuana products, ensuring consumer safety and reducing the risks associated with the illicit market.

One of the primary concerns associated with the legalization of marijuana is its potential impact on public health. Critics argue that increased availability and social acceptance of marijuana may lead to higher rates of usage, particularly among vulnerable populations such as adolescents. The long-term effects of marijuana use, especially in heavy users, are still not fully understood, and there are concerns about potential mental health risks. Additionally, there is a risk of marijuana being a gateway drug, potentially leading to the use of more dangerous substances.

Legalizing marijuana also raises important social and criminal justice considerations. Critics argue that legalization may disproportionately benefit large corporations and wealthy individuals, sidelining small-scale growers and minority entrepreneurs. There are concerns about the potential for the commercialization of marijuana, similar to the tobacco and alcohol industries, leading to increased marketing and normalization of use. Moreover, the issue of past criminal convictions related to marijuana offenses needs to be addressed, ensuring justice and fairness for those who have been disproportionately affected by previous drug policies.

To reap the potential benefits of marijuana legalization while mitigating the associated risks, a balanced approach is necessary. Implementing strict regulations on marketing, age restrictions, and potency limits can help protect public health and minimize unintended consequences. Education campaigns can be developed to promote responsible use and inform the public about potential health risks. Additionally, resources should be allocated towards research to enhance our understanding of marijuana's long-term effects and its medicinal applications.

The debate over legalizing marijuana involves weighing the advantages and disadvantages associated with such a decision. Economic benefits, including tax revenue generation and job creation, are important factors supporting legalization. However, concerns about public health, particularly the potential for increased usage and associated risks, should not be overlooked. Moreover, social and criminal justice implications should be considered to ensure fairness and equity. Striking a balance between regulation and public health is essential for maximizing the advantages while minimizing the disadvantages of legalizing marijuana. Ultimately, any decision regarding legalization should be based on careful analysis, informed discussions, and an ongoing commitment to addressing the potential challenges that may arise.

Politics in the Philippines is a vibrant and dynamic arena that encompasses a wide range of individuals and groups. The multifaceted nature of politics in the country is shaped by historical, cultural, and socioeconomic factors. This essay explores the diverse faces of politics in the Philippine context, highlighting the role of political leaders, grassroots activists, political dynasties, and marginalized sectors in shaping the political landscape.

Political leaders play a crucial role in the Philippine political landscape. They are responsible for formulating policies, making decisions, and leading the country towards progress. Presidents, senators, and members of the House of Representatives wield significant power and influence, shaping the direction of the nation. Their leadership styles, ideologies, and ability to navigate complex political dynamics greatly impact governance and policymaking. Political leaders are often products of extensive campaigns, relying on public support and endorsements to secure their positions. The faces of politics in the Philippines are often associated with these charismatic leaders who dominate the national discourse.

The faces of politics in the Philippines also include grassroots activists and members of civil society organizations. These individuals and groups actively engage in advocacy, championing causes related to human rights, social justice, and environmental issues. They play a vital role in holding the government accountable, pushing for policy reforms, and amplifying the voices of marginalized communities. Grassroots activists often organize protests, rallies, and community initiatives to demand change and challenge the status quo. Through their collective action, they contribute to shaping the political agenda and promoting a more inclusive and participatory democracy.

A prominent face of politics in the Philippines is the prevalence of political dynasties. These dynasties, characterized by families holding political power across multiple generations, have long been a feature of the Philippine political landscape. Critics argue that political dynasties perpetuate an unequal distribution of power, hinder political competition, and limit representation. The concentration of power within a few influential families can lead to a lack of diversity in political decision-making and impede social progress. The challenge of breaking the dominance of political dynasties is an ongoing issue in Philippine politics.

Lastly, the faces of politics in the Philippines include marginalized sectors such as indigenous communities, farmers, and laborers. These sectors often face systemic inequalities and are frequently excluded from political processes and decision-making. However, there has been a growing recognition of their rights and demands, leading to increased political mobilization and representation. Marginalized sectors are becoming more vocal and organized, advocating for their rights and pressing for policies that address their specific needs. Their participation in politics adds diverse perspectives and ensures a more inclusive governance framework.

The faces of politics in the Philippines reflect the complexity and diversity of the country's political landscape. From political leaders shaping national policies to grassroots activists fighting for social justice, each face contributes to the evolving nature of Philippine politics. While political dynasties present challenges to democracy, the rise of marginalized sectors and civil society organizations offers hope for a more inclusive and participatory political system. Acknowledging and addressing these different faces is crucial in fostering a political environment that serves the needs and aspirations of all Filipinos.

Mental health is an increasingly pressing social issue in the Philippines. With a population of over 110 million people, the country is grappling with a rise in mental health challenges. Factors such as rapid urbanization, economic pressures, social stigma, and limited access to mental health services contribute to the growing burden. This essay explores the significance of mental health as a social issue in the Philippines, highlighting its impact on individuals, families, and society as a whole.

Mental health issues affect a significant portion of the Philippine population, cutting across age, gender, and socioeconomic lines. Conditions such as depression, anxiety, and substance abuse disorders are prevalent, and there is a rising concern about the high suicide rate. Mental health challenges not only impact individuals but also have far-reaching consequences for families and communities. They can lead to impaired relationships, decreased work productivity, and increased healthcare costs. The societal impact is significant, underscoring the urgent need for attention and support.

Stigma surrounding mental health is a pervasive issue in the Philippines, hindering individuals from seeking help and support. Societal attitudes, cultural beliefs, and lack of awareness contribute to the stigma, leading to discrimination and isolation for those facing mental health challenges. Many people suffer in silence, fearing judgment and misunderstanding. Additionally, there is limited public knowledge about mental health, and misconceptions prevail. This lack of awareness perpetuates the cycle of stigma and prevents individuals from accessing timely and appropriate care.

Access to mental health services in the Philippines is a significant challenge. The country faces a shortage of mental health professionals, especially in rural areas. Moreover, the availability of mental health facilities and resources is limited, leading to long waiting lists and inadequate support for those in need. Affordability is another barrier, as mental health services can be expensive, particularly for individuals with low incomes or no health insurance. The lack of integration between mental health care and general healthcare further exacerbates the problem, preventing comprehensive and holistic support for individuals.

Efforts to address the mental health crisis in the Philippines are gradually gaining momentum. The passage of the Mental Health Act in 2018 was a significant step in recognizing the importance of mental health and promoting access to care. Awareness campaigns, advocacy groups, and educational initiatives are also working to challenge stigma and increase public understanding. However, more needs to be done to improve mental health infrastructure, train professionals, and expand services, particularly in rural areas. Collaborative efforts between government, healthcare providers, and civil society organizations are essential to create a supportive environment that fosters mental well-being.

Mental health has emerged as a critical social issue in the Philippines, with far-reaching implications for individuals, families, and society. Addressing the growing burden of mental health challenges requires a multifaceted approach that includes raising awareness, combating stigma, and improving access to quality mental health services. By prioritizing mental health and investing in comprehensive support systems, the Philippines can pave the way for a society that recognizes and nurtures the mental well-being of its citizens.

Remote education has become a necessary response to the global COVID-19 pandemic, including in the Philippines. While online learning offers potential advantages, it also presents numerous challenges in a country characterized by diverse socioeconomic backgrounds, limited infrastructure, and disparities in access to technology. This essay explores the challenges of remote education in the Philippines, focusing on issues such as the digital divide, connectivity limitations, lack of resources, and the impact on students' learning outcomes.

One of the primary challenges of remote education in the Philippines is the digital divide. Not all students have equal access to technology and the internet, especially in rural areas and low-income communities. Many students lack the necessary devices, such as laptops or smartphones, to participate in online classes. Moreover, the cost of internet connectivity can be prohibitive for families with limited financial resources. This disparity in access exacerbates existing inequalities and hampers the educational opportunities of marginalized students.

Connectivity limitations pose another significant challenge to remote education. In many remote areas of the Philippines, internet access is unreliable or non-existent. Weak infrastructure, limited bandwidth, and frequent power outages hinder smooth online learning experiences. Students and teachers often struggle with interrupted connections, slow internet speeds, and difficulty accessing online resources. This connectivity gap further widens the disparities in educational opportunities, affecting students' ability to engage fully in remote learning activities.

Remote education also exposes the lack of resources and teacher support in the Philippines. Teachers require training and support to effectively adapt to online teaching methods, design engaging virtual lessons, and provide individualized attention to students. However, the sudden shift to remote learning has placed a burden on educators, many of whom were not adequately prepared for the transition. Additionally, the lack of resources, such as textbooks, learning materials, and technological support, further complicates the teaching and learning process in a remote environment.

The challenges of remote education in the Philippines have had a profound impact on students' learning outcomes and well-being. The shift to online learning has disrupted traditional classroom dynamics, reducing face-to-face interaction and socialization opportunities. The absence of direct teacher guidance and peer interaction can hinder student engagement, motivation, and academic performance. Moreover, the isolation and increased screen time associated with remote learning can have negative effects on students' mental health and overall well-being, necessitating comprehensive support systems to address these concerns.

The challenges of remote education in the Philippines highlight the urgent need for equitable access to technology, reliable connectivity, and adequate resources. Bridging the digital divide and addressing infrastructure limitations are critical steps towards ensuring inclusive and quality education for all. Moreover, providing necessary training and support to educators, along with comprehensive student support services, can mitigate the negative impact of remote learning on students' learning outcomes and well-being. By acknowledging and actively addressing these challenges, the Philippines can work towards a more resilient and equitable education system that embraces the opportunities of remote education while ensuring no student is left behind.

Mental health issues affect a significant portion of the Philippine population, cutting across age, gender, and socioeconomic lines. Conditions such as depression, anxiety, and substance abuse disorders are prevalent, and there is a rising concern about the high suicide rate. Mental health challenges not only impact individuals but also have far-reaching consequences for families and communities. They can lead to impaired relationships, decreased work productivity, and increased healthcare costs. The societal impact is significant, underscoring the urgent need for attention and support.

Stigma surrounding mental health is a pervasive issue in the Philippines, hindering individuals from seeking help and support. Societal attitudes, cultural beliefs, and lack of awareness contribute to the stigma, leading to discrimination and isolation for those facing mental health challenges. Many people suffer in silence, fearing judgment and misunderstanding. Additionally, there is limited public knowledge about mental health, and misconceptions prevail. This lack of awareness perpetuates the cycle of stigma and prevents individuals from accessing timely and appropriate care.

Access to mental health services in the Philippines is a significant challenge. The country faces a shortage of mental health professionals, especially in rural areas. Moreover, the availability of mental health facilities and resources is limited, leading to long waiting lists and inadequate support for those in need. Affordability is another barrier, as mental health services can be expensive, particularly for individuals with low incomes or no health insurance. The lack of integration between mental health care and general healthcare further exacerbates the problem, preventing comprehensive and holistic support for individuals.

Efforts to address the mental health crisis in the Philippines are gradually gaining momentum. The passage of the Mental Health Act in 2018 was a significant step in recognizing the importance of mental health and promoting access to care. Awareness campaigns, advocacy groups, and educational initiatives are also working to challenge stigma and increase public understanding. However, more needs to be done to improve mental health infrastructure, train professionals, and expand services, particularly in rural areas. Collaborative efforts between government, healthcare providers, and civil society organizations are essential to create a supportive environment that fosters mental well-being.

Mental health has emerged as a critical social issue in the Philippines, with far-reaching implications for individuals, families, and society. Addressing the growing burden of mental health challenges requires a multifaceted approach that includes raising awareness, combating stigma, and improving access to quality mental health services. By prioritizing mental health and investing in comprehensive support systems, the Philippines can pave the way for a society that recognizes and nurtures the mental well-being of its citizens.

Cultural identity holds immense significance in the Philippines, a nation known for its rich and diverse heritage. With a history shaped by indigenous cultures, colonial influences, and a vibrant mix of traditions, the Filipino cultural identity serves as a unifying force and a source of pride. This essay explores the significance of cultural identity in the Philippines, highlighting its role in shaping individual and collective identities, fostering a sense of belonging, and preserving cultural heritage.

Cultural identity plays a vital role in shaping the individual and collective identities of Filipinos. It provides a sense of belonging, rootedness, and continuity in a rapidly changing world. Filipinos often draw strength, values, and a sense of purpose from their cultural heritage. Traditional practices, beliefs, and customs contribute to shaping personal identities and provide a framework for understanding one's place in society. Cultural identity in the Philippines serves as a source of self-identification and pride, enabling individuals to celebrate their unique backgrounds and contribute to the rich tapestry of Filipino society.

Cultural identity fosters a sense of belonging and unity among Filipinos. Despite regional and linguistic diversity, there are common threads that bind the Filipino people together. Shared traditions, festivals, and historical experiences create a collective consciousness that transcends geographic boundaries. Cultural celebrations, such as the Sinulog Festival or the Panagbenga Festival, bring people from different regions together, fostering a sense of shared identity and strengthening national unity. Cultural identity serves as a unifying force that transcends differences and promotes social cohesion among diverse Filipino communities.

Cultural identity is instrumental in preserving the rich cultural heritage of the Philippines. Traditional practices, arts, and crafts, such as the intricate weaving of the T'boli tribe or the traditional music and dance forms like the Tinikling and the Kudyapi, are integral parts of Filipino cultural identity. By valuing and promoting cultural heritage, Filipinos ensure the continuity and preservation of their unique traditions for future generations. Efforts to safeguard and promote cultural heritage, including the establishment of cultural centers, museums, and educational programs, contribute to the recognition and appreciation of the diverse cultural identities within the Philippines.

Cultural identity in the Philippines enriches the nation's diversity and contributes to a strong national identity. The Philippines is known for its cultural mosaic, with over 180 distinct ethnolinguistic groups. Each group contributes its own unique traditions, languages, and customs to the broader Filipino identity. Embracing this diversity fosters a sense of pride in the nation's multicultural heritage and enhances the Filipino national identity. Recognizing and respecting cultural diversity in the Philippines strengthens the country's social fabric and promotes an inclusive and pluralistic society.

The significance of cultural identity in the Philippines cannot be overstated. It shapes individual and collective identities, fosters a sense of belonging and unity, preserves cultural heritage, and enriches the nation's diversity. Cultural identity in the Philippines serves as a unifying force that transcends differences and celebrates the unique traditions and customs of the Filipino people. By valuing and promoting cultural identity, the Philippines can continue to build a strong and inclusive society that cherishes its diverse heritage and fosters a sense of pride and belonging among its people.

Climate change poses significant challenges to the Philippines, a country highly vulnerable to its impacts. Recognizing the urgent need to address this global issue, the Philippines has taken steps to enhance its preparedness and resilience. This essay examines the Philippine government's initiatives, community-level actions, adaptation measures, and international collaborations in its efforts to mitigate and adapt to the impacts of climate change.

The Philippine government has implemented various initiatives and policies to enhance climate change preparedness. The Climate Change Act of 2009 established the framework for addressing climate change, creating the Climate Change Commission as the lead agency in coordinating climate action. The National Climate Change Action Plan and the National Disaster Risk Reduction and Management Plan outline strategies and programs to reduce vulnerability and build resilience. The integration of climate change considerations into national development plans, such as the Philippine Development Plan, demonstrates the government's commitment to mainstreaming climate action across sectors.

Recognizing the importance of community-level actions, the Philippines has encouraged local initiatives to build climate resilience. Barangay-level Climate Change Action Plans and Community-Based Disaster Risk Reduction and Management Plans enable communities to identify climate risks and implement adaptation measures. Local governments collaborate with civil society organizations, academic institutions, and community-based organizations to implement climate change adaptation and mitigation projects. These initiatives empower communities to address their specific vulnerabilities, enhance disaster preparedness, and develop sustainable livelihoods.

The Philippines has prioritized climate change adaptation measures to address the impacts of rising temperatures, extreme weather events, and sea-level rise. The implementation of climate-resilient agriculture practices, such as organic farming and agroforestry, helps farmers adapt to changing climatic conditions. Ecosystem-based approaches, such as mangrove reforestation and watershed management, are employed to protect coastal areas and enhance water resource management. The promotion of renewable energy sources, such as solar and wind power, contributes to reducing greenhouse gas emissions while enhancing energy security.

The Philippines recognizes the importance of international collaborations in tackling climate change. The country actively participates in global climate change conferences, including the United Nations Framework Convention on Climate Change (UNFCCC) negotiations. It has also engaged in partnerships with international organizations, such as the Green Climate Fund, to access financial and technical assistance for climate change projects. Collaborations with other countries, such as the Vulnerable Twenty (V20) Group, enable knowledge sharing and collective advocacy for climate justice.

The Philippines has made commendable efforts in its preparedness towards climate change. Through government initiatives, community-level actions, adaptation measures, and international collaborations, the country is working towards building resilience, reducing vulnerability, and addressing the impacts of climate change. Continued commitment to climate action, enhanced implementation of adaptation measures, and strengthened collaboration at all levels will be crucial in navigating the challenges posed by climate change and securing a sustainable and climate-resilient future for the Philippines.

Abstract

This descriptive correlational research aimed to explore the caring behavior and quality of life among nurses caring for patients with chronic obstructive pulmonary disease (COPD). This was conducted at the hospitals in Guilin with departments for Chronic Obstructive Pulmonary Disease with the participation of 310 nurses.

Based on the results, the participants have the caring behaviors to manage the need of the patients. Moreover, the participants have positive feelings, experiences for the last two weeks while caring for COPD patients and are satisfied in various things while caring for COPD patients. Lastly, according to the findings, majority of the nurses experienced stress and professional burnout affect the provision of quality nursing care. The study recommended that the program could be used to improve the nurses’ caring behaviors and their quality of life. Future researchers may undertake a comparable or related study to this one to determine whether similar or related nursing trends or conditions exist in other locales.

Introduction

Nurses have an important role in the care and management of persons with COPD, despite the disease's insurability. During these times, the declining quality of hospital care has been a significant worry for patients and healthcare professionals. Hospitals are operating with progressively inadequate resources. Growing hospitalizations, reductions in the number of hospital rooms, and a growing lack of nurses only exacerbate the problem and force much of the management's problems onto medical COPD wards where there is little room for productivity improvement. In addition, concerns of negative attitudes among healthcare employees toward patients tend to be on the rise due to the idea that healthcare professionals are progressively separating themselves from patients and providing impersonal care, particularly in high-stress hospital conditions (Vanfleteren & Fabbri, 2019).

With this, nurses should be aware of the degree and complexities of diseases and the number of difficulties and distress of patients, safeguard patients' health and help them feel sincerely supported (Vafaei, et al., 2020). In addition, they must be accountable, compassionate and treat the patient as family. Nurses shall learn to integrate human care to satisfy a patient's particular human care needs; it is essential to integrate care into the entire treatment and recovery processes. Lastly, nurses must conduct basic care protocols, practice self-protection to maintain health and wellbeing, and report any signs of adverse emotions (Zhang, 2020).

Nurses are required to demonstrate compassionate conduct. Care that focuses on the nurse's caring demeanor may facilitate the patient's healing or urge the patient's condition to improve. Every patient requires nursing care, particularly COPD patients. The failure to care for COPD victims will result in an uncomfortable or worried state on the part of the patient, which will have a bad impact on their state. Contrary to caring for the patient's recuperation, this entails providing comfort. Therefore, a nurse's sympathetic demeanor is essential for the care of patients. The loving behavior can strengthen relationships of trust, promote bodily healing, foster a sense of safety, and create a sense of comfort. The nurses should be able to view the patient's state from multiple vantage points including biological, bio-psychosocial, and spiritual to meet all patient demands (Babapour, et al., 2022). 

In Guilin where the researcher is currently working, nurses face an insurmountable amount of work, including cases that appear to be urgent as well as non-urgent patients, an unfair nurse-to-patient ratio, paperwork, conflicts with other members of the team, paperwork, demands from patients' family members, etc. This, in turn, increases the stress levels of nurses, which interferes with their nursing care practices when serving patients. Due to a large amount of incoming and outgoing patients, nurses assigned to prioritize decongestion of the space by transferring patients to wards to ensure continuity of care. Numerous incident reports on the behaviors of nurses delivering nursing care to patients, notably compassionate behaviors, have been reported. It is therefore of the utmost importance to conduct this study and learn about the caring behaviors of Nurses towards COPD patients.

Thus, this study aimed to explore the caring behavior and quality of life among nurses caring for patients with COPD.

Methods

This study utilized a descriptive correlational research design. It primarily attempted to establish cause effect relationships among the variables including caring behaviors and quality of life of nurses caring for patients with Chronic Obstructive Pulmonary Disease.

  This study was conducted at the hospitals in Guilin with departments for Chronic Obstructive Pulmonary Disease. This health facilities have shown an increased number of patients undergoing treatment for Chronic Obstructive Pulmonary Disease. The Hospitals are known to be the primary treatment facility to lung related or pulmonary diseases. Moreover, the hospital caters to underprivileged and poor patients in the province of Guilin.

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Consumer tracking is an essential part of modern marketing, and social media platforms provide a wealth of data that can help businesses gain insights into their target audience. By collecting and analyzing data on user behavior, preferences, and interests, businesses can create more personalized marketing campaigns that are tailored to the needs of their customers.

One of the most significant trends in consumer tracking on social media platforms is the use of artificial intelligence (AI) and machine learning algorithms. These technologies can help businesses process vast amounts of data quickly and accurately, identifying patterns and trends in user behavior that can be used to create more targeted marketing campaigns. For example, an e-commerce business could use AI algorithms to analyze user data and identify which products are most popular among their target audience. They could then create targeted ads promoting these products to users who are most likely to be interested in them.

Another trend in consumer tracking is the use of social listening tools. These tools allow businesses to monitor social media platforms for mentions of their brand, products, or industry-related topics. By analyzing these conversations, businesses can gain insights into the needs and preferences of their target audience and adjust their marketing strategies accordingly. For example, a food delivery company could use social listening tools to monitor conversations about food delivery services in their local area. They could then use this data to identify the most popular food types and delivery times, allowing them to adjust their marketing campaigns to better meet the needs of their customers.

Retargeting ads are also becoming increasingly popular in social media marketing. These ads are shown to users who have previously engaged with a brand or visited their website, making them more likely to convert into paying customers. By tracking user behavior on social media platforms, businesses can create personalized retargeting ads that are tailored to their interests and preferences. For example, an online retailer could use retargeting ads to promote products that a user has previously shown an interest in, such as items that were added to their shopping cart but not purchased.

In a nutshell, consumer tracking is an essential part of social media marketing, and businesses are using a range of tools and technologies to collect and analyze user data. By using AI and machine learning algorithms, social listening tools, retargeting ads, and active engagement with their audience, businesses can gain insights into their target audience and create more personalized marketing campaigns. However, it is also essential that businesses are transparent and compliant with privacy laws and regulations to ensure that user data is protected. By balancing the benefits of consumer tracking with the need to protect user privacy, businesses can create effective and ethical marketing campaigns that deliver real results.

Wine tasting is a skill that is essential for Hospitality Management (HM) students who are interested in working in the restaurant or hotel industry. Wine is often a crucial part of the dining experience, and customers expect servers to be knowledgeable about wine, provide expert recommendations, and ensure a high level of satisfaction in the wine service. Understanding the techniques of wine tasting is essential for students to develop the skills necessary to meet these expectations.

To become proficient in wine tasting, students must first develop a strong foundation in the components of wine. The four key components of wine are acidity, tannins, sweetness, and aroma. Acidity refers to the level of tartness or sourness in the wine, while tannins are the bitter compounds found in the skins, seeds, and stems of grapes. Sweetness refers to the amount of residual sugar in the wine, and aroma includes the scent of the wine, which can range from fruity to floral to earthy.

Once students have developed a basic understanding of the components of wine, they can start to learn about the different varietals and regions where they are typically grown. Some of the most popular wine varietals include Chardonnay, Sauvignon Blanc, Pinot Noir, Cabernet Sauvignon, and Merlot. Each varietal has unique characteristics in terms of flavor, aroma, and texture, and students must learn how to identify and evaluate these characteristics during sensory evaluations.

In wine tasting, there are three main components: visual, olfactory, and gustatory. The visual component includes the color and clarity of the wine, which can provide clues about the wine's age and winemaking style. The olfactory component involves evaluating the wine's aroma, which can include fruit, floral, herbal, and earthy notes. To detect these aromas, students should learn how to properly swirl and sniff the wine, and describe the aromas using wine tasting terminology. Finally, the gustatory component involves evaluating the taste of the wine on the palate, including the sweetness, acidity, tannins, and body of the wine. Students should also be able to describe the flavors they detect, such as fruit, spice, or oak, and how they evolve over time as the wine is tasted.

One important aspect of wine tasting that students must learn is how to identify wine faults. Wine faults can occur due to improper storage, winemaking flaws, or other factors, and can negatively impact the flavor and aroma of the wine. Common wine faults include cork taint, which can produce a musty or moldy odor, and oxidation, which can result in a stale or flat taste.

Using wine tasting terminology correctly is also essential for students. Terms such as balance, complexity, and finish are commonly used in the wine industry to describe a wine's characteristics. Understanding these terms and using them correctly can help students communicate their evaluation of a wine to others, such as colleagues or customers.

To develop their skills in wine tasting, students should practice regularly and taste a variety of wines from different regions and varietals. They should also learn from experienced wine professionals, attend wine tastings and events, and read up on current trends and developments in the wine industry.

Beyond simply tasting wine, students must also understand the cultural and social significance of wine in different contexts. For example, students should be familiar with the different wine-producing regions of the world, the history of wine, and the cultural practices associated with wine consumption. This knowledge can help students provide more informed recommendations to customers and create a more engaging dining experience.

In conclusion, mastering the techniques of wine tasting is an essential skill for students studying Hospitality Management. By developing their skills in wine tasting, students will be better equipped to provide expert recommendations, engage with customers, and ensure a high level of satisfaction working in the field of wine beverage.

Abstract

This study determined the Multidimensional Assessment Approach in enhancing the academic performance in Mathematics 7 in SANMANDELCAR National High School for the School Year 2022-2023. Specifically, this study sought to answer the following questions: the profile of the pretest scores in Mathematics 7 during the Third Quarter before the conduct of the experiment in terms of: Represents points, Line and plane using concrete and pictorial models, Illustrates subsets of a line,  Classifies the different kinds of angle, Derives relationships of geometric figures using measurements and by inductive reasoning; supplementary angles, complementary angles, congruent angles, vertical angles, adjacent angles, linear pairs, perpendicular lines and parallel lines, Derives relationships among angles formed by parallel lines cut by a transversal using measurement by inductive reasoning, Uses a compass and straightedge to bisect line segments and angles and construct perpendiculars and parallels, Illustrates polygons: (a) convexity; (b) angles; and (c) sides; the profile of the posttest scores in Mathematics 7 after their exposure to the experiment; the significant is difference between the posttest score who were exposed to multidimensional assessment approach and those who were not given the same opportunity; and pointers can be derived based from the findings of the study.

The researcher utilized the true experimental pre-test-post-test of the control and experimental group to determine the effect of multidimensional assessment to the Academic Performance of the Grade 7 learners in Mathematics. On the other hand, the control group design was availed in determining the comparability of the Grade 7 students’ academic performance in SANMANDELCAR National High School, Tagkawayan, Quezon. This study was composed of 60 grade 7 students with section 1 and 2 during the Third Grading Period of the School Year 2022-2023.

The two-parallel teacher-made test based from the standardized assessment tool were used in this study. Frequency count, percentage, rank, z-test for dependent and independent sample and chi-square to test the comparability, and weighted mean and standard deviation to interpret the results of the pre-test and post-test were used for statistical computations. Significant level was set at 0.5.

Findings

         Findings

The findings of this study are the following:

1.     The Profile of the Research Subjects’ Pretest to Posttest Scores per topic both Experimental and Control Group.

1.1.          Pretest. The results of experimental group under Topic 1, mean, 2.267; SD of 1.173 with PL of 25.189 (Beginning); Topic 2, mean, 3.267; SD of 1.437 with PL  of 40.838 (Beginning); Topic 3, mean, 4.233; SD of 1.357 with the PL of 52.913 (Beginning); Topic 4, mean, 2.233; SD of 1.165 with the PL of 27.913 (Beginning); Topic 5, mean, 2.033; SD of 1.159 with the PL of 29.043 (Beginning); Topic 6, mean, 2.167; SD of 1.261 with the PL of 30.957 (Beginning); Topic 7, mean, 2.933; SD of 1.311 with the PL of 41.9 (Beginning).

However, in the control group pre-test results under Topic 1, mean, 2.533; SD of 1.196 with PL of 28.144 (Beginning); Topic 2, mean, 2.133; SD of 1.074 with PL  of 26.663 (Beginning); Topic 3, mean, 3.033; SD of 1.732 with the PL of 37.913 (Beginning); Topic 4, mean, 3.067; SD of 1.112 with the PL of 38.338 (Beginning);Topic 5, mean, 2.267; SD of 1.574 with the PL of 32.386 (Beginning); Topic 6, mean, 2.233; SD of 1.135 with the PL of 31.9 (Beginning); Last Topic, mean, 2.167; SD of 1.085 with the PL of 30.957 (Beginning).

2.     Posttest. The results of experimental group under the Topic 1, mean, 5.967; SD of 1.328 with PL of 66.30 (Developing); Topic 2, mean, 6.167; SD of 0.820 with PL  of 77.088 (Approaching Proficient); Topic 3, mean, 6.933; SD of 0.814 with the PL of 86.663 (Proficient); Topic 4, mean, 5.367; SD of 1.197 with the PL of 67.088 (Developing); Topic 5, mean, 4.833; SD of 1.002 with the PL of 69.043 (Developing); Topic 6, mean, 4.567; SD of 1.359 with the PL of 65.243 (Developing); Topic 7, mean, 5.7; SD of 0.640 with the PL of 81.429 (Proficient).

On the other hand, in the control group pre-test results under Topic 1, mean, 4.400; SD of 1.61 with PL of 48.889 (Beginning); Topic 2, mean, 3.800; SD of 1.69 with PL  of 47.50 (Beginning); Topic 3, mean, 4.767; SD of 1.331 with the PL of 59.588 (Beginning); Topic 4, mean, 4.300; SD of 1.915 with the PL of 53.75 (Beginning); Topic 5, mean, 3.933; SD of 1.484 with the PL of 56.186 (Beginning); Topic 6, mean, 4.133; SD of 1.655 with the PL of 59.043 (Beginning); Topic 7, mean, 4.067; SD of 1.363 with the PL of 58.10 (Beginning).

3.     Test of Significant improvement from pretest to posttest of the Experimental Group in every Topic. The findings showed that using the 29 degree of freedom and significant improvement of 0.0005 (3.659), the null hypothesis was rejected.

4.     Test of Significant Difference between the Posttest Scores of the Experimental and Control Group. The computed z of the experimental and control group in different topics are in between 8.6552 (p<0.0005) – 10.2704 (p<0.0005). Therefore, the null hypothesis was rejected.

5.     The Pointers to Improve Learners’ Academic Performance.

The curriculum planners and strategists should extend their support to the researcher’s findings and should consider the explicit instruction in the development and enhancement of course content and strategies.

The teachers should use the multidimensional or authentic assessment in order to motivate learners and continuous to strive in their studies towards opportunity to engage in authentic tasks so as to develop, use, and extend their knowledge, higher-order thinking skills. The activity skills of the teacher should also be enhanced since the authentic assessment was focusing on the daily life experience of the learners rather than the teacher-centered type.

The activity skills of the teacher should also be enhanced since the authentic assessment was focusing on the daily life experience of the learners rather than the teacher-centered type.

The Teachers should evaluate the students’ performance and it should be done accordingly since the multidimensional assessment is always aiming to determine the effectiveness of the authentic assessment.

The teachers should prepare an authentic activity for the learners. Proper evaluation should also be formulated in order to have a good productive lesson daily.

The teachers will serve as the facilitator of activities formulated and being executed by the teacher in their daily lesson, since the multidimensional assessment is also a child-assessment approach.

The Parents should also extend extra effort to follow-up their children as well guiding them to study.

The Parents will serve as the first teachers of the learners so that they are responsible to help learners in the time of periodical examination.

The Principal and Educational Program Supervisor (EPS), must close monitoring and supervision is very essential in determining the progress of development or improvement based from the evaluation results.

The Public Schools District Supervisor must be considered researcher pointers formulated in the improving of academic performance of grade 7 learners in mathematics.

The Pointers formulated by the researcher must be considered by the grade 7 Teachers in improving the academic performance of the students.

Conclusions

Based on the results of this study, the conclusions obtained were:

1.     The profile of the learners’ pretest results of both experimental and control group was used as bases in determining the improvement of the students’ academic performance after employing the multidimensional assessment approach particularly in experimental group.

2.     The Multidimensional Assessment approach brought a highly significant improvement on the academic performance of the Grade 7 learners.

3.  The Multidimensional Assessment approach brought a highly significant improvement on the academic performance of the Grade 7 learners.

4.  The posttest scores in the different skills of the group who exposed to the multidimensional assessment significant differ from the students who were not given the same opportunity.

5.     The pointers formulated to improve the students’ academic performance using multidimensional assessment approach. 

Recommendations 

Based on the findings and conclusions made, the following recommendations are offered:

1.     The Grade 7 Teachers should use the multidimensional assessment approach because it helps to improve the students’ academic performance.

2.     The use of multidimensional assessment should be made because it also allows learners improve academic performance and apply the relevance of the lessons to real-life situation. Moreover, the use of the approach encourages students with ample opportunity to engage in authentic tasks so as to develop, use, and extend their knowledge, higher-order thinking, and other 21st-century competencies with friendly manner.

3.     Multidimensional assessment approach may also be applied in the introduction and analysis phases of the lessons. This is to allow the learners to be vital in the class.

4.     An analysis of the readiness of the Secondary Mathematics Teachers in teaching Mathematics using the Multidimensional Assessment Approach can be utilized.

5.     The pointers formulated by the researcher must be considered by the Grade 7 Teachers in improving the learners’ academic performance.

ABSTRACT

This descriptive research, utilizing a one-shot survey method using an adopted research questionnaire, aimed to assess the extent of implementation of the Learning Action Cell (LAC) in the District of Panay. Specifically, this sought to answer the following: (1) to determine the profile of the respondents in terms of sex, age, position, and years in service; (2) to determine the extent of implementation of the Learning Action Cell as a whole; and (3) to determine the extent of implementation of the Learning Action Cell in terms of the planning process, identifying teachers’ professional needs, materials and resources, time, school-based learning activities, organization of learning groups, monitoring and assessment, and documenting and reporting. It utilized 150 out of 244 teachers as respondents to the study. Weighted means, standard deviations, and ranks were used in interpreting the data. The respondents are mostly female in their middle age and hold Teacher I–III positions with more than 5 years of service. The extent of implementation of the Learning Action Cell in elementary schools is "established" as a whole and when categorized into positions in terms of the planning process, identifying teachers’ professional needs, materials and resources, time, school-based learning activities, organization of learning groups, monitoring and assessment, and documenting and reporting. The school must maintain the established Learning Action Cell for the teachers to enhance the teaching-learning process.

Keywords: Leaning Action Cell (LAC), Implementation, Elementary Schools, District of Panay, Professional Learning Community (PLC)

This article crafted by Dr. Fernando A. Dones Jr., the Education Program Supervisor of Schools Division of Siargao focused on the phenomenological approach, a qualitative research design, which aimed to articulate the lived experiences and characteristics of school principals as curriculum leaders and school managers. Dr. Dones used the following methods in this academic article namely, direct observation, interview and document analysis which utilized by triangulation. The study was guided by the three grand tour questions in which Dr. Dones identified six thematic patterns school principals focused on managing teachers and improving school’s feature, school principals created a motivating and engaging learning environment for teachers and students, school principals established sustainable linkages and partnerships with stakeholders, school principals utilized results of assessment in managing performance, school principals exhibit mutual understanding of an effective school leader and school principals expressed the need for professional development. In conclusion, based on the findings, school principals may consider the emerging themes that were drawn from this study to be applied in their respective administrations. These themes were claimed effective by the seasoned school principal participants hence they are believed to be reliable and significant.

I commend Dr. Jones’ academic article on how he articulated the five secondary school principals’ lived experiences encompassed instructional,
transformational, participative, and managerial leadership practices as far as their
duties and responsibilities are concerned. The use of phenomenological approach embedded with the utilization of triangulation method was very evident in this academic article. A triangulated approach allows for a comprehensive and in-depth description of people’s experiences with respect to a given phenomenon. Furthermore, I scholarly believe that this academic article may reflect on the following points. First is the use of sampling, second is the appropriate term used and lastly the portion of recommendation.  

Although not all these following points will affect the value of the conclusions for this specific study, they do limit the generality of the propositions.

First, the use of sampling, I may suggest that it would better to use a criteria sampling technique since the author respondents are predetermined already. According to Creswell (2009) criterion sampling is all cases that mean some criterions that would be useful for quality assurance.

Second, the appropriate term to be used in the academic article. Instead of the word mutual understanding, I scholastically suggest using the word rapport. It sounds more professional and academic in nature.  Academic writing is generally quite formal, objective, and technical, Lichtman (2012).

Lastly, is the portion of the recommendation. The author may suggest lists of recommended titles so that the future researcher may have a vivid idea regarding the author's academic paper. It would be straightforward to the future researcher if the recommended titles are presented to them.

In conclusion, the academic article crafted by Dr. Jones was well-developed study. The distinct main idea or theme content are well presented. The main point of the study manifested in each statement. Each main point described and illustrated with the help of clearly narration on the paper. Moreover, several technical points were noted in the paper, which not merely affect the ability to be generalized of the conclusions beyond how well the author apply to this specific study. This academic paper can be utilized by the future researcher as basis for qualitative research approach and educational leadership.

References

Creswell, J.W. (2009). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.

Dones Jr. F.A., (2020). Leadership Practices and Professional Needs Among Secondary School Principals: A Phenomenological Study. Instabright E-Gazette

Lichtman, M. (2012). Qualitative research in education: A user’s guide (3rd ed.). Thousand Oaks, CA: Sage Publications.

Paley, J. (2016). Phenomenology as Qualitative Research: A Critical Analysis of Meaning Attribution. Thousand Oaks, CA: Sage Publications.

Vagle, M.D (2014). Crafting Phenomenological Research (3rd ed.) Routledge Publications.

Competing Interests

The author declares that there is no conflict of interest.

Acknowledgement

The correspondence writer is grateful to the following academic people who were vital in the completion of this correspondence article:

a. Dr. Fernando A. Dones Jr., the Education Program Supervisor of Schools Division of Siargao for his approval for the writer to craft a correspondence article regarding his academic study.

b. Dr. Maria Eliza P. Cruz, graduate school professor in the School of Teacher in Education of The National Teachers College in motivating the writer to craft this scholarly paper which can contribute to the academic community.

Correspondence Writer

Francisco T. Pusa, LPT, MAED

francisco.t.pusa@gmail.com

The National Teachers College

Quiapo, Manila City 

Friendship is a bond that knows no boundaries. It transcends physical proximity and stands strong even when distance separates us. In today's interconnected world, long-distance friendships have become increasingly common as people relocate, pursue different life paths, or establish connections across borders. While maintaining a friendship across miles may present unique challenges, it also offers opportunities for growth, resilience, and a deepening of the bond between individuals.

One of the key challenges in a long-distance friendship is the physical separation. Being unable to meet in person or spend time together can be emotionally challenging, as it limits the shared experiences and spontaneous moments that often strengthen relationships. However, advancements in technology have made it easier than ever to bridge this distance. Through video calls, instant messaging, and social media platforms, friends can maintain regular contact, share updates about their lives, and engage in meaningful conversations. These virtual interactions help to compensate for the physical distance, ensuring that the friendship remains vibrant and alive.

In fact, the distance itself can foster a sense of appreciation and value for the friendship. When friends are physically apart, they often become more intentional and purposeful in their communication. They make an effort to schedule regular catch-ups and prioritize quality time together, despite the geographical barriers. This heightened awareness of the friendship's importance can strengthen the bond and create a deeper sense of connection. Distance can serve as a reminder of the value of the friendship, prompting individuals to invest time, effort, and emotional energy to maintain and nurture it.

Long-distance friendships also provide an opportunity for personal growth and independence. When friends are physically distant, individuals are encouraged to develop self-reliance and seek fulfillment in other aspects of their lives. They may pursue personal hobbies, engage in new experiences, and cultivate their own identities. This growth, in turn, enriches the friendship, as individuals bring new perspectives, stories, and insights to share with their long-distance friends. The separation can foster individuality while still allowing for a strong bond based on mutual support, trust, and understanding.

In conclusion, long-distance friendships offer a unique set of challenges and opportunities. Despite the physical separation, technology enables friends to stay connected, fostering communication and emotional support. The distance can bring about a deeper appreciation for the friendship, promoting intentional and purposeful interactions. It can also encourage personal growth and individuality, while still providing a strong foundation for a supportive and meaningful bond. Long-distance friendships may require extra effort, but the rewards of resilience, personal growth, and unwavering support make them worth nurturing. With dedication, commitment, and a shared desire to maintain the connection, long-distance friendships can thrive and continue to enrich the lives of those involved.

Pregnancy in your 40s is becoming more common as more women start or expand their families later in life. This trend is driven by advances in reproductive technology, evolving social norms, and individual circumstances. Gaining insight into what pregnancy means and experiences at age 40 provides valuable understanding of the unique considerations and challenges women face at this stage in life.

One important aspect for women conceiving in their 40s to consider is the potential impact on fertility. Declining fertility with age is a natural phenomenon, and women in their 40s may find it harder to conceive than younger women. Therefore, assisted reproductive techniques such as in vitro fertilization (IVF) are often required to achieve pregnancy. Despite the challenges, thanks to these medical advances, many women in their 40s are able to conceive and reach full term.

Getting pregnant at 40 also has certain benefits. Women in this age group typically have higher levels of maturity, life experience, and emotional stability, which positively influence their approach to pregnancy and parenting. They may have a stable career, financial security, and supportive relationships that provide a solid foundation for raising children. In addition, older mothers have a greater understanding of themselves and their priorities, and are able to make informed decisions and confidently approach their motherhood.

Despite its challenges, being pregnant at 40 can be a fulfilling and rewarding experience. It offers women of all ages the opportunity to become mothers and start a new life. Older mothers bring wisdom, life experience, and a wealth of knowledge to their parenting journey and have a positive impact on raising their children. You may also enjoy more support from your partner, relatives, and social media as they recognize the importance and joy of the late transition to motherhood.

In summary, pregnancy at age 40 is a complex experience that requires careful consideration of medical, emotional and social factors. While fertility problems and increased medical risks associated with aging are important considerations, motherhood also has unique benefits later in life. Women embarking on their fertility journey at age 40 bring a wealth of life experience, maturity and stability to the parenting role. By providing support, understanding and universal coverage, society can ensure that women in their 40s have the resources they need to meet the challenges and enjoy the joys of being a mother at this stage of life.

One of the key responsibilities of breadwinners is the financial provision for their families. They shoulder the burden of ensuring that there is enough income to cover essential expenses such as housing, food, education, healthcare, and other necessities. This often requires careful budgeting, making financial decisions, and, at times, taking on additional work to meet the family's financial obligations. The ability to manage finances effectively is vital to maintaining stability and security within the household.

Beyond financial support, breadwinners also play an essential role in setting an example for their families. Their dedication and work ethic demonstrate the value of hard work, perseverance, and responsibility. By fulfilling their obligations as breadwinners, they instill important life lessons and work values in their children, teaching them about commitment, determination, and the importance of contributing to the greater good. The influence of a strong breadwinner can have a lasting impact on the character development and future success of their family members.

However, being a breadwinner is not without its challenges. The pursuit of financial stability often comes at the cost of personal sacrifices. Long work hours, stress, and the pressure to succeed can lead to a work-life imbalance, affecting the quality of personal relationships and personal well-being. Juggling work responsibilities with family commitments can be a delicate balancing act, requiring effective time management and prioritization to maintain a harmonious family life.

Breadwinners also face the pressure of providing for the long-term future of their families. They must consider savings, investments, and retirement planning to ensure their loved ones' well-being even beyond their own active working years. The responsibility of planning for the future adds an additional layer of complexity to their role, as they must navigate financial decisions and make provisions for unforeseen circumstances.

Despite the challenges, being a breadwinner can bring a sense of fulfillment and purpose. The knowledge that their efforts directly contribute to the welfare of their families fosters a deep sense of satisfaction. The role of the breadwinner allows individuals to demonstrate their love and care for their family members through the provision of opportunities, stability, and a comfortable standard of living.

In conclusion, breadwinners serve as the backbone of their families, shouldering the financial responsibility and contributing to the overall stability and prosperity of their loved ones. They play a pivotal role in instilling values, teaching important life lessons, and setting an example for their family members. While the role of a breadwinner may present challenges, it also offers a sense of purpose and fulfillment. The contributions of breadwinners extend beyond their families, impacting the broader society through their participation in the workforce and their role in driving economic growth. It is essential to recognize and appreciate the dedication and sacrifices of breadwinners, providing support and fostering an environment that values their contributions to create a thriving and interconnected community.

One of the primary considerations for mothers undergoing a C-section is the recovery process. Since C-section involves major surgery, the recovery time is typically longer and more demanding compared to vaginal birth. Mothers may experience postoperative pain, discomfort, and limited mobility during the initial weeks after childbirth. This can impact their ability to care for themselves and their newborns, often necessitating additional support from partners, family members, or healthcare providers.

Emotionally, the experience of having a C-section can vary among mothers. Some may feel a sense of disappointment or sadness for not being able to deliver vaginally, especially if they had desired a natural birth experience. It is essential to acknowledge these emotions and provide emotional support to help mothers process and come to terms with their birth experience. Encouraging open communication and creating a safe space for mothers to share their feelings can aid in their emotional healing and adjustment to motherhood.

Mothers who undergo a C-section may also face challenges related to breastfeeding. While breastfeeding is still possible after a C-section, the recovery process and potential discomfort can affect milk supply, positioning, and latching. Mothers may require additional support, guidance, and patience in establishing successful breastfeeding routines. Lactation consultants and healthcare providers can play a crucial role in assisting mothers through this process, ensuring they receive the necessary education and support to breastfeed effectively.

Another significant consideration for mothers who have had a C-section is the potential impact on future pregnancies. C-sections may increase the risk of complications in subsequent pregnancies, such as placenta previa, placenta accreta, or uterine rupture. It is important for healthcare providers to closely monitor mothers during subsequent pregnancies, implementing appropriate measures to ensure the best possible outcomes for both the mother and the baby.

It is important to recognize the strength and resilience of mothers who have undergone a C-section. They have made difficult decisions in the best interest of their health and the health of their babies. The recovery from a C-section requires physical and emotional strength, and mothers should be supported, empowered, and provided with comprehensive postpartum care to aid in their healing and adjustment to motherhood.

In conclusion, the Caesarean section procedure is a significant aspect of modern childbirth, providing a safe alternative for mothers and babies when vaginal birth is not feasible or safe. Mothers who undergo a C-section face unique considerations and challenges, including the recovery process, emotional experiences, breastfeeding difficulties, and potential implications for future pregnancies. Recognizing and addressing the specific needs of mothers who have had a C-section is essential in providing optimal care and support during their journey into motherhood. By offering compassion, understanding, and comprehensive postpartum care, we can ensure that mothers who have had a C-section receive the support they need for a positive birthing experience and a healthy start to motherhood.

Near-death experiences (NDEs) have long fascinated humanity, providing profound glimpses into the enigmatic realms of life and death. These extraordinary encounters occur when individuals find themselves on the precipice of death, often in perilous situations, and recount deeply transformative episodes. While skeptics may question their authenticity, NDEs offer invaluable insights into the intricacies of consciousness, spirituality, and our very existence.

NDEs often engender profound psychological and philosophical transformations within those who experience them. Many describe an intensified awareness of interconnectedness and a profound understanding of the power of love, compassion, and forgiveness. These experiences can fundamentally alter one's perspective on life, prompting a shift away from materialistic pursuits and toward the pursuit of meaningful experiences and relationships. The transformative effects of NDEs can cultivate positive changes in one's worldview, spirituality, and overall well-being.

The scientific understanding of NDEs continues to evolve, with various theories proposed to elucidate these extraordinary encounters. Physiological explanations suggest that NDEs may arise from neurochemical changes in the brain during moments of crisis. Psychological theories propose that NDEs stem from altered states of consciousness, potentially triggered by the release of endorphins and other neurochemicals. Spiritual interpretations posit that NDEs grant glimpses into an afterlife or a higher plane of existence.

Research in the field of near-death experiences faces unique challenges due to their subjective nature and the difficulties in replicating such experiences under controlled conditions. Nonetheless, studies have demonstrated that individuals who have undergone NDEs often exhibit enduring positive changes in their attitudes, beliefs, and behaviors. Their experiences cannot be readily dismissed as mere hallucinations or illusions.

NDEs disrupt conventional notions of consciousness, the mind-body relationship, and the limitations of human perception. They beckon us to question our comprehension of reality and the very essence of our existence. By delving into the phenomenon of near-death experiences, we embark on a voyage that opens new avenues of inquiry into the enigmas of human consciousness, the potential existence of an afterlife, and the interconnectedness of all sentient beings.

In conclusion, near-death experiences offer profound insights into the tapestry of human existence, consciousness, and spirituality. The consistency of elements reported across diverse cultures, coupled with their transformative effects on individuals' lives, underscores the profound significance of NDEs. While our scientific understanding of these experiences continues to unfold, further research and exploration hold the potential to illuminate the intricate nature of consciousness, the interplay between mind and body, and the profound mysteries that enshroud life and death. NDEs serve as poignant reminders of the boundless possibilities inherent within the human experience, prompting us to reassess and expand our understanding of existence itself.

Abstract

         The forging of diverse ethnic groups into one solid institution requires a thorough study of the multiple factors which contribute to social cleavage. The use of regional and ethnic dialects and languages and the acceptance of cultural heritage should be given the emphasis on the educational content and educational administration. This study focuses on the ethnolinguistic stereotypes of the dominant ethnic groups in the Tarlac State University (TSU) concerns with their personal, and social traits and attributes being part of an institution.

Based on the responses of a survey sample of 300, the Kapampangans (79.42%) are perceived to be the most likable ethnic group; closely followed by the Ilokanos (75.08%) and Tagalogs (73.58%) group. Understandably, there was a tendency for each member to mention his own ethnic group as the most likable of all. Aside from reasons of affinity, liking for an ethnic group is generally linked to desirable traits such as the following which are perceived to be qualities inherent in the group: friendliness/extravagance, being industrious/hard worker, and friendliness/respectfulness. The elicited stereotype type notion, favorable and unfavorable traits of each ethnic group are significantly relative: Ilokanos for being industrious/thrifty, Kapampangans for being extravagant/boastful, and the Tagalogs for being respectful/impatient.

This paper is significant not only in knowing whether there is a difference between how the three ethnolinguistic groups construct each other’s stereotypes and their respective self-stereotypes, but more so in laying down the preliminary information that would lead to understanding the dynamics among these same ethnolinguistic groups, and towards building a more cohesive student body in TSU, or citizens of Tarlac City, or inhabitants of Tarlac Province. This paper is also important in providing a model study that can be replicated in other multicultural institutions and locations in the country.

Keywords: ethnolinguistic, stereotype, dominant ethnic group

Introduction

The Filipinos have been described by Fr. Ortiz as a culturally fragmented people, a split-level nation. And indeed, it is not far-fetched to say that the Twentieth Century Filipino is going through a crisis of identity. In the presence of a multitude of diverse ethnic groups with different cultures, values, mores, norms, and languages, he seems to have little choice but to identify with one, and, in the process reinforce those very factors that have been the stumbling block of institutional, local, regional and national unity (Tiongson, 1975).

         Traditionally, the history of Tarlac City is as vibrant and significant as its ancient roots, the Kapampangan Empire. It is historically the borderline of Pampanga and Pangasinan. Although separated from its Kapampagan motherland in 1788 as an independent town (Dizon, 1991), its people are as lively, active, bold, gallant, driven, creative, patriotic, dynamic, charismatic, and religious as other Kapampangans. Born from the womb of its “Indung Ibatan” (Motherland), the Kapampangan language of the Tarlaqueños is as sparkling as its Kapampanagan neighbors. Like other Kapampangan towns of Pampanga, Tarlac, Bulacan, Nueva Ecija, and Bataan, the Tarlaqueños exude pride, atuteness, magnanimity, and dominance.

The mother tongue (amanung sisuan) of the Tarlaquenos is Kapampangan which is predominantly and faithfully spoken by the majority of its people today. As a border Kapampangan area, the language is faithfully cherished as the people’s infinite heritage to their forefathers (Indung Ibatan) who shaped and configured the city. Based on the 1995 National Statistics Office Census within the City of Tarlac, there are three major dialects generally spoken by the people. These are Kapampangan/Pampango (75.22), Tagalog (14.58%), Ilocano (8.55)% and other dialects (1.65%) such as Pangasinense, Visayan, Bicolano, and others.

         Tarlac City is blessed with highly esteemed professionals, politicians, entrepreneurs, technicians, religious, scholars, academicians, traders, vendors, artists, artisans, farmers, and technical/skilled workers that shape and configure that vibrant progress. Its people are its greatest wealth and treasure because of their dynamic character as a melting pot. It is a tapestry of people and ethnicity that propels its economy, commerce, and trade into vibrancy and synergy. As a melting pot, it is a kettle of cultures and traditions making it a velvet of effervescence and “joie de vivre” (Sicat, 2014).

Tarlac as being known as the first melting pot in Central Luzon because of its diverse ethnic groups and individuals, the dominant groups being the Tagalogs, Kapampangans, and Ilocanos among all other ethnic groups. As it was a melting pot of people and cultures in the past, the tradition indelibly remains a melting pot today.

         Such diversity makes it difficult to establish a comprehensive and modern urbanized community and a single unit of institution. In a university that constitutes and cater to the different ethnic group of student primary vital concern is to discern how they are variously united and divided into distinct groups that create the in-group and out-group situation. Stereotyping for one is a good example of that system. It enables us to relate ourselves to different kinds of persons in terms of language, and culture and to different kinds of objects in terms of quality and make.

The idea of stereotyping was derived from the metal stereotype used in printing which cannot be readily changed once it is cast. Stereotypes are ideas that are respected and accepted by a given society. Ilocanos are said to be stingy but hardworking people, Kapampangans are generous and boastful, and the Tagalogs are the most modern of all ethnic groups. These ideas have become so popular that we ourselves learn to accept and respect them.

Lippman who happens to be the founder of stereotyping phenomenon concluded that it is the stereotypes that we react to not to and not the object itself that has been borne out. This means that for every individual, stereotypes exist. It has been evident that for over forty years, stereotypes do have a place in our world proven by hundreds of psychologists performing different methods and in different kinds of groups and objects (Silva and Camus, 1978).

Stereotypes can therefore be learned and experienced. Therefore, stereotypes will help in modifying the person’s own self percept and behavioral development since these would serve as guidelines to make people aware that this world is made up of different kinds of persons with varied goals due to their innate characteristics adjusting to their environment.

         The procedure consisted of conducting a survey from the College of Education students at Tarlac State University using a personal interview method of data collection. The respondents totaling 300, are made up of students from first to fourth-year level in the College of Education and came from the different barangays of Tarlac. The 300 interviews were distributed by the most dominant ethnic groups in the province, with 100 respondents from the Ilokanos, 100 from the Kapampangans, and 100 from the Tagalogs.

The purpose of this study is to find out whether stereotypes exist among the ethnic group of students at Tarlac State University and how they make a favorable or unfavorable relationship with each other. Its aim is to provide a better understanding of the traits and characteristics that form the basis of interpersonal group relationships in the institution to they belong. More specifically its objectives are: 1) To determine the images that the dominant ethnic groups in Tarlac have of one another; 2) To compare the self-image of dominant ethnic groups with their projected image with other ethnic groups.

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