POLYTECHNIC UNIVERSITY OF THE PHILIPPINES College of Office Administration and Business Teacher Education

TEACHER EDUCATION

Quezon City

STUDENT TEACHING

Portfolio

of

Clarence Angelica A. Dela Cruz Bachelor in Business Teacher Education

Assigned to: Justice Cecilia Muñoz Palma High School

Molave St., cor Narra St., Payatas B, Quezon Ctiy

S.Y. 2010-2011

Submitted to:

Prof. Marilyn F. Isip Prof, Sheryl Morales Coordinator/Adviser

March 2011

TABLE OF CONTENTS Approval Sheet

Acknowledgement

Dedication

Prayer for Teachers

I. Introduction

II. Polytechnic University of the Philippines (PUP) Profile

Philosophy

Mission

Vision

III. Justice Cecilia Muñoz Palma High School Profile

History

Vision

Mission

Plans/Programs

Organizational Structure

Location (Map)

IV. Final Demonstration Plan

V. Brief Synopsis of Professional Readings

- References/Guidelines in Student Teaching

(memos/journals/articles)

VI. Local – Articles, Memos, Journal, ICT memo, learning approaches

VII. Professional Development Plan/Career Plan

VIII. Current Issues in Education

IX. Curriculum Vitae

X. Attachments

A. Picture

B. Lesson Plans

C. Daily Time Record

D. Daily Schedule

E. Test and Exams

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

College of Office Administration and Business Teacher Education

Teacher Education Quezon City

Approval Sheet

In partial fulfillment of the requirement for the degree of Bachelor in

Business Teacher Education, this special project is entitled; “Practice Teaching

Portfolio” has been prepared and submitted by Princess Tiffany E. Alvarado for

approval.

Prof. Marilyn F. Isip

Adviser

Approved with the grade of ________

ACKNOWLEDGEMENT I would like to express my sincere thanks and deepest gratitude to all the people who helped in the completion of this portfolio. To my dearest mother, thank you for the moral and financial support you have given me. Thank you for the patience and understandin you have bestowed me every time I have projects and school work to do. To my professors, Prof. Marilyn Isip and Prof. Sheryl Morales, for your guidance and assisstance in the contents of this portfolio. To my family and friends for their never ending support and advice. To my beloved students who are my inspiration to teach. They give reasons for me to stay at Justice Palma High School and make my ojt days wonderful. To my critique teacher, Ma’am Rosita Francia who supported me in everyday activities at school. And most of all to OUR HEAVENLY FATHER, who have given me the knowledge, wisdom and strength to make this work possible.

DEDICATION

I dedicate this portfolio to my ever-loving and supportive mother who had given her patience, understanding and love in every school activity I have to do. To family and friends for their support and understanding. To all Bachelor in Business Teacher Education students for the references and guidelines.

PRAYER FOR THE TEACHERS

Dear God, we are very thankful for the gift of knowledge And wisdom you have given us.

Thank you for the long patience for the naughty,

playful, and inattentive students.

Thank you for the courage of facing the trials we have eveyday in school

Thank you for your guidance and love.

We ask that you always protect us

Enlighten our minds and soul in whatever endeavor We have to make

We ask that you give us more strength and determination So we can give more wisdom and values to our students

I ask you this through Christ YOUR Son

Amen.

INTRODUCTION

Student Teaching is part of every Education curriculum. It is a means fo making the Education students see the real scenario of handling different characteristics of students inside a class room. It is a means of letting the students practice what they have learned during their stay in four-walled room of the university. Student teaching shows the advantages and disadvantages of teaching which enables the student teachers to fully understand the meaning of their course. As students of Bachelor in Business Teacher Education, practice teaching is one of the requirements to fully comply with the curriculum. This is not a mere requirement for graduation but one of the best experiences a BBTE students will ever treasure. As we go to different schools and apply for Student Teaching, we encounter different situations that test our patience and courage. During our OJT days we have faced a lot of personalities. Although learning looks differently for every student, all students should be given opportunities to learn in ways that are beneficial to their individual learning style and about topics and concepts that spark their interests. Therefore, I will vary curriculum material to incorporate individual interests and vary my teaching methods to include visual, oral, kinesthetic, and investigative learning. Varying instruction in these ways will ensure that all students learn in a format that meets their individual needs, and experience meaningful content that will leave imprints on their minds. My goals as a teacher are to ensure that all students learn and feel welcome, accepted, and respected within the classroom. In an increasingly globalized environment, such acceptance and tolerance of differences is as important as ever. Therefore, I will emphasize this mentality within my classroom in order equip a new generation for the world to come.

THE PUP PHILOSOPY

As a state university, the Polytechnic University of the Philippines believes that:

Education is an instrument for the development of the citizenry and for the enhancement of nation building;

Meaningful growth and transformation of the country are best achieved in an atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the spirit of humanist internationalism.

THE PUP GOALS

Reflective of the great emphasis being given by the country's leadership aimed at providing appropriate attention to the alleviation of the plight of the poor, the development of the citizens, and of the national economy to become globally competitive, the University shall commit its academic resources and manpower to achieve its goals through:

1. Provision of undergraduate and graduate education which meet international standards of quality and excellence;

2. Generation and transmission of knowledge in the broad range of disciplines relevant and responsive to the dynamically changing domestic and international environment;

3. Provision of more equitable access to higher education opportunities to deserving and qualified Filipinos; and

4. Optimization, through efficiency and effectiveness, of social, institutional, and individual returns and benefits derived from the utilization of higher education resources.

VISION

The Polytechnic University of the Philippines envisions itself as a pre-eminent national

and international leader in higher education and an innovative global powerhouse of quality and

relevant education, dedicated to educating tomorrow’s leaders and scholars through the highest

quality learning experiences and growth in instruction, research and service to our country and

the international community.

PUP 10 Point Agenda Towards a Total University

1. Foster High Quality Campus Environment 2. Strategize and Institutionalize Income Generating Projects 3. Strengthen Research, Publications and Creative Works 4. Model Quality Management and Fiscal Responsibility 5. Improve Sense of Community Involvement and Linkages 6. Institutionalize the Principles of Academic Freedom and Responsibility 7. Promote Academic Excellence in Student and Faculty Performance Nationally and

Internationally 8. Nurture and Enrich Our Cultural Heritage 9. Integrate ICT with Instruction, Research, Service and Production 10. Evolve Wholesome Living and Pleasant Working Environment for Faculty, Employees

and Students

MISSION

The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and global education and community services accessible to all students, Filipinos and foreigners alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the changing needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and competence among all members of the academe, stressing their importance in building a truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader understanding and appreciation of life and to the total development of the individual;

7. Make the students and faculty aware of technological, social as well as political and economic problems and encourage them to contribute to the realization of nationalist industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop proficiency in English and other foreign languages required by the students’ fields of specialization;

9. Promote intellectual leadership and sustain a humane and technologically advanced academic community where people of diverse ideologies work and learn together to attain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic and cultural life throughout the world; a community enriched by the presence of a significant

number of international students; and a community supported by new technologies that facilitate active participation in the creation and use of information and knowledge on a global scale.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

HISTORY

The history of PUP may well parallel the nation's growth and development. As it met the needs of a fledgling Philippine civil service under American rule forged from anvil of Spanish colonialism, so will it serve the rising expectations of the people in the 21st century...desirous now of reclaiming their rightful place in the community of independent nations. As it has withstood the test of time, so will it continue to pace contemporary Philippine history.

The Polytechnic University of the Philippines (Filipino: Politeknikong Unibersidad ng Pilipinas) commonly known as PUP is a state university in the Philippines. It was founded on October 19, 1904 as the Manila Business School, offering commerce-related courses. The university offers graduate and undergraduate degrees in accountancy, engineering, political science, social science, business, arts, agriculture, media and communication and associate programs. The University is among the leading universities in the Philippines.

The main campus is located at Santa Mesa, Manila, along the Pasig River. The PUP Manila consists of three sub-campuses named Mabini, NDC and M.H. del Pilar. The house where Mabini died is now located in the campus of the Polytechnic University of the Philippines. The simple nipa house retains the original furniture, and some of the books he wrote, and also contains souvenir items, while hosting the municipal library and reading facilities, hence, the main campus is named after Mabini. Some campuses are located on the other side of the metropolis and the rest are located across the country. The Polytechnic University of the Philippines System is among the state universities in the Philippines with the lowest tuition.

History

Take a journey to the University's humble beginnings as it started being a business school.

1904 In response to the demand for training personnel for the government service and to the felt need

to provide skills essential for private business employment, the Manila Business School (MBS) was founded on October 1904 as part of a City School system under the superintendence of CA O'Reilley.

It offered the prescribed intermediate curriculum and such vocational-technical courses as typing, bookkeeping, stenography, and telegraphy.

One of the very first homes of the Manila Business School.

No. 38 Gunao Street corner Arlegui in Quiapo (1905)

1908 On account of the fact that the great majority of its students came from the province, the MBS was made into an Insular (or national) school and accordingly renamed Philippine School of Commerce (PSC). At first, the intermediate curriculum was prescribed in addition to subjects such as typewriting, bookkeeping, and stenography. Afterwards a four-year secondary course in commerce was offered in addition to the courses in Bookkeeping, Stenography, Typewriting and Telegraphy.

This is the edifice on Gen. Solano Street (in San Miguel, Manila) occupied by the Philippine School of Commerce (1908-1933). This building was formerly occupied by the Bureau of

Audits and the Philippine Senate.

PSC Faculty, Filipino and American Teachers (1908)

1911 The PSC was placed again under the supervision of the Superintendent of City Schools for

Administrative purposes only, but retained its status as an Insular school. The PSC produced its first batch of high school graduates. During this year the course in telegraphy was discontinued since the Telegraph School of the Bureau of Posts offered better facilities.

1912 The PSC offered a one-year course in Stenography for high school graduates. The course proved to be successful and popular because of its positive results. Those who took the course got easily employed as stenographers and later as office managers.

Students of the Philippine School of Commerce

and the building behind the San Miguel Church (1912)

1917 To keep in step with changing conditions, the PSC started revising its courses of study. Under the leadership of Acting Principal Luis F. Reyes, it continually raised its general requisites. To enable young people employed during the daytime to acquire further training, it opened night classes (These classes would be discontinued in 1932 because of the government's retrenchment policy).

Luis F. Reyes

From 1904, the PSC has known several homes: an old Spanish building located at the foot of a small bridge at San Rafael Street, near the Mapa High School to an old house at the corner at Dulungbayan Street (now Rizal Avenue) and Dolores Street (now Bustos Street), Santa Cruz, Manila. Two years later, it was transferred to Gunao Street, corner Arlegui in Quiapo, in the building which now housed the Manila Blue Printing. At the end of another two years, it found itself in a building in General Solano Street, San Miguel, formerly occupied by the Bureau of Audits and the Philippine Senate where it had the consolation of staying for four years. A building behind the San Miguel Church was its next destination where it stayed for about twelve

years. Then back to the Gen. Solano Building. In this last place, it remained for seven years up to 1933.

1933 The PSC was merged with the Philippine Normal School (PNS) and the Philippine School of Arts and Trades. During the merger, which lasted for 12 years, it operated under the supervision and administration of the PNS Superintendent. The PSC students who completed their respective courses were considered graduates of the PNS. The PSC replaced its secondary curriculum with a two-year junior college curriculum.

The House of the PNS-PSC Merger, Paco, Manila (1933-1945)

1940 The existence of PSC caught the attention of then President Manuel L. Quezon. In his graduation address at the Rizal Memorial Stadium on March 26, 1940, he said in part (addressing the graduates of the School of Commerce):

"I can tell you why you are forgotten on these occasions. It is because you do not belong here... I will do my best to get the National Assembly to set aside a special appropriation for a building for the School of Commerce, so that graduates of this school will henceforth be where they can be noticed."

1942 Subsequently, then Congressman Manuel A. Alazarte, with then department head Luis F. Reyes, formulated a bill to this effect and was presented to Congress. Unfortunately the Pacific War broke out. The plan was not carried out.

During the war years, the PSC was among those institutions of learning compelled to declare a blackout on culture.

1946 Shortly after liberation, Superintendent Luis F. Reyes resumed tasks for the re-establishment and rehabilitation of the school. The appeal was returned with more than eight thousand pesos allocation received from the national funds of the Bureau of Public Works for purposes of repairs and maintenance of public buildings.

The ruins of the Normal Hall building was turned into an improvised house of learning and on August 4, 1946, it was able to open formally regular classes to surprisingly eager students. The PSC offered one-year and two-year courses in retailing merchandising and a complete four-year course in distributive arts education.

1947 Meanwhile, the PNS found it necessary to use the Normal Hall building as a dormitory. PSC, in turn, resigned to its lot of again working in humble crowded rooms. This drove school authorities to seek remedies for this unbearable situation. Representations were made to the Philippine Alien Property Administrator, through Malacañang and the Department of Foreign Affairs, for the acquisition of the Lepanto site.

Such representations were so intensified that on July 31, 1947 the two buildings in Lepanto (now S.H. Loyola) Street in Sampaloc, Manila were turned over to the Philippine Government for the exclusive use of the PSC. The School began to move and on August 4 the official transfer was effected.

Luis F. Reyes was appointed PSC Superintendent.

This building was occupied by the House of Congress before it was transferred to PSC (1947)

1948 The PSC acquired the P.E. grounds, also on S.H. Loyola Street.

1949 Republic Act No. 415 was passed, providing for the establishment of teacher-training departments in government schools. The PSC was one of the beneficiaries of the said Act.

1951 Three departments were organized: Teacher Training, Business Education, and Research.

When the Philippine Educational System celebrated its Golden Jubilee, the PSC was awarded a plaque in recognition of its achievement "for bold and successful pioneering in vocational business education."

This period covers the time where the business school became a college whose main thrust is in commerce.

1952 Through Republic Act (RA) 778 passed by both houses of Congress on May 20, 1952 and signed by then Philippine President Elpidio Quirino on June 21, 1952, the PSC was converted into the Philippine College of Commerce (PCC), with Luis F. Reyes as its first president. The PCC broadened its program offerings with the inclusion of undergraduate courses in commerce and related fields.

1954 This Institution celebrated its Golden Jubilee.

The 50th Founding Anniversary was celebrated on the Lepanto Grounds (October 1954)

1955

For its "dynamic leadership in vocational business education", the PCC was conferred by the Business Writers Association of the Philippines the title of "Business College of the Year."

The Annex Building (also in S.H. Loyola St.), which had housed the Congress of the Philippines, was officially turned over to PCC.

1956 When Reyes retired, Prof. Pacifico A. Velilla took over the PCC presidency.

Pacifico A. Velilla

1960 Atty. Victor dela Torre was designated Acting College President.

Victor dela Torre

1962 Immediately after assuming the presidency, Dr. Nemesio E. Prudente established an Advisory Committee for the President, a CPA review class, a scholarship committee, and a codified set of rules and regulations for the College.

Dr. Nemesio E. Prudente

1963 The College Code was printed, the Public Relations Program established, and the first issue of the PCC Faculty Journal published. Other initiatives taken during that school year include:

Inclusion of more liberal arts courses in the curriculum; Establishment of the Book Bank and the Student Loan Fund; Elevation of high school teachers to the rank of Assistant Instructor; and Establishment of the Junior Executive Training Program.

1965 Through Pres. Diosdado Macapagal's proclamation, the Pandacan site of the Bureau of Animal Industry was reserved for PCC's use. The student assistantship program was instituted and a system of financial aid was introduced. Instructors with masteral and doctoral degrees were, as a matter of policy, automatically promoted to Assistant Professor 1 and Assistant Professor 2, respectively.

1967 Important developments during that school year include:

The reservation, through Pres. Ferdinand Marcos' declaration, of a 10-hectare lot in Bicutan, Taguig for PCC use;

The adoption of a policy of student involvement in PCC's official functions; Revision of courses of study; and Enrichment of the traditional vocational course with more liberal arts and cultural courses

aimed at the PCC students' holistic education as well as the reinforcement of classroom learning with varied co-curricular activities.

1968 The development of the preceding school year led to the rise of social consciousness among the PCC constituents and to the revision of the college charter by the passage of RA No. 6980 authorizing the offering of courses in the social sciences related to business education. Besides, the Sta. Mesa (A. Mabini) Campus was assigned for the use and disposition of the PCC. Also, the titles of the lots on S.H. Loyola St. were awarded to PCC through congressional legislation.

1969 Initiatives included the following:

Appointment of the president of the Supreme Student Council as member of the Board of Trustees (now Board of Regents);

Offering of the following in lieu of the two-year basic commercial course: Bachelor of Arts, Master of Arts, and Master of Business Administration; and

Securing the exemption of PCC personnel from civil service rules and regulation as well as from the application of the Wage and Position Classification Office (WAPCO) criteria.

Short-term courses in Electronic Data Processing (EDP) were offered under the Faculty of Accountancy.

1971 Among the important developments were:

Revision of the College Code; Transfer of the Laboratory High School from S.H. Loyola Campus to A. Mabini Campus;

and Creation of the Katipunan Foundation, Inc.

The institution's transformation from a college into a university happened during these period.

1972 When martial law was declared, Dr. Narciso Albaraccin, Jr. was designated Officer-in-Charge (OIC), with Dr. Pablo T. Mateo, Jr. as Performance Officer. Among the changes under Albaraccin were:

Abolition of the Faculty of Arts and Sciences;

Introduction of several new courses, including technology and occupational education; Reorganization of different Faculties; and Offering of a five-year curriculum in Accounting.

1973 Dr. Isabelo T. Crisostomo succeeded Albaraccin as OIC.

Dr. Isabelo T. Crisostomo

1974 The following developments came in the wake of Dr. Crisostomo's appointment as Acting President:

• Offering of Bachelor of Business Administration and General Administration; • Completion of phase 1 of the gymnasium; • Establishment of the Center for Skills and Rural Industries Development (CSRID), which

was designed to give out-of-school youths skill training for gainful employment and in the production of export products using indigenous raw materials in their communities;

• Construction of the marble pylon and the Mabini Circle; and • Creation of a unit to handle short courses in Electronic Data Processing (EDP).

1975 The PCC opened its branch in the Bataan Export Processing Zone (BEPZ), Mariveles, Bataan.

1976 The Faculty of Arts and Sciences (FAS) was reestablished, the Master of Public Administration (MPA) and the Master in Economics (ME) programs were added in the Graduate School, and the various offices were re-structured.

1977 After Dr. Mateo became president in May 1977, the ladder program was expanded to all degree courses; 13 additional degree courses using the ladder approach were introduced. The "techno-business" curriculum was developed, and introduced were adult business education and non-degree courses in business/distributive arts.

Dr. Pablo T. Mateo

1978 Through Presidential Decree (PD) 1341, PCC was converted into a chartered state university and accordingly renamed Polytechnic University of the Philippines (PUP). This led to the broadening of course offerings and the restructure/streamlining of the University's administrative organization.

1979 Among the accomplishments of this period were:

Face-lifting of A. Mabini Campus through construction of the main library, the University canteen, the ecumenical chapel (Interfaith Chapel), and the 3rd, 4th, and portion of the 5th floors of the XYZ building (Main building in Mabini Campus);

Establishment of a branch in Lopez, Quezon (June 1979); Revision of undergraduate curricular programs; Establishment of consortia with the Construction Industry Board for the Opening of

Master in Applied Statistics, the Philippine Normal College for the conduct of teacher education courses in PUP Lopez, and La Consolacion College for a program in Cooperatives;

Expansion of graduate programs to include masteral programs in Public Administration (MPA), Public and Business Administration (MPBA), Economics (ME), Accountancy (MAC), as well as doctoral programs in Public Administration (DPA) and Business Administration (DBA);

Creation of the Institute of Technology; Introduction of ladderized baccalaureate courses in Tourism, Hotel and Restaurant

Management, Office Administration, Government Accounting, and Library Science; and Start of the PUP Review Center (Summer 1981). The EDP/Computer Data Processing Management (CDPM) unit was created under the

Faculty of Business and Cooperatives. It started to offer a four-year ladderized course, known as Bachelor in Computer Data Processing Management (BCDPM).

1983 In spite of the country's economic difficulties, PUP's 71 ladderized technical and professional programs continued to be viable. There were significant accomplishments like:

Introduction of Bachelor of Human Behavior Technology (BHBT) under the FAS; Inclusion of a course in computers in all degree programs; Revival of the PUP Student Council, drafting of its Constitution and By-Laws by the

Student Constitutional Convention and the ratification of this by the studentry; and Consortium with the NMPC as well as international linkages through PASUC-Texas

Consortium, the Association of Asian Institutes of Higher Learning, the Regional Institute for Higher Educational Development, the International Association of Universities, and the UNESCO.

1984 The University underwent reorganization. It adopted the "cluster colleges" set-up, where each college prepared the program and supervised all the subjects required in the degree program offered in the college. It set up a University Center for Technological Research, the function of which was to conduct research and produce inventions/innovations in technology areas most needed by the communities served by PUP. For lack of sufficient rooms, laboratories, and related facilities, the University considered the completion of the 5th floor of the XYZ-Main Academic Building a top priority in its infrastructure program.

The PUP also established a tie-up with the University of Life in the training of trainors/project managers needed in the KKK program, as well as with the Ministry of Trade, the Ministry of Local Government and Community Development, and the NACIDA in these agencies' continuing training program to upgrade their personnel.

This period brought about a dramatic change in the University firming its commitment to the role of education as an equalizing factor.

1986 In April 1986, the PUP presidency was reassumed by Dr. Nemesio E. Prudente, who has seen university education as an equalizing instrument that would enable the children of the economically disadvantaged to climb up the ladder of society - and to counterbalance the dominating influence of the affluent few in the nation's day-to-day affairs as well as help greatly in charting its long-term destiny.

Dr. Prudente had the PUP philosophy, mission, and strategies formulated by a multi-sectoral committee; a new PUP logo designed; a new PUP hymn composed; and the administrative/academic organization restructured. This led to the renaming/raising of the following departments of the University:

FROM TO Electronic Data Processing (an area in the College of Business)

College of Computer Management and Information Technology (CCMIT)

Institute of Hotel and Restaurant Management College of Hotel and Restaurant Management / Food Science and Technology (CHRMFST)

Physical Education and Sports College of Physical Education and Sports (CPES)

Institute of Economics, Banking, and Finance College of Economics and Politics (CEP)

Institute of Technology College of Engineering and Architecture (CEA)

It also led to the creation of the College of Languages and Mass Communications (CLMC), the Institute of Social History (ISH), and the Institute of Labor and Industrial Relations (ILIR).

New graduate programs were introduced:

Master in Industrial Engineering and Management (MIEM), Master of Arts in Psychology (MAP), and Master in Educational Management (MEM).

Aside from this, the nontraditional masteral programs in Business Administration were strengthened.

In PUP Manila, the Community Relations Office was created under the Public Affairs Office and the community outreach programs of the branches were strengthened.

University governance was democratized. The Academic Council was expanded to include not only full professors but associate and assistant professors as well. The open-door policy was institutionalized, the University Code revised, and the PUP Five-Year Development Plan (1987-1992) drafted.

The University increased enrollment at all levels as well as the number of scholarships and financial aid grants; it also offered short-term technical-vocational courses and maintained its laboratory high school.

The University improved its instructional, co-curricular, and administrative facilities; it also acquired more and bigger campuses.

Trends, the institution's official professional journal of ideas was revived.

1987 The developments during this school year include:

Recognition of KAWANI, an employee's union; Offering in Doctor in Educational Management (DEM), Master in Physical Education,

Dance, and Recreation (MPEDR), and Master in Psychology (MAP); Purchase of Hasmin Hostel in Sta. Mesa;

Initial offering of PUP Maragondon of baccalaureate programs in Accountancy, Business Education, Electronics and Communications Engineering, Mechanical Engineering, and Electrical Engineering;

Offering at PUP Manila of new baccalaureate programs in Mathematics, Applied Sociology, Advertising and PR, Transportation Management, Information Technology, Political Economy, Internal Trade Management, Political Science, Public Administration, Architecture, Chemical Engineering, and Filipino;

Initial offering by PUP BEPZ / Bataan of baccalaureate programs in Mechanical Engineering, Civil Engineering, Industrial Engineering, Electronics and Communications Engineering, and Computer Data Processing Management (BCDPM);

Initial offering by PUP Lopez of BCDPM; Strengthening of the University's technical-vocational programs in Manila, Maragondon

(Cavite), and Unisan (Quezon); Appointment of Prof. Ofelia M. Carague to the SGV Professional Chair in Computer

Science Output; Improvement of physical facilities in PUP Manila and its branches; Enhanced co-curricular programs, upsurge in cultural activities, and maintenance of a

dynamic physical education and sports program, including retention of overall championships in the SCUAA (State Colleges and Universities Athletic Association) and the PICUAA;

Implementation of national government circulars effecting salary adjustments based on merit;

Sending of personnel, on official time, to seminars / workshops and conferences outside the University;

Granting of scholarships to incoming freshmen who were editors-in-chief or journalists of the year while in high school;

Revival of Memorabilia, the official yearbook of graduating students; Increase of faculty / student newsletters; The degree Bachelor in Information Technology (BIT) was offered; Establishment of the University Center for Human Rights Education (UCHURE); and Improved physical set-up / acquisition of more facilities for the PUP Printing Press.

1988 The Administration stepped up efforts to develop the physical facilities for PUP Manila and the branches. It also followed up the acquisition of the 10-hectare lot of the National Development Company which is adjacent to the University's A. Mabini Campus in Sta. Mesa, Manila. It likewise followed up bills in Congress, such as those...

1. Seeking to grant faculty members and students participation in University decision-making as full-pledge members of their school's Board of Regents and Trustees;

2. Granting financial autonomy to state universities and colleges; 3. Establishing PUP extensions / branches in Taguig (Metro Manila), Romblon, and

Masbate; and 4. Establishing a national mass communications center in PUP Manila.

The University established centers and institution for special studies with their respective academic journals as well as consortia, linkages, and joint projects with local and international agencies. It implemented its yearly evaluation and merit promotion scheme for the faculty and administrative staffs. And it conferred doctoral degrees, honoris casua, to four prominent personages.

Other developments:

Offering of a graduate extension program in PUP BEPZ; Offering of more nontraditional courses Adoption of the policy requiring a masteral degree for a faculty member to qualify for

permanent position; Getting by PUP graduates of a passing mark of 81.5% in Licensure Examination for

Nutritionists / Dieticians, which was twice the national passing mark of 40.5%; Offering of refresher courses by College of Accountancy (CA) and the College of

Engineering and Architecture (CEA) to prepare PUP students for board examinations; and

Printing of more publications, such as Trends, Bisig, Journal of Economics and Politics, Journal of Social History, PUP Profiles, PUP Campus Observer, and the Graduate Forum.

PUP continued to dominate the SCUAA and the PICUAA. The PUP Banda Kawayan was made the official entertainer of the Philippine Pavilion Hotel during the opening of the World Exposition '88 in Brisbane, Australia, and the Bagong Himig again emerged as the champion in the national choral singing competition.

1989 The PUP Graduate School introduced a nontraditional program to the degree of Master in Economics.

PUP Manila started to offer traditional baccalaureate degree programs in Sociology, Political Science, and Cooperatives. PUP Lopez, on the other hand, introduced two additional courses: Bachelor of Science in Civil Engineering and Bachelor of Science in Electrical Engineering. The Board of Regents approved the offering of Bachelor of Science in Chemistry, Bachelor of Science in Criminology, Bachelor of Science in Forestry, Forest Ranger Certificate, and Diploma in Fisheries Technology.

The University, furthermore, continued to explore the "Open University" concept. It also started to develop the 17-hectare campus in Taguig, Metro Manila.

The University conferred an honorary doctorate in Public Administration on former Pres. Diosdado Macapagal and in Arts and Letters on Prof. Renato Constantino, Sr.

Faculty members teaching the same subjects were required to use a common syllabus, for this would facilitate departmentalization of final examinations, particularly in the basic subjects.

The University Textbook Board was established.

The University adopted the policy that only students who pas the qualifying examinations in the third year of the particular specialization may continue to enroll in courses with board / licensure examinations.

Also established were Professional Chairs in Political Economy, Banking and Finance, Computer Science, Engineering, and Marketing, as well as the Research Institute for Politics and Economics (RIPE) and the Center for International Relations (CIR).

The University got elevated to level one status, which meant, among other things, higher salary rates for University personnel.

It was also able to complete the P.E. Bldg. on A. Mabini Campus, the Graduate School Bldg. at M.H. del Pilar Campus, and a two-storey building in PUP Lopez. It rehabilitated the old PNB Bldg. for the use of PUP Bataan.

1990 The initiatives of the University in School Year 1990-1991 include the following:

Establishment of the "Open University" or Pamantasang Bayan of degree and non-degree programs in San Pedro (Laguna), Calaca (Batangas), Lopez (Quezon), Mulanay (Quezon), Lagro Subdivision (Quezon City), and Parañaque (Metro Manila)

Granting of professorial chairs to duly selected accomplished professionals as follows: Political Economy, Hector R. Villanueva; Banking and Finance, Antonio P. Gatmaitan; Computer Education, Hector M. Morada; and Marketing / Advertising, Leonardo Garcia

Retention of overall championship in both the SCUAA and PICUAA Assigning of the Student Union Hall, as well as certain rooms in the Main Academic

Building, to the Central Student Council and the accredited organizations under its coordination, the cultural groups, and the staffs of major student publications

Completion of the construction of the new University Library Building Continuation of construction of the CEA Building Offering of non-formal education, medical services, sports training, and values formation

to 51 street children in the Sta. Mesa area. Signing with the Dept. of National Defense of a Memorandum Of Agreement (MOA)

which stipulates respect for the sanctity of the University Campus, its academic freedom and autonomy as well as detailing procedural agreements on police / military University interaction.

Entering into an industry-education linkage program agreement with the Philippine Computer Society for the furtherance of the development of Information Technology through Practicum, faculty assistance, office/plant visits, and training center use.

Signing with the Dept. of Justice of a MOA for the offering of a nontraditional graduate program in Human Behavior Technology.

Appointment of the University as training center for ATS CAD/CAI software. Signing of a MOA with the Philippine National Historical Society for the growth of a

nationalist historiography and for the use of disciplines to clarify current social and national issues.

Conduct of a summer EDP training for public elementary and high school principals in Metro Manila (in collaboration with the PSUCCESS)

Setting up (through the COABTE) of a summer seminar on Court Stenography for stenographers of the House of Representatives.

Entering into an agreement with the Dept. of Environment and Natural Resources (DENR) that it shall take active role in developing and conserving environment and natural resources, specially at Mounts Palaypay and Mataas na Gulod in Maragondon, Cavite.

Introduction of a baccalaureate degree program in Entrepreneurial Management. Signing of a MOA with the Philippine Historical Society, which stipulates that both

entities work for the development of the proposed AB in Philippine History course as well as sponsor the first national conference on Urban History and lecture series on History and Social Problems

Institution of several computerization projects

To keep pace with changing conditions, the University underwent continuous change in this period. This is where the first lady president of the University was appointed and the first University president to undergo a selection.

1991 Important events that took place in that year:

Establishment of the Research Center for Peace, Justice, and Democracy. Setting of special make-up classes in English Inauguration of the new four-storey three-wing University Library. Granting of teaching and research chairs in Management by the Personnel Management

Association of the Philippines. Publication of five Open University modules, Sinag of the CAS, IC Balita, Student

Handbook, LBEC Handbook, RIPE monographs, STRDC monographs. Signing of MOA with Palawan National Agricultural College, Quirino State College, and

University of Southeastern Philippines for the offering by the University of Master of Educational Management.

Offering by the Pamantasang Bayan of vocational / technical and baccalaureate programs in 25 municipalities.

Signing of MOA with Bataan Shipyard and Engineering College, Inc., which agreed to become a training station of the College of Engineering, PUP Bataan.

Start of construction of Mass Communications Center of the Philippines Building. Retirement of Dr. Nemesio E. Prudente, designation of Dr. Zenaida A. Olonan as Officer-

in-Charge. Appointment of Dr. Jaime Gellor as Acting President (April 3 - July 3, 1992), which

created confusion. Appointment of Dr. Zenaida A. Olonan as first lady President of the PUP.

Dr. Zenaida A. Olonan

1997 The PUPWebSite Project began.

This is the first insignia used for this site. It began as a feasibility project of a group of computer students who named themselves as the Abyss Creative Group

On October 11, 1997, Pres. Fidel V. Ramos conferred his support for the computerization project of the University.

The former Bachelor in Information Technology (BIT) was revised as Bachelor of Science in Computer Science (BSCS) while the Bachelor in Computer Data Processing and Management (BCDPM) was improved and became Bachelor of Science in Information Technology (BSIT).

1998 The PUPWebSite Project was changed to PUPWebSite and it served as the official Internet site of the University. It formally launched on January 27, 1998 in GeoCities.com.

On August 1998: Pres. Joseph Estrada visited PUP during its "Linggo ng Wika" Celebration. During that time, his Excellency conferred his support for the construction of the Information Technology Center of the University.

November 13, 1999: Dr. Ofelia M. Carague was appointed as the 10th President of the University and the first to undergo Republic Act 8292 (or the Higher Education Modernization Act), wherein the selection was made through a committee

Dr. Ofelia M. Carague

A series of infrastructure projects started on this year spearheaded by the Special Projects Office.

1999 The University celebrated its 95th Foundation Anniversary with the theme: "Sandaang Taon Para Sa Pilipino, Panimulang Pagdiriwang" (One Hundred Years for the Filipino, The Beginning of the Celebration). This is the first of five countdown celebrations to the University's centennial.

The computerization program of the University was made into reality. This is spearheaded with the creation of new offices - the PUP Information Linkages Systems (PUPILS, headed by Prof. Rosicar E. Escober) and PUP Information Technology Center (PUP IT Center, headed by Prof. Mely R. Luya).

A transition point as the University heads for the future, grasps new and emerging technologies, and prepares itself to become globally competitive.

2000 April 2000: PUP Information Technology Center started its operation with Prof. Mely R. Luya as the director. Later that year, it changed its name to Information and Communications Technology Center (PUP ICT Center).

February 2000: The University was conferred by the Commission on Higher Education (CHED) as a Center of Development for Excellence (CODE) in Information Technology. read news article about this

March 2000: PUP was designated by the Department of Science and Technology (DOST) as a Virtual Center for Technology Innovation in Information Technology (VCTI-IT) and during the Year-End Commencement Exercise, PUP was declared an Information Technology Zone.

June 2000: The Master of Science in Information Technology program began with Prof. Rosicar E. Escober as the chairperson.

On June 30, PUP ICT Center was declared as a Microsoft Certified Government Technology Education Center (GTEC).

PUP celebrated its 96th Foundation Anniversary with the theme: "PUP @ 96: Knowledge Connectivity to e-Economy."

2001 Important developments during this year include:

Generally, for the period 1998-2001, 45 major projects and 31 minor projects were accomplished, unprecedented physical developments so far in PUP. Among these infrastructure projects includes the CLMC Building and Theater, Student Center, Laboratory High School Building, Interfaith Chapel, Grandstand, Gymnasium and Swimming Pool, and PUP ICT Center Phase 1 and 2;

Almost all the programs of the academic units of this University have been submitted for accreditation. Four (4) programs have gone through a formal survey and sixteen (16) programs went through the first survey to achieve the enhanced accredited status towards accreditation level 3. In fact, it ranked third in the Top 10 SUC’s with the most number of reaccredited (Level 2) programs which totaled to nine (9) programs. Consequently, it ranked first in the top 12 State Universities and Colleges with the most number of accredited (Level 2) programs which totaled to fifteen (15) programs;

The performance of PUP graduates in Professional/Licensure Examinations in the fields of Accounting, Architecture, Chemistry, Education, Engineering and Nutrition and Dietetics have showed noteworthy results;

Twenty (20) modules were reviewed, edited and evaluated and were all recommended for student use;

Curricular offerings of seventy-three (73) programs have been revised, and have passed through the scrutiny of the Curriculum Evaluation Committees (CECs) in the Department, College and University levels;

New colleges have been created: The College of Law, College of Communication, College of Nutrition and Food Science, College of Tourism and Hotel and Restaurant Management, College of Architecture and Fine Arts, and the College of Languages and Linguistics;

New programs have been approved: The Bachelor in Public Administration and Governance of the College of Economics, Finance and Politics and Master in Library and Information Science;

New subjects/courses were added into the various curricula to meet the demands of the changing times, especially in the fields of communications, engineering and other sciences;

The PUP through the CNTSP-ETEEAP is still one of only three (3) universities that were able to institutionalize and implement the ETEEAP despite absence of budgetary support from the CHED;

A new program in the Commonwealth campus was opened - Bachelor of Science in Entrepreneurial Management;

The Graduate School successfully participated in the implementation of e-linked graduate courses with UP, PNU and EAC;

Students and faculty have actively involved themselves in various personal/professional developments e.g. graduate school, conferences, trainings, etc.;

Linkages to national and international entities and organizations have widened e.g. participation to national and international conferences, national and international networks and grant to PUP faculty of scholarships abroad.

Implemented ATM Payroll System; Modernized offices in the Mabini Campus; Processed 891 special scholars under President GMA Scholarship Program; Implemented Information Systems for key operations such as human resource,

enrollment, students, and payroll; Through proper financial management, economic support was extended to the whole PUP

Community, first time ever in the history of the University;

PUP celebrated its 97th Foundation Anniversary with the theme: "PUP: Kabalikat ng Pamahalaan sa Pag-aangat ng Antas ng Buhay ng mga Mamamayan" (PUP: Together with the Government in Uplifting the Lives of the People)

2002 PUP celebrated its 98th Foundation Anniversary.

2003 Dr. Ofelia M. Carague completed her term as University President on April 20, 2003. Through Board Resolution No. 202, Dr. Samuel M. Salvador was designated as Officer-in-Charge.

Dr. Samuel M. Salvador

The offering of AB Theater Arts for school year 2003-2004 was unanimously approved by the Board of Regents.

Consistent to existing Civil Service Rules and the PUP Merit System for Faculty and Academic Staff, 176 faculty members and 30 administrative staff were promoted one step higher in rank, and 36 faculty members and 7 administrative employee enjoyed permanent or temporary status.

2004 On January 26, Dr. Salvador's designation was reclassified as Acting President of the University. Preparations for PUP’s centenary became the most strategic agenda of his stewardship.

Developments during this year include:

• The establishment of an Electronic and Communications Engineering Laboratory for Wireless Engineering Program in cooperation with SMART Communications;

• Internet services returned. The University Web Site became online again;

• SMART Communications was allowed to house a self-supporting tower for its cellular network in PUP Ragay;

• The construction of the Centennial Plaza was proposed; • PUP introduces the BS Nursing program in PUP Bataan in cooperation with the Bataan

Polytechnic State College; • The confirmation of a PUP Nursing Fund Account No. 148 welcomes the expectations of

an eventual establishment of the PUP College of Medicine and its own hospital; • The PUP Board of Regents authorized the University to allocate 300 square meters lot for

the construction of a Dialysis Center; • A Post-Baccalaureate Diploma in Cooperative Management has been added in the

curricular offerings of the University; • Fast confirmation of a Memorandum of Agreement with the Municipality of General

Luna, Quezon to offer a one-year program in Technopreneurial course in General Secretariat in PUP Lopez. A separate MOA also commits PUP to expand its Open University Programs in San Pedro Laguna;

• Proposed and later got the board approval of the revival of the Master in Construction Management offered in the Open University;

• The University also expanded its academic coordination with other leading universities in the country, notably, the Ateneo de Manila University, regarding the development of a Modular Curricular Program;

• Endorsement and repair and rehabilitation of the Laboratory High School building, amounting to PhP 1,346,724.34;

• Improvement of the restrooms at the Learning Resources Center. This improvement is connected to the critical role of the said center of academic praxis in maintaining facilities conducive to both student and faculty training and education;

• Building of perimeter fence, benches, gazebo, and lighting system in its premises; • The completion of cable installation for distributed Internet service and local area

networking; • Dr. Salvador supervised the purchase of equipment for the ECE laboratory in PUP

Bataan, and the reforestation of a watershed in PUP Lopez; • Construction of a fully furnished gymnasium and 2-storey concrete classroom facility in

PUP Lopez extension; • Dr. Salvador lobbied with House of Representatives to donate IT equipments to PUP

Ragay, which was granted. • Nine (9) classroom facilities were constructed in Sta. Rosa, Laguna; • The Unisan campus had humble improvements in its infrastructure: construction of

school’s stage, construction of a shop hall/function room, and a new flagpole; • Within Dr. Salvador's first year in office, a total of PhP 41,950,000 has been allocated to

employees’ bonuses and incentives from a total of PhP 75,002,000 projected income for 2004. From the Memorandum of Operational Expenses, amounting to PhP 29,852,000, PhP 700,000 has been allocated to training and seminar expenses - a guarantee that a flourishing academy will be maintained;

• Most academic programs offered in the University passed the 1st resurvey assessment of the Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP);

• Twelve topnotchers in different professional admission exams in just a year span (2003-2004) have recently joined the roster of young professional achievers, conveying the academic repute of the University to the whole nation as well as abroad where PUP alumni have created professional strongholds;

• The University started to lay the foundations of enlightened academic self-sufficiency in some of its countryside branches, notably, the Mulanay branch in Quezon. Graduates courses such as Master of Science in Mathematics Education and Master of Arts in Language Teaching are now offered in the said branch;

• In the first quarter of this year, many were promoted; • The Commission on Audit cited PUP for sound fiscal management; • Prof. Raoul Cawagas of the College of Science was runner-up in the Zonal Research

Center NCR-1 Zonal Awards; • Atty. Lambert Castro of the College of Communication received a gold medallion from

Supreme Court Chief Justice Hilario Davide, Jr.; • The Young Men’s Christian Association of Manila awarded the ‘Outstanding College-Y

Adviser of the Year’ to Prof. Elizabeth Amaranto of the College of business. The same organization awarded Prof. Anita M. Espanol of the PUP Laboratory High School the ‘Outstanding Hi-Y Adviser’ in the high school category; and

• The ICDE cited and awarded cash prize to Dr. Carmencita Castolo of the Open University for her paper on Information and Communications Technology.

On September 18, 2004, over 30,000 students, faculty and alumni of the Polytechnic University of the Philippines create a "human rainbow" in a move to boost the image of the school and a bid to set a new record for world's largest

human rainbow in the Guinness Book of World Records.

2005 Through a Board Resolution, Dr. Dante G. Guevarra was appointed Officer-in-Charge, which took effect on July 1.

Dr. Dante G. Guevarra

October 1, the University celebrated its 101st Founding Anniversary. Through another Board Resolution, Dr. Guevarra was appointed Acting President extending his term for another year.

Other events that took place on that year were: DBM e-budget Training (July 11-29), Training on Computer Literacy and Proficiency Training Program of the Office of the Vice President for Research and Development (OVPRD), Philippine Educators Network for Training, Research, and Development, Inc. (PENTRAD) and The Rotary International (Oct.13-14, and 17 and 18), Microsoft Office Specialist PUP Faculty Training (Partners in Learning Program, July 13-27), Microsoft Faculty and Student Ambassador Program Cascades (Technical and Business Management trainings) to A. Maceda Integrated School Teachers and Students (November 10-11), First ever PUP Technology Day at PUP ICT Center (November 18), Computer literacy program for the disabled military of the Department of National Defense and Armed Forces of the Philippines (September 24, October 8 & 15, 20).

PUPCET iApply, a Web-based PUP College Entrance Test (PUPCET)Application System was pre-released on December to accommodate PUPCET applicants until January 31, 2006.

JUSTICE CECILIA MUÑOZ PALMA HIGH SCHOOL

VISION Justice Cecilia Muñoz Palma High School is an educational institution developing well-rounded individuals for the establishment of a self-reliant and responsible community. MISSION To provide relevant education for youth’s intellectual, psychological, spiritual and environmental awareness through responsive approaches. A. COMMUNITY PROFILE

Barangay PAYATAS got its name from Payatas Estate, a vast tract of land covering approximate area of 5, 295 hectares. PAYATAS is derived from the word “PAYAT sa TAAS” meaning the soil of highlands is not fertile compared with the lowlands along Marikina River. It occupies a little less than 20% of the city’s land area. The population was almost 125,000 as of 2003. majority of the residents fall below the poverty level, living harsh and poor conditions in the depressed areas. The language used is Tagalog and secondary dialects are Waray, Ilonggo, Visaya, Bicol, Ilokano, Panggalatok and Kapampangan. B. DEMOGRAPHY

• Payatas area has a population of 125,000 more or less 10% of the city’s 2003 estimated population.

• Average annual population growth rate for the past 10 years is 15.23% • High growth rate is due to immigration. The continuous influx of migrants is alarming.

Estimates indicate that more than 80% of the residents are migrants. • The female population comprises 49.66% while the male population constitutes 50.66%

of the population. • Women of the reproductive age, (15-44 years old) are 51% of the total female population. • The population is described a generally young. • School age population (7-12 years old) is estimated to be 32% of the total population.

C. HEALTH

• Crude birth rate is 35.01/1000 population. • Crude death rate is 3.88/1000 population. Infant mortality rate is 1.86/1000. • Leading cause of morbidity is respiratory infection, gastro-intestinal disorder, skin

disease and parasitism.

• Leading causes of mortality rate are pneumonia, myocardial infraction, PTB, stabbing and hypertensive heart disease.

• Malnutrition is rampant among children in Lupang Pangako, Buria, Sandakot, Asper and areas near the dumpsite. About 50% of the children are suffering from first to third degree malnutrition.

D. HOUSING

• Roughly 60% of the residents are squatters needing decent housing. These occupy some 700 hectares more or less excluding NGC.

• The unabated influx of squatters remains a major problem usually blamed on squatter syndicates and prevailing issues.

• Development efforts which cover housing are often hampered by the opposition of squatters who rely heavily on such long hand issues.

DEVELOPMENT ISSUES/POTENTIAL/OPPORTUNITES PHYSICAL

• Availability of still undeveloped lands. • Growing interest among private sector groups as businessmen and real estate developers

to participate in the development of Payatas. • Possible application of innovative land development schemes such as Land

Readjustment, Joint Venture and Land Swapping. • The area is viable site for the supply of land requirements in the implementation of R.A.

7279.

II. SCHOOL CONTEXT HISTORY OF THE SCHOOL

The school was formally opened in 1988 with Mrs. Sheridan G. Evangelista of the Social Studies Department of Lagro High School as Officer-In-Charge. Regular classes started with 258 students and 7 regular-permanent teachers assigned by Ms. Gutierrez, former principal of Lagro High School (Main). These teachers were Mr. Endrico S. Anacion, Mrs. Marissa C. Macatanong, Mr. Gil Panis, Mrs. Cristina M. Feliciano, Mrs. Flordeliza T. Ramos, Mr. Cresencio B. Juanich and Mr. Jose R. Zoleta. Four classroom building was built at Bicol Street, Payatas through the joint effort of the barangay officials and civic-spirited leaders of the community. Payatas Annex came into existence as an annex of Lagro High School. Mrs. Evangelista was followed by Mrs. Felicisima Tañedo, who served the school for only three months. Mrs. La Paz Veloria came in next and followed by Mr. Liberato C. Garcia who managed the school for almost four years. Then came Ms. Amelita B. Yapit who served for two and a half years. It was during the administration of Mayor Ismael Mathay III, when the city government constructed a three-storey building. Another one-storey building was built facing the Mathay Hall with three classrooms until the construction was stopped by the DPWH. In the year 1999, a four-storey building with 12 classrooms was constructed through the generosity of former Congressman Dante V. Liban, the Division of City Schools and DPWH. This additional building helped address the accommodation problem of the growing population of the school. Payatas High School is strategically located at Molave and Narra streets and the boundary of Villa Gracia Homes. It was on February 14, 2000, when Mrs. Violeta D. Jordan took the helm of Lagro High School Payatas as Master Teacher/Officer-In-Charge. She continued the efforts started by the predecessors prioritizing on the basic necessities of both the teachers and the students by providing clean water and functional comfort rooms. It was also during her time that Lagro High School Payatas Annex gained its independence. With the promotion of Mrs. Violeta D. Jordan, a new MT II In-Charge in the person of Mrs. Lydia S. Ramos was assigned. The school has seen numerous improvements in terms of the school’s physical facilities and academic achievement in her two years stay as an administrator.

Ms. Juanita C. Alajar assumed principalship on October 16, 2005. Using available resources judiciously, she improved the learning environment by landscaping nooks and corners. The library was extended and more books and reference materials were added. The registrar, clerk and book keeper were provided computers to facilitate speedy preparation of report. The Centennial Rotary Club donated water purifier. Liban and Mathay buildings were repaired and repainted. An 18 classroom-four storey SB Hall, stage and fences were constructed under the leadership of Honorable Feliciano Belmonte Jr.

Payatas High School was renamed Justice Cecilia Muñoz Palma HIGH School on November 22, 2006. Justice Palma clan donated 10 brand new computers and the rotary Club of Marikina Hills another 10, enabling the school to put up a computer room at Belmonte Hall. Truly blessed, our school is a recipient of 21 computer units from CICT, Office of the President. About 200 families enjoy the “Pantawid Pamilyang Pilipino Program” in 2009. Through proper coordination with Ateneo Pathways to Higher Education, many poor but deserving students enjoy scholarships at prestigious universities. Those who have graduated help the school by organizing career orientation to fourth year students and donating books for the library. Another 15-classroom 4 storey SB building was constructed that the big number of students per class was lessened. Inspired by the unwavering support of the City Government, Justice Cecilia Muñoz Palma Foundation Inc., NGOs, parents, teachers and students, Ms. Alajar continuously improve the school. JUSTICE CECILIA MUÑOZ PALMA HIGH SCHOOL MAP

ORGANIZATIONAL CHART T.L.E. DEPARTMENT

Name: Clarence Angelica A. Dela Cruz Time: 10:00-10:40 Date: February 18, 2011 Lesson Plan in Bookkeeping Learning Component : Bookkeeping Sub-Learning Component : Discounts on Purchases

I. Target:

At the end of the lesson, the students must be able to: 1. Define the meaning of Cash Discount and Trade Discount. 2. Demonstrate the proper way of computing the different discounts. 3. Appreciate the importance of learning the computation of discounts in

enhancing the skill in Bookkeeping. II. Content:

A. Topic : Discounts on Purchases B. Materials : Blackboard, Chalk, Visual Aids, Projector, CPU, C. Reference : Arganda, Herrero, Del Rosario, “Accounting Principles 2

Third Edition”, 2002, pp 9-11 III. Procedure:

A. Preparatory Activities A1. Daily Routine

1. Prayer 2. Checking of Attendance 3. Checking the grooming of the students 4. Checking the cleanliness of the room.

A2. Drill

Present to the students flash cards containing the different account titles. Ask them to identify what element in accounting does each title belongs.

A3.Review

Ask the students the meaning of interest and its formula and T-account. A4.Motivation Show to the students pictures of people who are buying in bulks and in single packs. Ask them to give their opinions about the picture.

B. Presentation of the Lesson

1.) Explain the meaning of Cash and Trade Discount.

CASH DISCOUNT Cash discount is a certain percentage of the purchase price granted to the buyer if the latter pays within a specified period from the date of purchase. This amount is computed on net purchase after returns and allowances have been deducted. TRADE DISCOUNT Trade discount is a deduction from the catalog or list price granted to the purchaser of goods. Unlike the cash discount, trade discount is not recorded in the books of either the seller or the buyer. The following are the advantages of granting trade discounts. 1. To encourage customers to buy in large quantities. 2. It enables the seller to establish different price to different customers. 3. It facilitates an easier changing of price without changing the printed

catalog price. 2.) Show to the class the computation of Cash and Trade Discount.

COMPUTATION: On January 1, 2010 RMP Store purchased P10, 000 worth of merchandise on account.

Terms 2/10, 1/15, n/30

Amount of Invoice P 10, 000 Less: Trade Discount (2%) 200 9, 800 Less: Cash Discount (1%) 90 Amount of Total Invoice 9, 710

Purchased P20, 000 worth of merchandise from Lira Trading. Terms 2/10, n/30 Amount of Invoice P 10, 000 Less: Cash Discount (2%) 200

Amount of Total Invoice 9, 800

3.) Ask the students to perform the given transaction on the board.

C. Closing Activity 1. Generalization

Cash discount is a certain percentage of the purchase price granted to the buyer if the latter pays within a specified period from the date of purchase. This amount is computed on net purchase after returns and allowances have been deducted. Trade discount is a deduction from the catalog or list price granted to the purchaser of goods. Unlike the cash discount, trade discount is not recorded in the books of either the seller or the buyer. 2. Valuing

Accuracy of computation Neatness of work

3. Application

Board Work Compute for the cash and trade discounts of the following transactions. 1. On June 2, 2008, Ms. Leonile purchased P35,000 worth of

merchandise. Terms 2/10, 1/15, n/30 2. Mr. Abad purchased P25, 000 worth of office supplies. Terms

2/10, 1/20, n/30 3. Bought equipment P45, 000 from ABA Trading. Terms 2/10,

n/30 4. Purchased P15,000 worth of merchandise. Terms 2/10, 1/15,

n/30 5. Bought tools P30,000. Terms 1/10, n/30

IV. Evaluation Quiz

1. ________ is a deduction from the catalog price or list price granted to the purchaser of goods.

2. ________ is a certain percentage of the purchase price granted to the buyer if the latter pays within the specified period from the date of purchase.

3. Compute for the cash discount Purchased merchandise P5,000. Terms 1/10, n/30

4. Compute for the trade and cash discounts Purchased merchandise P50, 000. Terms 2/10, 1/15, n/30

V. Agreement

1. What is Financial Statement? 2. What are the two statements in Financial Statement?

Reference: Accounting Principles 2 by Arganda pp. 81-85

Creationism in the classroom: a controversy with serious consequences On 16 September 2008 the Revd Professor Michael Reiss resigned from his position as Director of Education at the Royal Society. The immediate context of his resignation was the furore created by the media in the wake of an address that he had given on Thursday 11 September 2008 in Liverpool, at the annual Festival of Science organised by the British Association for the Advancement of Science. The story seemed to be of universal interest, with several papers next day devoting full-page spreads to it, under large, eye-catching headings. For example, the Times (12 September 2008) headlined with 'Royal Society and the case for creationism: leading scientists at odds with Government over religious education', claiming that the Royal Society was supporting Professor Reiss in his 'heretical' views, while the Guardian's banner headline on the same day was 'Teach creationism, says top scientist.

Both Reiss and the Royal Society itself moved quickly to declare that he had been misunderstood. In numerous statements and letters to the press they stressed that what he had actually said in the lecture had been misrepresented, as shown by the statement issued by the Royal Society on Friday 12 September:

The Royal Society is opposed to creationism being taught as science. Some media reports have misrepresented the views of Professor Michael Reiss, Director of Education at the Society, expressed in a speech yesterday.

Professor Reiss has issued the following clarifi cation. 'Some of my comments about the teaching of creationism have been misinterpreted as suggesting that creationism should be taught in science classes. Creationism has no scientifi c basis. However, when young people ask questions about creationism in science classes, teachers need to be able to explain to them why evolution and the Big Bang are scientifi c theories but they should also take the time to explain how science works and why creationism has no scientifi c basis. I have referred to science teachers discussing creationism as a worldview; this is not the same as lending it any scientifi c credibility.'

The matter was not permitted to rest there, and extensive media coverage continued. For example, Robin McKie, writing in the Observer, Sunday,14 September, stated that: There are two ways of reacting to the Royal Society's claim that its education director Michael Reiss was misrepresented in reports alleging he thought creationism should be taught in science classrooms. Either journalists got it wrong or Reiss-an ordained Church of England clergyman-did indeed suggest religious dogma be mixed with science teaching. [McKie, 2008]

McKie went on to claim that various scientists were worried about 'God getting a foot in the Royal Society's door':

Scientists such as Kroto [Sir Harry Kroto, a Nobel Prize winner], Sir Richard Roberts [another UK Nobel winner] and Richard Dawkins look with horror upon the spread of faith schools; the growing infl uence of bodies such as the Templeton Foundation, a conservative US organisation which constantly seeks to establish links between science and religion; and the prospect of creationism being taught in Britain's science classrooms. They expect the Royal Society to take a tough stand on these issues. . . . It is baffl ing how an ordained minister could have been asked to play a senior role in the society. Equally, the society's acceptance of money from the Templeton Foundation raises further concerns. [McKie, 2008]

By Monday 15 September rumours were rife that senior members of the Royal Society had called for Reiss's resignation, and on Tuesday 16 September the Royal Society issued a further statement:

Some of Professor Michael Reiss's recent comments, on the issue of creationism in schools, while speaking as the Royal Society's Director of Education, were open to misinterpretation. While it was not his intention, this has led to damage to the Society's reputation. As a result, Professor Reiss and the Royal Society have agreed that, in the best interests of the Society, he will step down immediately as Director of Education.

The journal Nature, in its online news section of 17 September, carried an article by Daniel Cressey which elaborated on what led to the resignation:

The move, which appears to have been forced, follows a letter to the president of the society, Martin Rees, from three Nobel Prize-winning fellows. Reiss's remarks on the need to engage in dialogue with the creationist views some children express in science classes resurrected claims that, as a priest, Reiss should not have been appointed in the fi rst place, [Cressey, 2008]

No sooner had the resignation been announced than professional colleagues began to come to the defence of Reiss, and the media coverage began to change its tune. The Nature article cited above quotes three close colleagues as unsupportive of the Royal Society's decision and as esteeming Reiss and his work very highly. In addition, Lord Robert Winston was widely reported as saying:

I fear that the Royal Society may only have diminished itself. This individual was arguing that we should engage with and address public misconceptions about science-something that the Royal Society should applaud. [Times, 17 September 2008]

Philippines Education…A good Quality for Less

Why? It is due to the fact the Philippines properties for sale offer a wide range of market; It is also a big investments for the investors knowing that in just ten years the foreign businessmen would be the one owning the bigger percentage of the Philippines’ business and real estate market

Philippines properties for sale include the quality of education, Filipinos’ intelligence and world class skills. Since newspaper shows that the Filipinos are globally competitive in different aspects many investors have come up with building industries that help not only Filipinos get employed but also the people who are in need of these talents.

Half of the hollywood industry have Filipino blood thus it shows how talented Filipinos are. If being in the Philippines would mean acquiring a god given talent, why not try to study here and make things happen? Proof of these talents would be Charice Pempengco, Lea Salonga , Elisa Macuja and so much more. These artists were exposed to the Philippine environment and training. As you can see these artists have developed their skills to full use because of the good hands Filipinos have offered.

A lot of people would say that if they invest they will invest in the quality of education that the Philippines is offering . And it goes to show that many are exchange students that are studying in all the premiere universities of the Philippines. Well, basically a factor to consider here is that the quality of education of Filipino teachers are far better compared to other countries. Why is this so? It is because the Filipinos have love and care to their students and try to make them bloom to a beautiful flower.

Another factor that Philipines properties for sale is of great advantage is that Filipinos will not have difficulty communicating with you. Since the Filipinos are good English speakers there will no probability of misunderstanding between the latter and you. Would you ask for more? Well maybe but if you are not yet convince that Philippines properties for sale are worth every penny you got, why not try to ask people who have been here and they will tell you that what you are reading right now is true and not one bit is false. Or you might just phone them because they are still here and they don’t have a plan on going back.

A lot of people have fallen in love with the Philippines and when you try to explore this country with many islands and great offers you might fall in love with it too. It is a loving place that comforts every one with right conduct and pleasing personality. Try to visit Philippines properties for sale and experience a great life.

Read more: http://www.articlesbase.com/sales-articles/philippines-educationa-good-quality-for-less-962681.html#ixzz0jf4cgOUh

Non-Formal Education in the Philippines

By Sapna Kale

Non-formal Education is one of the means to spread literacy and employable skills to the people and it covers a much larger audience than the formal system. The NFE in Philippines is designed to assist the out-of-school youth and adults who have been deprived of formal education. There may be varying reasons for this.It may include the economic, social and geographical limitations which have hindered the path of literacy and employable skills.

The mission of the NFE program in Philippines is to empower the people with "desirable knowledge, skills, attitudes, and values that will enable him/her to think critically and creatively, act innovatively and humanely in improving the quality of his/her life and that of his/her family, community and country."

The main objective of NFE in Philippines is to reduce the number of illiterates in the country and provide them with need-based literacy programmes and also develop basic employable skills.Activities like vocational training, adult reading classes, family planning sessions as well as leadership workshops for community leaders.

This branch of education is looked after by the Bureau of Non-Formal Education which has its history dating back to 1829 when civic educational lectures were introduced in the country.Non-formal education was formally started in 1973 and is now an integral part of the developmental activities.There is a 3-pronged approach in this method which focuses on literacy, continuing education and staff development.

The main thrust of NFE is on the acquisition of skills needed for earning livelihood and to survive the competitiveness in the labor market.The horizons of non-formal education are far wider as compared to the formal system.

NFE reaches out to a greater audience irrespective of demographic characteristics, socio-economic conditions and varied general interests. In a few words, this system reaches out to all those people who might otherwise never get a chance to have any sort of education.

The Non-formal Education Program of Philippines lays thrust on the following aspects: • Literacy Programs for numeracy and functional literacy of each individual • Development of Livelihood Skills • Expansion of Certification and Equivalency Programmes

One of the main aims of NFE is to bring about a decrease in the poverty levels among the communities.To attain this goal, the bureau provides leadership and technical assistance in the implementation of literacy programmes, projects, trainings, workshops etc.This process includes the following features:

Female Functional Literacy & Parent Education: This program majorly involves the mother and provides them with essential skills and competencies to perform better in the fields related to child survival, protection and development.

Literacy Project for Cultural Communities: The target group for this program is that section of the society which is unable to attend the formal education system.This may include the cultural communities in general and also the hill tribes in particular.

Development of Literacy Measures: The Bureau of Non-formal Education in Philippines has developed some literacy parameters through a series of seminars and workshops.At the moment there are seven literacy measures which decide the functional literacy of the target group.This is also accompanied by a Manual of Instructions for using the Measures and its scoring. Development of Resource Material: It also focuses on the development of the curricula for various levels of literacy and also the resource material needed for the same.This includes booklets, posters and the facilitator's guide.

Actual Implementation on the Field: This is the most important component of the whole project.Efforts are made to implement the literacy and livelihood development programmes in the actual field with the target group in order to eradicate illiteracy and thereby alleviating poverty.

Thus, the Bureau of Non-formal Education in Philippines works on four major action points - family life skills which also includes health, nutrition, childcare, household management, family planning; vocational skills, functional skills and enhancing livelihood skills.

PROFESSIONAL DEVELOPMENT PLAN

Our journey never stops when we finish our studies; it is just a beginning of a more challenging life. Our work never stops when we have our diploma but is the start of more difficult activities to be done. After my graduation, I plan to look for a more decent job. I am planning to work as a Junior Restaurant Manager at KFC, where I work as an RTM now. I wanted to experience other jobs before I really focus on my teaching career. I am looking forward to be the Restaurant General Manager of KFC in the span of a year and hopefully be the Area Manager. I am also planning to take the Licensure Examination for Teachers the coming year, maybe that time I am prepared to take the board exam. Certainly I wanted to be an educator. By the year 2021, I am seeing myself being a high school instructor at Justice Cecilia Muñoz Palma High School. I will also take a Master Degree program at the Open University of PUP in the year 2012. I also wanted to be part of the PUP instructors that will enlighten the minds of the future generation. I am actually thinking of pursuing a Doctoral degree if it would be possible for me. Of course, having a stable and successful life is everybody’s dream. I also dream of having a husband and children. I want this to happen when a reach the age of 27 or 28 and when I know that I have done my duty as a daughter and I have fulfilled my dreams and ambitions.

LOCAL ISSUES IN EDUCATION

DepEd assigns disaster marshals and educates employees on occupational safety

The Department of Education Central Office has issued an office memorandum to inform its employees of the conduct of a one-day Occupational Safety and Health Seminar on March 30 and an Earthquake and Fire Drill on March 31.

According to Engr. Oliver Hernandez of DepEd-Physical Facilities and Schools Engineering Division (DepEd-PFSED) and OIC-Director of Administrative Services, “the activity is very timely not only because of the series of earthquakes that had happened but it will also teach life saving skills that every employee should know. It is important that we know how to respond properly before, during, and after any of these hazards happen in their respective workplace.”

DepEd, in partnership with the Project Alliance on Social Dialogue, has performed a workplace assessment to resolve issues and concerns on occupational safety and health of DepEd employees.

The assessment identified earthquake and fire prone hazards in different buildings being used by DepEd Employees in the Central Office. This prompted Engr. Hernandez’s team to include the central office in the disaster preparedness interventions that the department is doing.

The Occupational Safety and Health Seminar will be conducted on March 30, 2011 at the Bulwagan ng Karunungan, DepEd Central Office from 8:00 am to 4:00pm, followed by an Earthquake/Fire Evacuation Drill on the following day, March 31, 2011 at 10am.

The seminar/drill aims to educate DepEd Disaster Marshals on the identified hazards in the workplace and how to respond to each of these when the need arises in order to minimize vulnerabilities. It also intends to avoid or limit the adverse impact of hazards disaster risks that may strike without warning.

Hernandez furthered that the activity is in line with the observance of the Fire Prevention Month, a month-long campaign which includes the conduct of fire prevention activities nationwide every March. These activities are administered in coordination with the Bureau of Fire Protection (BFP), local government units, firefighting agencies, and other institutions.

A DepEd Occupational Safety and Health Committee will be created. Likewise, DepEd Disaster Marshals (at least two Marshals for every floor of the building within DepEd Complex) will be designated.

Recently, DepEd discussed the state of public schools and their structural integrity as they may be affected by earthquakes. It also mentioned the major interventions being undertaken such as the inspection of DepEd classrooms for possible structural defects to ensure that these can survive earthquakes, the conduct of earthquake drills, and the continuous monitoring on the status of schools near waterfronts that may be in danger from tsunamis.

To date, the Department has inspected a total of 685 schools nationwide.

The department has also constructed a number of hazard resilient school buildings in the Eastern Sea Board area, in compliance with the National Building Code Standards. These buildings can withstand earthquake and typhoons and has an estimated lifespan of more than 50 years.

Immediate repair/rehabilitation or replacement of damaged school buildings through the Quick Response Fund of DepEd is also being done.

www.deped.gov.ph

KEY ISSUES IN PHILLIPINE EDUCATION

By: Mark Solas

Literacy rate in the Philippines has improved a lot over the last few years- from 72 percent in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of schools built and the level of enrollment in these schools. The number of schools grew rapidly in all three levels - elementary, secondary, and tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in the elementary schools and 362 percent in the tertiary schools. For the same period, enrollment in all three levels also rose by 120 percent. More than 90 percent of the elementary schools and 60 percent of the secondary schools are publicly owned. However, only 28 percent of the tertiary schools are publicly owned. A big percentage of tertiary-level students enroll in and finish commerce and business management courses. Table 1 shows the distribution of courses taken, based on School Year 1990-1991. Note that the difference between the number of enrollees in the commerce and business courses and in the engineering and technology courses may be small - 29.2 percent for commerce and business and 20.3 percent for engineering and technology. However, the gap widens in terms of the number of graduates for the said courses.

TABLE 1: TERTIARY ENROLLMENT AND GRADUATION BY FIELD OF STUDY. SY 1990-1991

FIELD OF STUDY ENROLLMENT GRADUATION No. % No. % Arts and Sciences 196,711 14.6 29,961 13.6 Teacher Training & Education 242,828 18.0 34,279 15.5 Engineering & Technology 273,408 20.3 32,402 14.7 Medical and Health - related Programs 176,252 13.1 34,868 15.8

Commerce/Business Management 392,958 29.2 79,827 36.1

Agriculture, Forestry, Fishery, 43,458 3.2 7,390 3.3

and Veterinary Medicine Law 20,405 1.5 2,111 1.0 Religion / Theology 1,695 0.1 209 0.1

TOTAL 1,347,715 100.0 221,047 100.0

On gender distribution, female students have very high representation in all three levels. At the elementary level, male and female students are almost equally represented. But female enrollment exceeds that of the male at the secondary and tertiary levels . Also, boys have higher rates of failures, dropouts, and repetition in both elementary and secondary levels. Aside from the numbers presented above, which are impressive, there is also a need to look closely and resolve the following important issues: 1) quality of education 2) affordability of education 3) goverment budget for education; and 4) education mismatch.

1. Quality - There was a decline in the quality of the Philippine education, especially at the elementary and secondary levels. For example, the results of standard tests conducted among elementary and high school students, as well as in the National College of Entrance Examination for college students, were way below the target mean score.

2. Affordability - There is also a big disparity in educational achievements across social groups. For example, the socioeconomically disadvantaged students have higher dropout rates, especially in the elementary level. And most of the freshmen students at the tertiary level come from relatively well-off families.

3. Budget - The Philippine Constitution has mandated the goverment to allocate the highest proportion of its budget to education. However, the Philippines still has one of the lowest budget allocations to education among the ASEAN countries.

4. Mismatch - There is a large proportion of "mismatch" between training and actual jobs. This is the major problem at the tertiary level and it is also the cause of the existence of a large group of educated unemployed or underemployed.

The following are some of the reforms proposed:

1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is very little incentive for most of them to take up advanced trainings.

2. Amend the current system of budgeting for education across regions, which is based on participation rates and units costs. This clearly favors the more developed regions. There is a need to provide more allocation to lagging regions to narrow the disparity across regions.

3. Stop the current practice of subsidizing state universities and colleges to enhance access. This may not be the best way to promote equity. An expanded

scholarship program, giving more focus and priority to the poor, maybe more equitable.

4. Get all the leaders in business and industry to become actively involved in higher education; this is aimed at addressing the mismatch problem. In addition, carry out a selective admission policy, i.e., installing mechanisms to reduce enrollment in oversubscribed courses and promoting enrollment in undersubscribed ones.

5. Develop a rationalized apprenticeship program with heavy inputs from the private sector. Furthermore, transfer the control of technical training to industry groups which are more attuned to the needs of business and industry.

CLARENCE ANGELICA A. DELA CRUZ Address : 258 Lower Molave St., Payatas B, Quezon City Mobile : 094914242164 E-mail : delacruzclarenceangelica@gmail.com

CAREER OBJECTIVES

- To be able to enhance and develop my knowledge and skills in working with your company.

- To be able to gain an experience that would develop me as a person. SKILLS SUMMARY

- Proficient in MS Applications and internet - Basic Adobe Photoshop and HTML applications

EDUCATION Tertiary Polytechnic University of the Philippines Quezon City Campus Bachelor in Business Teachers Education 2007-2011 ( expected ) Secondary Justice Cecilia Muñoz Palma High School Molave St., cor Narra St., Payatas B, Quezon City 2003-2007 Primary Payatas B. Elementary School Narra St., Payatas B, Quezon City 1997-2003 WORKING EXPERIENCE

• Justice Cecilia Muñoz Palma High School Teaching Practicum

December 2010-March 2011

• Prudentialife Plans ( JOCFER Building) On-the-Job Training December 2008-February 2009

• KFC (Commonwealth)

Restaurant Team Member July 2009 – March 2011 SEMINARS ATTENDED

• 1st Dialogue – Forum of Bachelor in Business Teacher Education PUPQC: Building and Strengthening a Learning Community

March 26, 2011

• Polytechnic University of the Philippines, Quezon City Enhancing Teaching Skills Towards Professionalism October 20, 2010

• JobStreet.com Career Congress BUILDING LEADERS: Developing Future Leaders in the Workforce September 3, 2010

REFERENCES Prof. Marilyn Isip Polytechnic University of the Philippines Quezon City Campus Prof. Cleotilde Servigon Polytechnic University of the Philippines Quezon City Campus

I, hereby certify that the above information is true and correct according to the best of my knowledge and belief.

Clarence Angelica A. Dela Cruz Applicant

Time Computation

November

December Date In Out Total

Date In Out Total

12 6:00 12:50 6hrs 50mins

2 7:57 12:38 4hrs 13 7:00 12:50 5hrs 50mins

3 7:39 12:49 6hrs 35mins

15 7:29 12:49 5hrs 20 mins

6 6:06 1:04 4hrs 10mins 17 7:50 12:12 4hrs 48mins

7 6:01 12:38 5hrs 58mins

22 7:40 12:37 5hrs 34mins

8 6:09 12:38 6hrs 37mins 23 7:40 12:54 4hrs 48mins

9 6:01 12:51 6hrs 49mins

24 7:43 12:54 4hrs 33mins

10 6:00 12:26 6hrs 50mins 25 7:00 12:38 4hrs 59mins

13 6:32 12:36 6hrs 25mins

30 7:47 1:17 5hrs 30mins

14 6:08 12:50 6hrs 2mins total 48hrs 2mins

total 53hrs 43mins

January

February

Date In Out Total

Date In Out Total 3 6:00 12:30 6hrs 30mins

1 6:00 1:06 7hrs 6mins

4 6:00 12:55 6hrs 55mins

2 6:08 12:42 6hrs 48mins

5 6:08 12:55 6hrs 47mins

3 6:23 1:05 6hrs 42mins 6 6:09 12:46 6hrs 37mins 4 6:20 12L34 6hrs 14mins 7 6:14 12:42 6hrs 28mins

7 6L29 12:57 5hrs 58mins

11 7:50 1:39 5hrs

8 6:07 12:18 6hrs 11mins 12 10:08 12:40 2hrs 32mins

10 6:20 12:15 5hrs 55mins

14 6:11 12:21 6hrs 10mins

11 6:14 12:49 6hrs 35mins 17 6:12 1:01 6hrs 49mins

14 6:15 1:24 6hrs 5mins

18 6:10 12:01 6hrs 51mins

16 6:19 3:08 8hrs 19 6:17 2:46 7hrs 29mins

17 6:17 1:02 6hrs

20 6:42 12:12 5hrs

18 6:36 1:13 6hrs 36mins 21 6:43 12:19 5hrs 36mins

21 6:23 3:06 8hrs

24 6:11 12:08 6hrs 47mins

22 6:34 2:50 8hrs 25 6:17 12:20 6hrs 3mins

24 6:29 1:33 7hrs 4mins

27 6:19 12:30 4hrs 18mins

28 6:29 2:07 7hrs 31mins 31 6:19 12:30 4hrs 18min

total 114 hrs

Total 99hrs 66mins

Prepared by: Clarence Angelica A. Dela Cruz Noted by: Critique Teacher: Rosita Francia TLE Head : Mrs. Felicitas Victoriano