The Lasallian Reflection Framework - Tagalog (Galgo2014)
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This document outlines the organization and functions of Local Councils for the Protection of Children (LCPC) in the Philippines. LCPCs are established at the provincial, city/municipal, and barangay levels to advocate for child rights and implement children's programs. They were established through various laws and administrative orders. The LCPCs at each local level are responsible for formulating plans and programs for children, providing coordination and technical assistance, monitoring implementation, and performing other functions to promote children's welfare as outlined in laws like the UN Convention on the Rights of the Child. The document details the composition, functions, and monitoring of LCPCs at different government levels to facilitate children's programs locally.
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This document provides information about pre-colonial Philippine folk songs. It discusses how traditional Philippine folk music reflects the country's history as a melting pot of cultures. Songs are often classified according to the cultural divisions of the various Philippine languages and regions. Many songs share the same tune across different languages. The document presents lyrics and background for three example folk songs: "Magtanim ay di biro" from the Tagalog tribe of Luzon, "Li-li Tulog Anay" from the Illonggo tribe of the Visayas, and "Bahay Kubo" also from the Tagalog tribe of Luzon.
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Sample Letter of Request to DSWD
This letter requests relief goods from the Secretary of the Department of Social Welfare and Development to aid victims of Typhoon Ondoy. It outlines a collaborative approach involving local governments, non-profits, communities, and churches to provide disaster relief, psychosocial intervention, livelihood training, and rehabilitation. The psychosocial intervention aims to reduce distress and promote well-being through art, music, dance, and play therapy. It also describes plans to provide livelihood skills training and small business development assistance. The letter requests relief goods to distribute to over 36,000 affected individuals in 11 barangays in Tanay, Rizal.
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The handbook is organized into four parts - an introduction to training design, delivery and evaluation; synopses of common GAD training modules; a detailed training module on GAD
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This document provides guidelines and answers frequently asked questions regarding Parent-Teacher Associations (PTAs) in the Philippines. It states that every school should organize a PTA to provide a forum for discussing school issues and ensuring parental cooperation. Membership is voluntary and open to parents and teachers of enrolled students. The PTA is led by a Board of Directors composed of 15 members including a President, Vice President, Secretary, and Treasurer. The PTA can collect voluntary contributions from members and is responsible for reasonable fundraising once per year with the school head's approval. The school principal recognizes the PTA and may cancel recognition for violations of guidelines.
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This document provides information about pre-colonial Philippine folk songs. It discusses how traditional Philippine folk music reflects the country's history as a melting pot of cultures. Songs are often classified according to the cultural divisions of the various Philippine languages and regions. Many songs share the same tune across different languages. The document presents lyrics and background for three example folk songs: "Magtanim ay di biro" from the Tagalog tribe of Luzon, "Li-li Tulog Anay" from the Illonggo tribe of the Visayas, and "Bahay Kubo" also from the Tagalog tribe of Luzon.
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This document provides the annual report of CDA Regional Office 1 for the year 2020. It includes messages from leadership, the regional director's report highlighting accomplishments, and reports on various programs and units within CDA RO1. Some key highlights include:
- CDA RO1 continued operations during the COVID-19 pandemic through remote service delivery and online platforms.
- 341 cooperatives received recognition for assistance provided to communities during the pandemic totaling over PHP 114 million.
- 11 webinars were conducted covering various cooperative development topics with over 4,700 participants.
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- Partnerships were maintained with national government agencies, local governments,
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This document provides guidelines and answers frequently asked questions regarding Parent-Teacher Associations (PTAs) in the Philippines. It states that every school should organize a PTA to provide a forum for discussing school issues and ensuring parental cooperation. Membership is voluntary and open to parents and teachers of enrolled students. The PTA is led by a Board of Directors composed of 15 members including a President, Vice President, Secretary, and Treasurer. The PTA can collect voluntary contributions from members and is responsible for reasonable fundraising once per year with the school head's approval. The school principal recognizes the PTA and may cancel recognition for violations of guidelines.
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- Appointment of LDRRM
Assistant with CSC attestation
- Copy of CSC Resolution
granting the LGU authority to
take final action on its
appointment
- Letter for CSC Field Office
transmitting copy, and
requesting attestation, of
appointment, in case LGU is
not accredited
Provinces and cities except for
Manila and Quezon City:
⮚ LDRRMO Assistant must:
1. Hold plantilla position
(LDRRMO III); and
2. Receive at least SG 18.
Special cities (Manila & Quezon
City):
⮚ LDRRMO Assistant must:
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3. Other matters discussed included guidelines for school uniforms, attendance/punctuality, insurance benefits, and the Red Cross.
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Boy Scout of the Philippines Investiture ceremony is conducted in order to officially dedicates its new member in scouting organization all around the world. This Script or Spiel is in Tagalog or Filipino so that it can easily be understood by Pinoy or People of the Philippine Republic.
School guidance plan
This document outlines a school guidance plan created by Group 3. It defines the principles of tutoring and guidance for different educational stages. It establishes strategies and instruments for orientation and tutoring. It aims to facilitate student transitions, develop student records, create educational alternatives, and help students adapt. It also seeks to facilitate communication between home and school and establish community support. The plan provides for students' academic, social, and emotional needs through crisis intervention, career planning, and helping students cope with stress. It allocates human and material resources and considers diversity and specific student needs through specialized education, curriculum adaptations, and computer use. The plan also focuses on developing resilience and preventing negative emotions through improving understanding of emotions and self-esteem.
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The document discusses community linkages between schools and local resources. It outlines how partnerships can benefit schools and communities by sharing facilities, volunteers, expertise and more. This enhances educational opportunities, strengthens neighborhoods, and leads to improved outcomes for youth and families. Effective collaboration requires strategic planning from professionals in schools and communities.
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This document provides information on proper nutrition for families in the Philippines. It discusses the country's nutritional issues such as underweight children and micronutrient deficiencies. It also outlines the effects of malnutrition like increased susceptibility to infections. The document then explains the basic food groups of rice, meat, milk, fruits and vegetables needed for growth, repair and protection. It provides daily serving recommendations for different age groups. Finally, it gives tips for meal planning like considering traditions, costs and nutrient needs to achieve a balanced diet.
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- Appointment of LDRRM
Assistant with CSC attestation
- Copy of CSC Resolution
granting the LGU authority to
take final action on its
appointment
- Letter for CSC Field Office
transmitting copy, and
requesting attestation, of
appointment, in case LGU is
not accredited
Provinces and cities except for
Manila and Quezon City:
⮚ LDRRMO Assistant must:
1. Hold plantilla position
(LDRRMO III); and
2. Receive at least SG 18.
Special cities (Manila & Quezon
City):
⮚ LDRRMO Assistant must:
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Filipinos have several habits and traditions that are deeply ingrained in their culture. Some of these include: the "bayanihan" spirit of helping one another without expecting anything in return, especially in times of need; arriving late to events and using excuses like "Filipino time"; and saying "bahala na" or leaving things to fate when facing difficulties or uncertainties. Hospitality is highly valued, with hosts providing generous food and accommodation to guests.
Rights based approach
The document discusses the Rights Based Approach (RBA) to development. The RBA identifies rights holders and their entitlements, as well as duty bearers and their obligations. It aims to strengthen the capacities of both rights holders to make claims, and duty bearers to meet their obligations. The RBA focuses on realizing the rights of excluded and marginalized groups through participation, transparency, accountability, and state responsibility. It considers families, communities, civil society and national authorities holistically.
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The document provides guidelines for establishing School Governance Councils (SGC) in schools. It discusses the rationale for developing the SGC policy to strengthen shared governance. It describes the functions of SGCs as structures for shared governance and feedback mechanisms. It outlines the composition of SGC members which includes internal and external stakeholders. It details the roles and responsibilities of SGC members including Co-Chairpersons, Secretary, and council members. It discusses how SGCs are to be operationalized and their decision-making processes, as well as budgeting, resource mobilization, and fundraising. The overall purpose is to achieve improved access to learning opportunities and outcomes through participatory governance.
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This document discusses strengthening partnerships between schools and communities. It identifies various community resources that can support learning, such as human, social, material, financial and natural resources. It provides examples of how community norms and traditions can help schools achieve their goals. The document emphasizes that quality education is a shared responsibility of schools and communities. Effective partnerships require coordination, two-way communication, and harnessing support from stakeholders like parents and PTAs. Tapping community expertise, inviting community members into classrooms, and organizing field trips are recommended ways to strengthen school-community links.
2ND HRPTA MEETING Presentation.pptx
The 2nd HRPTA meeting covered the following topics:
1. Proposed authorized fees and contributions for the school year were presented, totaling 350 pesos.
2. The meeting discussed student discipline policies, categorizing offenses as grave or minor and outlining corresponding penalties.
3. Other matters discussed included guidelines for school uniforms, attendance/punctuality, insurance benefits, and the Red Cross.
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The document outlines the schedule and activities for a Scouting Day, including a Zumbarathon, presentations on Scouting history, and indoor and outdoor games. It provides details on the origins of Boy Scouts and Girl Scouts in the Philippines. Boy Scouts were introduced after the American occupation in the early 1900s and were officially established in 1936. Similarly, Girl Scouts were started in 1939 under the leadership of suffragist Josefa Llanes Escoda and received their charter in 1940.
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This document contains action plans for Purok 5 of Barangay Lapogan in Tumauini, Isabela, Philippines for the years 2018-2019. The plans include objectives, activities, duration, responsible parties, budgets, and expected outputs for programs related to health and sanitation, tree planting, beautification, proper hygiene, food production, and reducing malnutrition among children. A similar document is also included for the business entrepreneurs action plan of Purok 3 covering objectives like acquiring permits, health compliance, quarrying delivery loads, collecting payments, and using funds for barangay improvements. Both documents include signatures of approving local officials.
Participatory Situational Analysis.pptx
The document provides an overview of participatory situational analysis tools that can be used in Barangay Development Planning (BDP). It discusses tools such as resource mapping to identify community assets, hazard mapping to assess risks, and historical timelines to understand events over time. Venn diagrams and income-expenditure trees are also covered to analyze community institutions and financial flows. The document aims to guide local leaders in comprehensively understanding their constituency's conditions to inform evidence-based planning.
Blocks of time
The document outlines a sample daily schedule and activities for a kindergarten classroom. It is divided into blocks of time including three meeting times, two work periods, story time, indoor/outdoor play, and arrival/dismissal. The meeting times involve whole-group activities like sharing, songs, and discussions to teach skills like taking turns. Work periods have both teacher-supervised and independent activities focusing on language, math, science and literature. Outdoor time provides physical activities. The schedule balances whole-group, small-group, independent and outdoor activities to develop kindergarteners' social, emotional, cognitive and physical skills.
GUIDANCE OFFICE CALENDAR-OF-ACTIVITIES-S.Y.-2022-2023.docx
In the midst of our present crisis, the COVID-19 pandemic, consistently, the
government kept on reminding us the ‘essentials’ of things and concerns that are
necessary during the quarantine period whether under ECQ, GCQ, or MECQ.
The Story of CEO Divina C. Quemi - her works, involvement, achievements and A...
The Story of CEO Divina C. Quemi, Nueva Segovia Consortium of Cooperatives - her works, involvement, achievements and Awards
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This presentation shows how BCPC can be organized utilizing the community organizing process to ensure functionality and sustainability. The elements of organizing, namely, education and training, organization-building, resource mobilization and people's participation are key. This can be used by social workers and community development workers, who have a good grasp of the United Nations Convention on the Rights of the Child and national and local governance structures mandated to protect and promote children's rights.
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PUROK-1-ACTION-PLAN-IN-HEALTH-AND-SANITATION-PROGRAM.docx
PUROK-1-ACTION-PLAN-IN-HEALTH-AND-SANITATION-PROGRAM.docx
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GUIDANCE OFFICE CALENDAR-OF-ACTIVITIES-S.Y.-2022-2023.docx
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Panagpuan recollection (ab galgo2011)
This document appears to be notes from a recollection or retreat focused on experiencing God and developing honesty and self-reflection. It includes biblical passages about choosing faith over lies, instructions for prayer and communicating with God, and exercises on understanding oneself including identifying positive and negative personality traits as well as secrets. Forgiveness is discussed, including common myths. Participants are encouraged not to tire of doing good and to make promises to themselves about personal growth.
Chalk carvings (ab galgo2014)
This short document appears to be about chalk carvings created by Arnel B. Galgo from Manila, Philippines in 2014. It provides the artist's name, location, medium used, and year of creation but does not include any other details about the specific carvings. The document hints that additional information may follow.
Catholic Social Teachings (ab galgo2008)
This document contains information about Catholic Social Teaching (CST), including its key principles and documents. It presents the pastoral spiral model which involves experience, reflection, evaluation, planning and action. Tables are included that outline major CST documents from popes starting in 1891, as well as the key principles from the Compendium of the Social Doctrine of the Church such as integral development, universal purpose of goods, and love of preference for the poor. Recommended resources on CST are provided at the end.
Integrity and labor (abgalgo2007)
This document provides information about integrity and corruption in the context of labor advocacy in the Philippines. It begins with an overview of the pastoral cycle of "see, judge, act" and defines corruption. It then discusses various forms of corruption, including in politics and bureaucracy. Perceptions and effects of corruption are examined. Specific corrupt practices in the National Labor Relations Commission are identified. The document also discusses integrity, analyzing it from different perspectives and providing examples of how integrity benefits organizations and individuals. It concludes by emphasizing the importance of integrity for building a just society.
Labor and catholic school
The document discusses labor-management relationships in Catholic schools. It outlines Catholic social teaching on labor from papal encyclicals that emphasize the dignity of work and workers' rights. It also summarizes key principles from Church documents on ensuring lay employees receive adequate salaries and participate in school responsibilities. The document then covers Philippine labor laws and regulations governing terms of employment for school personnel and dispute resolution processes based on shared responsibility and voluntary arbitration.
Poveda social action talaban project (ab galgo2007)
The document outlines a curriculum integration project called TALABAN aimed at socio-pastoral formation for high school students. It describes the SEE-JUDGE-ACT process used, with SEE involving observation and analysis of community issues, JUDGE examining the issues from a Catholic perspective, and ACT developing and implementing a community project. The levels of integration involve cross-curricular thematic teaching and subject webbing. TALABAN aims to develop students' skills and make them informed, skilled, socially aware and involved members of their community.
MAPSA JPIC Orientation (ab galgo2006)
The document provides an orientation on Justice, Peace and Integrity of Creation (JPIC) based on Catholic Social Teaching. It outlines the JPIC process of See-Judge-Act and discusses how Catholic educational institutions can integrate JPIC through their religious education, campus ministry, and pastoral ministry components using exposure, immersion, socio-pastoral education and outreach projects. It emphasizes the key role of teachers and educators in forming students to work for social justice and transformation through their vocational witness and commitment to ongoing social development.
More from Arnel Galgo (10)
Poveda social action talaban project (ab galgo2007)
Poveda social action talaban project (ab galgo2007)
The Lasallian Reflection Framework - Tagalog (Galgo2014)
- 1. BALANGKAS NG PAGNINILAY LASALYANO (Lasallian Reflection Framework)
- 2. Balangkas ng Pagninilay Lasalyano (Lasallian Reflection Framework) CA SE AR Masid-Danas (MD) Taya-Kilos (TK) Suri-Nilay (SN) ABG2014
- 3. Pag-uugat sa Kasaysayan… See-Judge-Act Pastoral Circle “Social Analysis” Holland & Henriot 1980 Joseph Cardijn “Mater et Magistra” Pope John XXIII 1961 Observe-Judge-Act Pastoral Spiral Federation of Asian Bishop Conference (FABC), BISA VII 1986 “…na tumitingin sa lahat ng bagay sa pananaw at liwang ng pananampalataya.” -SJBDLS 1651-1719 LRF
- 4. “May tatlong yugto na karaniwang sinusundan sa pagsasabuhay ng mga panlipunang paninindigan (ng Simbahan). Una, kailangan balikan at suriin ang konkretong kalagayan; ikalawa, pagbuo ng pagpapasya batay sa mga ating mga paninindigan; at ikatlo, pagkilos ayon sa hinihingi ng kalagayan gabay ang parehong mga paninindigan… tatlong yugto, Pangingilatis, Pagpapasya at Pagkilos.” – #263 Mater et Magistra St. John XXIII, 1961 “Pagkilatis sa mga Tanda ng Panahon” ng Ikalawang Konsilyo Vaticano at ang “Observe-Judge-Act” (1961)…
- 5. Balangkas ng Pagninilay Lasalyano (Lasallian Reflection Framework) CA SE AR Masid-Danas Taya-Kilos Suri-Nilay Jn. 1:37-39 Mt. 16:13-14 Lk. 9:23
- 6. MD: Kalagayan Halikayo’t samahan ako… Juan 1:37-39 Guro, ‘san po kayo nanunuluyan?... Mula sa Pagdama hanggang sa Pagbibigay-Kahulugan
- 7. SN: Pananaw at Pagpapahalaga Sino raw Ako ayon sa mga tao?... (sa mga dalubhasa at eksperto) …Ngunit sa iyo, sino Ako?... (sa pagdanas mo sa akin) Mateo 16:13-14 Mula sa Pangingilatis Hanggang Paninindigan Ano sabi ng mga Lasalyano? Ikaw bilang Lasalyano?...
- 8. Kung sinuman ang susunod, kailangan limutin n’ya ang kanyang sarili, pasanin araw-araw ang kanyang krus at sumunod sa akin… Lucas 9:23 TK: Misyon sa Edukasyong Nagbabanyuhay Isang Taya sa Pagsunod kay Hesus… Sa inspirasyon at halimbawa ni San Juan Bautista de La Salle ng mga unang Lasalyano! Narinig namin at nakita ng aming mga mata…nahawakan ng aming mga kamay… 1 Juan 1:1
- 9. Balangkas ng Pagninilay Lasalyano (Lasallian Reflection Framework) CA SE AR Masid-Danas (MD) Taya-Kilos (TK) Suri-Nilay (SN) Jn. 1:37-39 Mt. 16:13-14 Lk. 9:23 Parmenie Reims St. Yon: Lasallian Schools “Ano?” “Bakit?” “Paano?” Pananampalataya Paglilingkod Pagkakaisa Presensya at Panalangin