24 Understanding Culture, Society & Politics
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The document provides instructions for an activity asking students to depict changes in public transportation and society in the Philippines across different eras. Students are asked to paste pictures of modes of public transportation from the 19th century, 20th century, and 21st century to show technological, cultural, social, and political changes over time.
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22Understanding Culture, Society & Politics
The document is a curriculum for a senior high school course on understanding culture, society, and politics. It includes an activity to identify cultural elements of the Philippines and China such as language, religion, food, music, dance, holidays, ceremonies, costumes, sports, and traditions. Students are also asked to list causes and consequences of social change such as modernization and globalization.
23Understanding Culture, Society & Politics
The document provides a worksheet for students to fill in the significant contributions of different Philippine presidential administrations across various sectors such as education, health, agriculture, and more. Students are tasked with writing in how the Estrada, Arroyo, and Aquino administrations each impacted sectors like education, health, agriculture, finance, environment, labor and employment, justice, science and technology, tourism, and transportation.
29Understanding Culture, Society & Politics
Students were asked to observe unwritten social rules and behaviors of students in the school canteen for one hour without being noticed. They were to take notes on the names, sex/gender, school status of those observed and any unwritten rules of decorum and propriety they followed. The activity was part of a senior high school Understanding Culture, Society, and Politics course to analyze social interactions and norms.
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The document outlines an activity for senior high school students to understand culture, society and politics. Students are asked to explain the importance of social sciences in studying these topics and to plan an awareness campaign about an important issue in their community.
26Understanding Culture, Society & Politics
Communities in the Philippines can be categorized as urban, rural, or indigenous peoples (IP) communities. Urban communities are located in cities and municipalities, rural communities are situated in barrios and sitios, while IP communities exist in upland and remote areas traditionally occupied by cultural communities.
30Understanding Culture, Society & Politics
Culture provides norms that guide behavior. It establishes standards for how people in a society should act in different situations. These cultural norms help regulate and influence the actions of individuals and groups within a culture.
16Understanding Culture, Society & Politics ACTIVITY SHEETS
The document discusses the Marawi uprising in the Philippines and asks students to answer questions about it. The questions ask students to identify common factors among scenarios that could be considered manifestations of cultural and political changes. Students are also asked to explain social dynamics as they relate to social, political, and cultural change. Finally, students are prompted to provide ways to improve awareness of social, cultural and political changes.
32Understanding Culture, Society & Politics
Ethnocentrism is judging other cultures based on the standards of one's own culture. Cultural relativism is evaluating other cultures based on their own cultural contexts and values rather than solely from the perspective of one's own culture. Cultural heritage refers to the traditions, monuments, artifacts and intangible attributes of a group that are inherited from past generations and kept alive.
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22Understanding Culture, Society & Politics
The document is a curriculum for a senior high school course on understanding culture, society, and politics. It includes an activity to identify cultural elements of the Philippines and China such as language, religion, food, music, dance, holidays, ceremonies, costumes, sports, and traditions. Students are also asked to list causes and consequences of social change such as modernization and globalization.
23Understanding Culture, Society & Politics
The document provides a worksheet for students to fill in the significant contributions of different Philippine presidential administrations across various sectors such as education, health, agriculture, and more. Students are tasked with writing in how the Estrada, Arroyo, and Aquino administrations each impacted sectors like education, health, agriculture, finance, environment, labor and employment, justice, science and technology, tourism, and transportation.
29Understanding Culture, Society & Politics
Students were asked to observe unwritten social rules and behaviors of students in the school canteen for one hour without being noticed. They were to take notes on the names, sex/gender, school status of those observed and any unwritten rules of decorum and propriety they followed. The activity was part of a senior high school Understanding Culture, Society, and Politics course to analyze social interactions and norms.
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The document outlines an activity for senior high school students to understand culture, society and politics. Students are asked to explain the importance of social sciences in studying these topics and to plan an awareness campaign about an important issue in their community.
26Understanding Culture, Society & Politics
Communities in the Philippines can be categorized as urban, rural, or indigenous peoples (IP) communities. Urban communities are located in cities and municipalities, rural communities are situated in barrios and sitios, while IP communities exist in upland and remote areas traditionally occupied by cultural communities.
30Understanding Culture, Society & Politics
Culture provides norms that guide behavior. It establishes standards for how people in a society should act in different situations. These cultural norms help regulate and influence the actions of individuals and groups within a culture.
16Understanding Culture, Society & Politics ACTIVITY SHEETS
The document discusses the Marawi uprising in the Philippines and asks students to answer questions about it. The questions ask students to identify common factors among scenarios that could be considered manifestations of cultural and political changes. Students are also asked to explain social dynamics as they relate to social, political, and cultural change. Finally, students are prompted to provide ways to improve awareness of social, cultural and political changes.
32Understanding Culture, Society & Politics
Ethnocentrism is judging other cultures based on the standards of one's own culture. Cultural relativism is evaluating other cultures based on their own cultural contexts and values rather than solely from the perspective of one's own culture. Cultural heritage refers to the traditions, monuments, artifacts and intangible attributes of a group that are inherited from past generations and kept alive.
23 aUnderstanding Culture, Society & Politics
Ethnocentrism judges other cultures based on one's own cultural standards while cultural relativism evaluates other cultures on their own terms without judging them as inferior or superior. The document discusses questions about whether it is right to pass judgment on other cultures, if societies should practice the same cultural values, and how to recognize each culture's uniqueness without viewing them through one's own lens.
18 unit test Understanding Culture, Society & Politics
1. The document is a test on understanding culture, society, and politics containing 26 multiple choice questions. It covers topics such as the definitions of culture, society, politics, and their relationships.
2. Questions ask about specific concepts like sub-culture, counter-culture, high culture, popular culture, and how the natural environment can shape human culture and society. Examples given include how Japan's archipelago geography influenced its cuisine and how India's treatment of cows relates to its agricultural needs.
3. The test also covers groups and social movements like militias, Falun Gong, and countercultures that have rejected mainstream values and norms. It aims to assess understanding of these key sociological and anthrop
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This document provides information about a student's activity and assignment for their senior year of high school. The student is in grade 12 and is taking a class on understanding culture, society, and politics. Their assignment is to complete a life matrix comparing the things they can do versus cannot do.
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To create change in their community, a senior high school student believes they must first understand the issues affecting their community. They should then develop a plan of action to address the issues and work to implement solutions, which may involve organizing community members, holding discussions with leaders, or starting their own community programs. Evaluation of progress and making adjustments to the plan would also be necessary steps to create sustained change.
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Understanding culture, society, and politics is important to observe social realities and behaviors. It allows one to research and explain observations of social phenomena. Improving awareness of social, cultural, and political changes can be done by researching these topics to gain a deeper understanding of how they impact society.
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Biological evolution refers to genetic changes in populations over generations, while cultural evolution is the development of ideas, behaviors, and traditions in human societies over time. Anthropologists study human and cultural evolution, seeking to understand how human societies developed and adapted through non-genetic cultural changes. Charles Darwin's theory of evolution by natural selection proposed that genetic variations between individuals can provide advantages for survival and reproduction, leading populations to evolve over many generations through the processes of variation, inheritance, and selection.
3Understanding Society, Culture & Politics activity sheets
Individuals in a society share some similarities but also have differences. Both the similarities and differences between individuals can impact life in the whole community. Similarities bond people together and create a shared culture and values, while differences may cause divisions but can also encourage diversity and innovation in the community. How individuals relate across their similarities and differences influences whether the overall society functions harmoniously.
1Understanding Culture, Society, and Politics
The document outlines the curriculum for senior high school students at Narra National High School for the first quarter of the 2018-2019 school year. Students will study culture, society, and politics through understanding their family, themselves, their nation, world, continent, and town in the first activity of the quarter.
27Understanding Culture, Society & Politics
The document outlines an activity for Grade 12 students where they are asked to research and fill in a table on the stages of Philippine communication, transportation, and dances from pre-Spanish times to modern society. Students are to explore how communication, transportation, and traditional dances have evolved over different historical periods in the Philippines.
8Understanding Culture, Society & Politics ACTIVITY SHEETS
Students are tasked with visiting a local mall or store to observe how people conduct themselves individually and collectively. They should note what types of people go (gender, age), what items they buy, and how people of different categories interact. The students will then record their observations in a social investigation record under the headings of client sort of people, what they buy, and interactions.
23 bUnderstanding Culture, Society & Politics
The document outlines an activity for senior high school students to identify one tangible and one intangible element of Philippine cultural heritage under threat. Students are asked to describe the threats and sources for each, then propose a plan of action to address the threats. They must complete a table with the heritage, threats, and proposed plan of action for both tangible and intangible cultural elements.
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31Understanding Culture, Society & Politics
The document is an activity from a senior high school curriculum about understanding culture, society and politics. The activity asks students to prepare a short skit depicting the preparation and celebration of a religious feast. It then asks the students to name the feast and answer three questions - about the activities involved in carrying out the feast, how they know those activities are required, and why Filipinos celebrate religious feasts.
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This document provides instructions for a student activity to create a paragraph combining questions and answers about whether they are addicted to taking selfies. Students are asked to make at least 6 sentences combining the questions and their answers from a previous activity on understanding their relationship with taking selfies and their culture, society, and politics.
28Understanding Culture, Society & Politics
In 3 sentences:
This document provides instructions for an activity asking students to analyze aspects of Filipino culture as teenagers. Students are asked to identify behaviors or beliefs in Column A, explain how they learned them in Column B, and why they seem natural or are believed in Column C. The activity aims to have students reflect on the anatomy of their culture as Filipino teenagers.
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The document outlines an activity for senior high school students to reflect on their unique social features and the forces that shaped them. Students are asked to identify their distinguishing characteristics such as sex, religion, or residence that were influenced by societal, cultural or political forces. They then assess whether these features provide opportunities or constraints in their lives and society.
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This document contains a matching activity about key concepts in anthropology. It lists 10 terms related to anthropology and culture, including "anthropos" and "logos", "Clyde Kluckhohn & Alfred Kroeber", and the "Geertzian concept". Students are asked to match each term in column A with its corresponding definition or description in column B.
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The document provides instructions for a group video task assignment for Grade 12 students at Narra National High School. Students are asked to print the cover page for their group's video output. They must include the video title and address what local issue their video tackles. Students are also asked if they expect their video could ignite social change in their community.
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2. It contains 10 matching questions that ask students to match terms like "anthropos" and "logos", "colere", and authors like Clyde Kluckhohn & Alfred Kroeber to definitions relating to anthropology and culture.
3. The questions cover foundational concepts in anthropology including definitions of culture, the differences between cultural and social anthropology, and influential anthropological thinkers like Clifford Geertz.
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The document discusses religion and belief systems from an anthropological perspective. It begins by defining religion and examining religious phenomena across cultures. It then explores key concepts like animism, polytheism, monotheism, institutionalized religion, and religious practitioners. The document also analyzes religious activities such as magic, divination, and sacrifices. It examines the evolution of religion throughout history and in ancient societies. Finally, it discusses religious organizations and different types of cults based on their structure and relationship to society.
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This document is a practice quiz for a senior high school anthropology class containing 15 multiple choice questions about key concepts in anthropology. It covers topics like the classical divisions of anthropology, meanings of anthropological prefixes and suffixes, important early human fossils and their discoverers, and species within the genus Homo. The purpose is to test students' understanding of an overview of anthropology.
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Ethnocentrism judges other cultures based on one's own cultural standards while cultural relativism evaluates other cultures on their own terms without judging them as inferior or superior. The document discusses questions about whether it is right to pass judgment on other cultures, if societies should practice the same cultural values, and how to recognize each culture's uniqueness without viewing them through one's own lens.
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1. The document is a test on understanding culture, society, and politics containing 26 multiple choice questions. It covers topics such as the definitions of culture, society, politics, and their relationships.
2. Questions ask about specific concepts like sub-culture, counter-culture, high culture, popular culture, and how the natural environment can shape human culture and society. Examples given include how Japan's archipelago geography influenced its cuisine and how India's treatment of cows relates to its agricultural needs.
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This document provides information about a student's activity and assignment for their senior year of high school. The student is in grade 12 and is taking a class on understanding culture, society, and politics. Their assignment is to complete a life matrix comparing the things they can do versus cannot do.
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To create change in their community, a senior high school student believes they must first understand the issues affecting their community. They should then develop a plan of action to address the issues and work to implement solutions, which may involve organizing community members, holding discussions with leaders, or starting their own community programs. Evaluation of progress and making adjustments to the plan would also be necessary steps to create sustained change.
7Understanding Culture, Society & Politics ACTIVITY SHEETS
Understanding culture, society, and politics is important to observe social realities and behaviors. It allows one to research and explain observations of social phenomena. Improving awareness of social, cultural, and political changes can be done by researching these topics to gain a deeper understanding of how they impact society.
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Biological evolution refers to genetic changes in populations over generations, while cultural evolution is the development of ideas, behaviors, and traditions in human societies over time. Anthropologists study human and cultural evolution, seeking to understand how human societies developed and adapted through non-genetic cultural changes. Charles Darwin's theory of evolution by natural selection proposed that genetic variations between individuals can provide advantages for survival and reproduction, leading populations to evolve over many generations through the processes of variation, inheritance, and selection.
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Individuals in a society share some similarities but also have differences. Both the similarities and differences between individuals can impact life in the whole community. Similarities bond people together and create a shared culture and values, while differences may cause divisions but can also encourage diversity and innovation in the community. How individuals relate across their similarities and differences influences whether the overall society functions harmoniously.
1Understanding Culture, Society, and Politics
The document outlines the curriculum for senior high school students at Narra National High School for the first quarter of the 2018-2019 school year. Students will study culture, society, and politics through understanding their family, themselves, their nation, world, continent, and town in the first activity of the quarter.
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The document outlines an activity for Grade 12 students where they are asked to research and fill in a table on the stages of Philippine communication, transportation, and dances from pre-Spanish times to modern society. Students are to explore how communication, transportation, and traditional dances have evolved over different historical periods in the Philippines.
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Students are tasked with visiting a local mall or store to observe how people conduct themselves individually and collectively. They should note what types of people go (gender, age), what items they buy, and how people of different categories interact. The students will then record their observations in a social investigation record under the headings of client sort of people, what they buy, and interactions.
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The document outlines an activity for senior high school students to identify one tangible and one intangible element of Philippine cultural heritage under threat. Students are asked to describe the threats and sources for each, then propose a plan of action to address the threats. They must complete a table with the heritage, threats, and proposed plan of action for both tangible and intangible cultural elements.
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The document provides questions for a class activity on understanding culture, society, and politics. Students are asked to watch a film on the Holocaust and answer questions about how it demonstrates social, political, and cultural changes. They are also asked to explain social dynamics in relation to such changes and how to improve awareness of changes in culture, society, and politics.
31Understanding Culture, Society & Politics
The document is an activity from a senior high school curriculum about understanding culture, society and politics. The activity asks students to prepare a short skit depicting the preparation and celebration of a religious feast. It then asks the students to name the feast and answer three questions - about the activities involved in carrying out the feast, how they know those activities are required, and why Filipinos celebrate religious feasts.
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This document provides instructions for a student activity to create a paragraph combining questions and answers about whether they are addicted to taking selfies. Students are asked to make at least 6 sentences combining the questions and their answers from a previous activity on understanding their relationship with taking selfies and their culture, society, and politics.
28Understanding Culture, Society & Politics
In 3 sentences:
This document provides instructions for an activity asking students to analyze aspects of Filipino culture as teenagers. Students are asked to identify behaviors or beliefs in Column A, explain how they learned them in Column B, and why they seem natural or are believed in Column C. The activity aims to have students reflect on the anatomy of their culture as Filipino teenagers.
12Understanding Culture, Society & Politics ACTIVITY SHEETS
The document outlines an activity for senior high school students to reflect on their unique social features and the forces that shaped them. Students are asked to identify their distinguishing characteristics such as sex, religion, or residence that were influenced by societal, cultural or political forces. They then assess whether these features provide opportunities or constraints in their lives and society.
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This document contains a matching activity about key concepts in anthropology. It lists 10 terms related to anthropology and culture, including "anthropos" and "logos", "Clyde Kluckhohn & Alfred Kroeber", and the "Geertzian concept". Students are asked to match each term in column A with its corresponding definition or description in column B.
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The document provides instructions for a group video task assignment for Grade 12 students at Narra National High School. Students are asked to print the cover page for their group's video output. They must include the video title and address what local issue their video tackles. Students are also asked if they expect their video could ignite social change in their community.
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Hominid species gradually evolved biologically and culturally over time, from early hominids like Australopithecus, to later species such as Homo erectus, Homo sapiens, and Cro-Magnon. Students were tasked with completing a chart comparing the biological and cultural developments of different hominid species, and identifying terms like biological evolution, fossils, bipedalism, and artifacts.
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1. The document is a quiz on concepts related to anthropology from the book by Thomas Hyland Eriksen.
2. It contains 10 matching questions that ask students to match terms like "anthropos" and "logos", "colere", and authors like Clyde Kluckhohn & Alfred Kroeber to definitions relating to anthropology and culture.
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Religion and Belief Systems - UCSP
The document discusses religion and belief systems from an anthropological perspective. It begins by defining religion and examining religious phenomena across cultures. It then explores key concepts like animism, polytheism, monotheism, institutionalized religion, and religious practitioners. The document also analyzes religious activities such as magic, divination, and sacrifices. It examines the evolution of religion throughout history and in ancient societies. Finally, it discusses religious organizations and different types of cults based on their structure and relationship to society.
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This document is a practice quiz for a senior high school anthropology class containing 15 multiple choice questions about key concepts in anthropology. It covers topics like the classical divisions of anthropology, meanings of anthropological prefixes and suffixes, important early human fossils and their discoverers, and species within the genus Homo. The purpose is to test students' understanding of an overview of anthropology.
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Hominid species gradually evolved biologically and culturally over time, from early hominids like Australopithecus, to later species such as Homo erectus, Homo sapiens, and Cro-Magnon. Students were tasked with completing a chart detailing the biological and cultural developments of key hominid species, and defining terms related to human evolution such as biological evolution, cultural evolution, fossils, bipedalism, and artifacts.
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This document appears to be a quiz about selfie and social media behavior. It presents several scenarios and asks the test taker to choose the option that best describes what they would do in that situation from a list of choices. The choices range from taking selfies or posting to social media to engaging with the actual experience or people present. The scenarios involve situations at a funeral, at the gym, overlooking a scenic view, getting a new shirt, and getting a new pet. The document seems aimed at gauging a person's tendency to prioritize taking selfies and posting to social media over engaging with real-life experiences and other people.
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The document provides instructions for a group video task assignment for Grade 12 students at Narra National High School. Students are asked to print the cover page for their group's video output. They must include the video title and address what local issue their video tackles. Students are also asked if they expect their video could ignite social change in their community.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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