The Administrative Disciplinary Process in the Philippine Civil ServiceDaisy Punzalan Bragais
The document outlines the administrative disciplinary process in the Philippines. It discusses the objective of maintaining discipline, the powers used in investigations like interrogation of witnesses, and how administrative proceedings can be commenced by heads of agencies or through citizen complaints. It describes the stages of preliminary investigation, formal investigation, and appeal. Key aspects of the process like preventive suspension, formal charges, hearings, and settlement of cases are also summarized. The goal is to ascertain the truth without strictly following court rules of evidence and ensure innocent parties are protected from hasty prosecutions.
This document discusses the different types of conflict that can occur in organizations, including interpersonal, intrapersonal, intergroup, and inter-organizational conflict. It notes that conflict can be constructive or destructive, and lists some positive and negative outcomes of each. The sources and stages of conflict are also outlined, including perceived conflict, felt conflict, and conflict resolution. Finally, the document discusses negotiation as a conflict resolution technique, outlining the typical steps involved in a negotiation process.
The document discusses procedural due process as it relates to several Supreme Court cases. It introduces the Matthews v. Eldridge test, which established a three-part balancing test for determining whether due process requirements have been met. The test balances the private interest affected, the risk of erroneous deprivation, and the government's interest. It also briefly mentions the Wisconsin v. Constantineau and Kennedy v. Cincinnati cases in relation to due process.
The document outlines the procedures for administrative discipline cases within the Department of Education in the Philippines. It discusses the following key points:
1) Administrative discipline aims to promote responsible conduct among public servants according to norms of loyalty, integrity, and efficiency while ensuring accountability.
2) Disciplinary authorities include the Secretary of Education and Regional Directors. Grounds for disciplinary action include dishonesty, oppression, neglect of duty, misconduct, disgraceful conduct, being undesirable, discourtesy, inefficiency, and receiving gifts improperly.
3) The goal of discipline is not punishment but preserving public trust in government. Due process and security of tenure for officers are prioritized in disciplinary procedures.
Company Policy: Elements of Administrative Investigation and Progressive Disc...PoL Sangalang
Company Policy: Elements of Administrative Investigation and Progressive Discipline. July 24, 2014. Philippines. Prepared and delivered by Atty. Apollo X.C.S. Sangalang.
The document discusses the fundamentals of employee discipline for public servants in the Philippines. It outlines types of offenses that can result in disciplinary action and the administrative proceedings involved. It emphasizes that public office is a public trust and officers must serve with integrity, loyalty, and efficiency. Discipline aims to both educate and deter misconduct while preserving the people's faith in government. The document also discusses relevant laws around employee conduct, the powers and duties of disciplinary bodies like the Ombudsman, and the norms of conduct that public officials and employees must follow.
This document outlines the grounds and procedures for disciplinary actions against local elective officials in the Philippines. It discusses the following key points:
- Grounds for disciplinary actions against elective officials include disloyalty, abuse of authority, commission of crimes, and unauthorized absences.
- Complaints must be filed with the Office of the President, provincial council, or city/municipal council depending on the position of the respondent.
- Respondents are entitled to submit an answer, confront witnesses, and call favorable witnesses. Investigations must be completed within 90 days and decisions rendered within 30 days of the end of the investigation.
- Preventive suspensions of up to 60 days can be issued by the
The Administrative Disciplinary Process in the Philippine Civil ServiceDaisy Punzalan Bragais
The document outlines the administrative disciplinary process in the Philippines. It discusses the objective of maintaining discipline, the powers used in investigations like interrogation of witnesses, and how administrative proceedings can be commenced by heads of agencies or through citizen complaints. It describes the stages of preliminary investigation, formal investigation, and appeal. Key aspects of the process like preventive suspension, formal charges, hearings, and settlement of cases are also summarized. The goal is to ascertain the truth without strictly following court rules of evidence and ensure innocent parties are protected from hasty prosecutions.
This document discusses the different types of conflict that can occur in organizations, including interpersonal, intrapersonal, intergroup, and inter-organizational conflict. It notes that conflict can be constructive or destructive, and lists some positive and negative outcomes of each. The sources and stages of conflict are also outlined, including perceived conflict, felt conflict, and conflict resolution. Finally, the document discusses negotiation as a conflict resolution technique, outlining the typical steps involved in a negotiation process.
The document discusses procedural due process as it relates to several Supreme Court cases. It introduces the Matthews v. Eldridge test, which established a three-part balancing test for determining whether due process requirements have been met. The test balances the private interest affected, the risk of erroneous deprivation, and the government's interest. It also briefly mentions the Wisconsin v. Constantineau and Kennedy v. Cincinnati cases in relation to due process.
The document outlines the procedures for administrative discipline cases within the Department of Education in the Philippines. It discusses the following key points:
1) Administrative discipline aims to promote responsible conduct among public servants according to norms of loyalty, integrity, and efficiency while ensuring accountability.
2) Disciplinary authorities include the Secretary of Education and Regional Directors. Grounds for disciplinary action include dishonesty, oppression, neglect of duty, misconduct, disgraceful conduct, being undesirable, discourtesy, inefficiency, and receiving gifts improperly.
3) The goal of discipline is not punishment but preserving public trust in government. Due process and security of tenure for officers are prioritized in disciplinary procedures.
Company Policy: Elements of Administrative Investigation and Progressive Disc...PoL Sangalang
Company Policy: Elements of Administrative Investigation and Progressive Discipline. July 24, 2014. Philippines. Prepared and delivered by Atty. Apollo X.C.S. Sangalang.
The document discusses the fundamentals of employee discipline for public servants in the Philippines. It outlines types of offenses that can result in disciplinary action and the administrative proceedings involved. It emphasizes that public office is a public trust and officers must serve with integrity, loyalty, and efficiency. Discipline aims to both educate and deter misconduct while preserving the people's faith in government. The document also discusses relevant laws around employee conduct, the powers and duties of disciplinary bodies like the Ombudsman, and the norms of conduct that public officials and employees must follow.
This document outlines the grounds and procedures for disciplinary actions against local elective officials in the Philippines. It discusses the following key points:
- Grounds for disciplinary actions against elective officials include disloyalty, abuse of authority, commission of crimes, and unauthorized absences.
- Complaints must be filed with the Office of the President, provincial council, or city/municipal council depending on the position of the respondent.
- Respondents are entitled to submit an answer, confront witnesses, and call favorable witnesses. Investigations must be completed within 90 days and decisions rendered within 30 days of the end of the investigation.
- Preventive suspensions of up to 60 days can be issued by the
The document outlines the 2010 secondary education curriculum standards for science in the Philippines. It provides the general standards and learning outcomes for students in grades 7 through 10. Specifically:
- Students in grade 7 are expected to demonstrate understanding of fundamental science concepts through integrated study of chemistry, physics, and ecology.
- In grade 8, the focus is on integrative biology, with students analyzing and solving problems related to enhancing human and environmental wellness.
- Grade 9 centers on integrative chemistry, with the goal of students making informed decisions about sustainability.
- Finally, grade 10 involves integrative physics study to critically examine issues concerning quality of life.
The document summarizes a quarterly report on chemical reactions that includes stages of assessment. It outlines key concepts like chemical equations, reaction types, and factors affecting reaction rates. Students analyzed chemical effects on life and environment through documentation. Their understanding was evaluated on explanatory, clear, and justified criteria. The report emphasizes applying knowledge of useful and harmful reactions and bringing different perspectives on chemical impacts. It focuses on community roles in recognizing reaction benefits and limits of understanding.
1) The learner demonstrates understanding of the behavior of gases and its effects on health and the environment. This includes understanding the Kinetic Molecular Theory and gas laws, and how they affect the survival of living organisms.
2) Learners write documentary reports on issues involving the behavior of gases, applying their understanding of gases and gas laws. They analyze benefits of technologies developed from gas laws and recognize how understanding gases influences health consciousness.
3) Learners interpret information on health and environmental issues regarding gases, and use gas law principles practically in daily life to achieve expected health benefits. They develop perspective on gas law applications and empathy for their uses.
The document outlines the curriculum for Integrative Chemistry in the third year of secondary education. The first quarter focuses on chemical systems. Learners will understand key concepts like classification, composition, and properties of chemical systems and how this relates to health, industries, and the environment. Through community activities, students will demonstrate their understanding by classifying chemical mixtures, explaining the beneficial uses of chemical systems, recommending appropriate activities, and analyzing the effects on health, industries and the environment. Performance will be assessed based on involvement and understanding of chemical systems.
This document outlines a 4-week curriculum on diversity of life for an integrative biology class. The curriculum aims to help students understand diversity, respect other organisms, and appreciate their value. It includes standards on evolution, classification, and the usefulness of organisms. Students will conduct an advocacy project to demonstrate their understanding. The curriculum provides guidance on teaching strategies, assessments, and resources to help students explore diversity of life in their community.
This document outlines a 25-day unit on genetics for a 10th grade integrated biology class. The unit focuses on how understanding genetics can help with making informed decisions about health, livelihood, and future choices. Students will learn about DNA, RNA, chromosomes, proteins, traits, inheritance patterns, sex-linked traits, and uses of genetics. Assessment will involve students using genetics concepts to explain traits, interpret importance, apply to situations, make inferences, and reflect on ethical issues. Teaching methods explore prior knowledge, introduce topics, generate questions, and have students work through stages of understanding.
This document provides an overview of a 25-day lesson plan on human reproduction. The lesson will cover reproduction as both a biological function and a social issue. It includes 4 stages: 1) exploring what students already know, 2) firming up their understanding, 3) applying their knowledge, and 4) evaluating their learning. Stage 1 involves assessing prior knowledge and generating questions. Stage 2 introduces scientific concepts like mitosis, meiosis, and health issues. It provides activities for students to demonstrate understanding. Stage 3 provides learning experiences to address misconceptions and discover relevance to the essential question. Stage 4 evaluates students' informed decision making abilities on reproductive issues.
The document provides an outline for a 25-day lesson plan on the human organ system. It covers four main topics: 1) human organ systems and nutrition, 2) types, detection, prevention and treatment of diseases, 3) current health issues on nutrition and overall wellness, and 4) technologies related to human organ systems. The lesson incorporates various learning activities such as group work, research projects, and presentations to help students understand organ systems and their relation to nutrition, disease, health issues, and technology.
This document outlines a lesson plan on life energy processes and food production. It contains 4 stages: 1) explore, 2) firm up, 3) deepen understanding, and 4) apply. In the explore stage, students will assess their prior knowledge, be introduced to life energy processes, form questions, and generate ideas about how life energy can improve techniques and develop products. They will then group up to select ideas to challenge or explore further. The goal is for students to understand how life energy processes can be applied innovatively and profitably.
Sci q1 b cellular structures&functionsComp Lab Man
This document outlines a curriculum for teaching integrative biology focused on cellular structures and functions. It includes:
- 4 key topics to be covered, including cell theory, structures, functions, and applications.
- A performance task requiring students to create an innovative product using their understanding of cells.
- A 3-stage teaching sequence: explore the topic through activities, explain concepts, and apply knowledge through projects.
The goal is for students to understand how cellular knowledge can promote livelihood, food production, and health. Assessments emphasize applying this knowledge creatively.
The 2010 Secondary Education Curriculum outlines the science program standards and general standards for grades 7-10. The focus is on demonstrating understanding of basic science concepts and processes in an integrative way to solve problems critically, think innovatively, and make informed decisions to enhance human and environmental well-being. For grade 8, the general standard is on demonstrating understanding of basic biology concepts and processes as deepened by other disciplines, to analyze problems critically, think creatively, and make decisions to enhance human and environmental integrity. One assessment focuses on understanding balance of nature and its role in conserving local biodiversity through active community involvement in resource management.
This document outlines a curriculum for teaching Integrative Biology focused on the balance of nature. It includes standards, essential understandings and questions, topics to be covered, and a three-stage teaching plan. The curriculum aims to demonstrate how understanding balance of nature can contribute to conserving local biodiversity through community involvement. Learners will explore balance of nature concepts, Philippine biodiversity issues and laws, and propose and evaluate plans of action. Assessment involves learner participation in resource management activities and demonstrations of understanding balance of nature's importance for conservation.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides an overview of a module on plate tectonics that includes the following:
1) The module covers topics on evidence of plate tectonics and managing effects of natural phenomena associated with plate tectonics through 4 lessons on the structure of Earth, formation of continents, earthquakes, and volcanoes.
2) Students will complete a pre-assessment on their understanding of the structure of Earth, movement of tectonic plates, earthquakes, and volcanoes from elementary science.
3) The module will help students develop a better understanding of plate tectonics to inform decisions on managing effects of natural phenomena through acquiring scientific knowledge from the lessons and activities.
This document provides an overview of an integrated science course module on force, motion, and energy. The module focuses on energy transfer and includes lessons on energy, temperature and heat, and work, power, and efficiency. Students will explore these topics through pre-assessments, activities demonstrating different types of energy transfer, and summative evaluations. The goal is for students to develop a deeper understanding of energy and related concepts through hands-on learning experiences and self-reflection on their knowledge.
This document provides an overview of the module on the laws of motion. [1] It will cover description of motion, causes of motion, and forces and equilibrium. [2] Students will learn about concepts like distance, displacement, speed, velocity, uniform velocity, uniform acceleration, inertia, and Newton's laws of motion. [3] They will complete activities to explore these concepts hands-on and apply their understanding.
This document provides an overview of an integrated science course covering matter, its properties, and changes. The course is divided into four quarters, with the first quarter focusing on the scientific method and matter. This specific module covers topics related to matter, its properties, and changes. It includes two lessons - one on the properties, changes, and classification of matter, and another on the beneficial effects of physical and chemical changes on health and the environment. The module introduces students to the basic concepts of matter and its three main states (solid, liquid, gas), as well as mixtures and pure substances. It includes several hands-on activities for students to explore these concepts through observation and experimentation.
The scientific method involves formulating hypotheses, experimentation, analysis and conclusions. This document outlines a science module that will teach students about the scientific method through three lessons. It includes a pre-assessment to evaluate students' existing knowledge of scientific processes like hypothesizing, experimentation and communicating results. The document also describes an experiment where the oxygen levels in fish blood were measured under varying temperature conditions to test the hypothesis that lower temperatures cause lower oxygen levels in blood. Students are asked to analyze the experiment's methodology and results.
Tg science q4 basics of ecology and human impact on ecosystemsComp Lab Man
This document outlines a curriculum for a unit on ecology and human stewardship of the Earth. It includes three stages:
1) Students will learn about basic ecological concepts like communities and habitats. They will examine human impacts and our role as stewards.
2) As a performance task, students will work in groups on an environmental project in their community, demonstrating cooperation, innovation, and contribution to conservation.
3) The teaching sequence will begin with assessing prior knowledge, introducing topics, and generating questions. Students will then demonstrate their understanding through explanation, interpretation, application, and assuming perspectives related to environmental protection.
The document outlines a curriculum for teaching students about the sun-moon-earth system over 25 days. It includes standards, essential understandings and questions, what students will know and be able to do. The curriculum is organized into three stages: explore, explain, expand. Students will assess their prior knowledge, generate questions, and demonstrate their understanding by making informed decisions about managing effects of phenomena like day/night and tides. They will consider community practices and safety measures, and reflect on how understanding influences beliefs and practices.
The document outlines the 2010 secondary education curriculum standards for science in the Philippines. It provides the general standards and learning outcomes for students in grades 7 through 10. Specifically:
- Students in grade 7 are expected to demonstrate understanding of fundamental science concepts through integrated study of chemistry, physics, and ecology.
- In grade 8, the focus is on integrative biology, with students analyzing and solving problems related to enhancing human and environmental wellness.
- Grade 9 centers on integrative chemistry, with the goal of students making informed decisions about sustainability.
- Finally, grade 10 involves integrative physics study to critically examine issues concerning quality of life.
The document summarizes a quarterly report on chemical reactions that includes stages of assessment. It outlines key concepts like chemical equations, reaction types, and factors affecting reaction rates. Students analyzed chemical effects on life and environment through documentation. Their understanding was evaluated on explanatory, clear, and justified criteria. The report emphasizes applying knowledge of useful and harmful reactions and bringing different perspectives on chemical impacts. It focuses on community roles in recognizing reaction benefits and limits of understanding.
1) The learner demonstrates understanding of the behavior of gases and its effects on health and the environment. This includes understanding the Kinetic Molecular Theory and gas laws, and how they affect the survival of living organisms.
2) Learners write documentary reports on issues involving the behavior of gases, applying their understanding of gases and gas laws. They analyze benefits of technologies developed from gas laws and recognize how understanding gases influences health consciousness.
3) Learners interpret information on health and environmental issues regarding gases, and use gas law principles practically in daily life to achieve expected health benefits. They develop perspective on gas law applications and empathy for their uses.
The document outlines the curriculum for Integrative Chemistry in the third year of secondary education. The first quarter focuses on chemical systems. Learners will understand key concepts like classification, composition, and properties of chemical systems and how this relates to health, industries, and the environment. Through community activities, students will demonstrate their understanding by classifying chemical mixtures, explaining the beneficial uses of chemical systems, recommending appropriate activities, and analyzing the effects on health, industries and the environment. Performance will be assessed based on involvement and understanding of chemical systems.
This document outlines a 4-week curriculum on diversity of life for an integrative biology class. The curriculum aims to help students understand diversity, respect other organisms, and appreciate their value. It includes standards on evolution, classification, and the usefulness of organisms. Students will conduct an advocacy project to demonstrate their understanding. The curriculum provides guidance on teaching strategies, assessments, and resources to help students explore diversity of life in their community.
This document outlines a 25-day unit on genetics for a 10th grade integrated biology class. The unit focuses on how understanding genetics can help with making informed decisions about health, livelihood, and future choices. Students will learn about DNA, RNA, chromosomes, proteins, traits, inheritance patterns, sex-linked traits, and uses of genetics. Assessment will involve students using genetics concepts to explain traits, interpret importance, apply to situations, make inferences, and reflect on ethical issues. Teaching methods explore prior knowledge, introduce topics, generate questions, and have students work through stages of understanding.
This document provides an overview of a 25-day lesson plan on human reproduction. The lesson will cover reproduction as both a biological function and a social issue. It includes 4 stages: 1) exploring what students already know, 2) firming up their understanding, 3) applying their knowledge, and 4) evaluating their learning. Stage 1 involves assessing prior knowledge and generating questions. Stage 2 introduces scientific concepts like mitosis, meiosis, and health issues. It provides activities for students to demonstrate understanding. Stage 3 provides learning experiences to address misconceptions and discover relevance to the essential question. Stage 4 evaluates students' informed decision making abilities on reproductive issues.
The document provides an outline for a 25-day lesson plan on the human organ system. It covers four main topics: 1) human organ systems and nutrition, 2) types, detection, prevention and treatment of diseases, 3) current health issues on nutrition and overall wellness, and 4) technologies related to human organ systems. The lesson incorporates various learning activities such as group work, research projects, and presentations to help students understand organ systems and their relation to nutrition, disease, health issues, and technology.
This document outlines a lesson plan on life energy processes and food production. It contains 4 stages: 1) explore, 2) firm up, 3) deepen understanding, and 4) apply. In the explore stage, students will assess their prior knowledge, be introduced to life energy processes, form questions, and generate ideas about how life energy can improve techniques and develop products. They will then group up to select ideas to challenge or explore further. The goal is for students to understand how life energy processes can be applied innovatively and profitably.
Sci q1 b cellular structures&functionsComp Lab Man
This document outlines a curriculum for teaching integrative biology focused on cellular structures and functions. It includes:
- 4 key topics to be covered, including cell theory, structures, functions, and applications.
- A performance task requiring students to create an innovative product using their understanding of cells.
- A 3-stage teaching sequence: explore the topic through activities, explain concepts, and apply knowledge through projects.
The goal is for students to understand how cellular knowledge can promote livelihood, food production, and health. Assessments emphasize applying this knowledge creatively.
The 2010 Secondary Education Curriculum outlines the science program standards and general standards for grades 7-10. The focus is on demonstrating understanding of basic science concepts and processes in an integrative way to solve problems critically, think innovatively, and make informed decisions to enhance human and environmental well-being. For grade 8, the general standard is on demonstrating understanding of basic biology concepts and processes as deepened by other disciplines, to analyze problems critically, think creatively, and make decisions to enhance human and environmental integrity. One assessment focuses on understanding balance of nature and its role in conserving local biodiversity through active community involvement in resource management.
This document outlines a curriculum for teaching Integrative Biology focused on the balance of nature. It includes standards, essential understandings and questions, topics to be covered, and a three-stage teaching plan. The curriculum aims to demonstrate how understanding balance of nature can contribute to conserving local biodiversity through community involvement. Learners will explore balance of nature concepts, Philippine biodiversity issues and laws, and propose and evaluate plans of action. Assessment involves learner participation in resource management activities and demonstrations of understanding balance of nature's importance for conservation.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides an overview of a module on plate tectonics that includes the following:
1) The module covers topics on evidence of plate tectonics and managing effects of natural phenomena associated with plate tectonics through 4 lessons on the structure of Earth, formation of continents, earthquakes, and volcanoes.
2) Students will complete a pre-assessment on their understanding of the structure of Earth, movement of tectonic plates, earthquakes, and volcanoes from elementary science.
3) The module will help students develop a better understanding of plate tectonics to inform decisions on managing effects of natural phenomena through acquiring scientific knowledge from the lessons and activities.
This document provides an overview of an integrated science course module on force, motion, and energy. The module focuses on energy transfer and includes lessons on energy, temperature and heat, and work, power, and efficiency. Students will explore these topics through pre-assessments, activities demonstrating different types of energy transfer, and summative evaluations. The goal is for students to develop a deeper understanding of energy and related concepts through hands-on learning experiences and self-reflection on their knowledge.
This document provides an overview of the module on the laws of motion. [1] It will cover description of motion, causes of motion, and forces and equilibrium. [2] Students will learn about concepts like distance, displacement, speed, velocity, uniform velocity, uniform acceleration, inertia, and Newton's laws of motion. [3] They will complete activities to explore these concepts hands-on and apply their understanding.
This document provides an overview of an integrated science course covering matter, its properties, and changes. The course is divided into four quarters, with the first quarter focusing on the scientific method and matter. This specific module covers topics related to matter, its properties, and changes. It includes two lessons - one on the properties, changes, and classification of matter, and another on the beneficial effects of physical and chemical changes on health and the environment. The module introduces students to the basic concepts of matter and its three main states (solid, liquid, gas), as well as mixtures and pure substances. It includes several hands-on activities for students to explore these concepts through observation and experimentation.
The scientific method involves formulating hypotheses, experimentation, analysis and conclusions. This document outlines a science module that will teach students about the scientific method through three lessons. It includes a pre-assessment to evaluate students' existing knowledge of scientific processes like hypothesizing, experimentation and communicating results. The document also describes an experiment where the oxygen levels in fish blood were measured under varying temperature conditions to test the hypothesis that lower temperatures cause lower oxygen levels in blood. Students are asked to analyze the experiment's methodology and results.
Tg science q4 basics of ecology and human impact on ecosystemsComp Lab Man
This document outlines a curriculum for a unit on ecology and human stewardship of the Earth. It includes three stages:
1) Students will learn about basic ecological concepts like communities and habitats. They will examine human impacts and our role as stewards.
2) As a performance task, students will work in groups on an environmental project in their community, demonstrating cooperation, innovation, and contribution to conservation.
3) The teaching sequence will begin with assessing prior knowledge, introducing topics, and generating questions. Students will then demonstrate their understanding through explanation, interpretation, application, and assuming perspectives related to environmental protection.
The document outlines a curriculum for teaching students about the sun-moon-earth system over 25 days. It includes standards, essential understandings and questions, what students will know and be able to do. The curriculum is organized into three stages: explore, explain, expand. Students will assess their prior knowledge, generate questions, and demonstrate their understanding by making informed decisions about managing effects of phenomena like day/night and tides. They will consider community practices and safety measures, and reflect on how understanding influences beliefs and practices.