2. Teknikal na Pagsulat (Technical Writing)
Layuning pag-aralan ang isang proyekto o kaya naman ay bumuo ng isang
pag-aaral na kailangan lutasin ang isang problema o suliranin.
Halimbawa: Feasibility Study on the Construction o Platinum Towers in
Makati, Project on the Renovation o Royal Theatre in Caloocan City,
Proyekto sa Pagsasaayos ng Ilog ng Marikina.
3. Propesyonal na Pagsulat (Professional Writing)
Ito ay kaugnay sa mga sulating may kinalaman sa isang tiyak na larangang
natutuhan sa paaralan lalo na sa pagawa ng mga sulatin o pag-aaral
tungkol sa napiling propesyon o bokasyon ng isang tao.
Halimbawa: Guro- lesson plan; doktor at nars- medical report, narrative
report
4. Dyornalistik na Pagsulat (Journalistic Writing)
Ito ay tungkol sa sulating may kaugnayan sa pamamahayag.
Mahalagang ang mga taong sumusulat nito ay maging bihasa sa
pangangalap ng mga totoo, obhetibo, at makabuluhang mga balita at isyung
nagaganap sa kasalukuyan na kanyang isusulat sa pahayagan, magasin, o
kaya naman ay iuulat sa ardyo at telebisyon.
Halimbawa: balita, editoryal, lathalain, artikulo, at iba pa.
5. Reperensiyal na Pagsulat (Referential Writing)
Layunin ng sulatin na mabigyang pagkilala ang mga pinagkunang
kaalaman o impormasyon sa paggawa ng koseptong papel, tesis, at
disertasyon.
Halimbawa: Review of Related Literature (RLL), Sanggunian
6. Akademikong Pagsulat (Academic Writing)
Ito ay isang intelektuwal na pagsulat. Ang gawaing ito ay naktutulong sa
pagpapataas ng kaalaman ng isang indibidwal sa iba’t ibang larang. Ito ay
may sinusunod na partikular na kumbensiyon tulad ng pagbibigay ng
8 CO_Q1_Filipino sa Piling Larangan-Akademik SHS
Module 1
suporta sa mga ideyang pangangatuwiran. Layunin nitong maipakita ang
resulta ng pagsisiyasat o ginagawang pananaliksik. Kaya naman, sa modyul
na ito ay lubos na tatalakayin ang mahahalagang paksa hinggil dito na tiyak
na makatutulong nang malaki sa pagharap mo sa totoong buhay lalo na sa
larangan ng edukasyon at pagtatrabaho.
Mga Katangiang Dapat Taglayin ng Akademikong Pagsulat
1. Obhetibo- Mahalaga ang tunay at pawang katotohanan ng mga
impormasyon. Iwasan ang mga pahayag na batay sa aking pananaw o ayon
sa haka-haka o opinyon.
2. Pormal- Iwasan ang paggamit ng mga salitang kolokyal o balbal. Sa halip,
gumamit ng mga salitang pormal na madali ng maunawaan ng mga
mambabasa. Ang tono o ang himig ng impormasyon ay dapat maging
pormal din.
3. Maliwanag at Organisado- Sa paglalahad ay nararapat na maging malinaw
at organisadong mga kaisipan at datos. Nakikitaan ng maayos na
pagkakasunod-sunod at pagkakaugnay-ugnay ng pangungusap na
binubuo nito. Ang pangunahing paksa ay dapat nabibigyang-diin sa
sulatin.
4. May Paninindigan- Mahalagang mapanindigan ng sumusulat ang paksang
nais niyang bigyang-pansin o pag-aralan, ibig sabihin hindi maganda ang
mapagbago-bago ng paksa. Ang layunin nito ay mahalagang mapanindigan
hanggang sa matapos ang isusulat. Maging matiyaga sa pagsasagawa ng
pananaliksik at pagsisiyasat ng mga datos
The Maranaos are among the 13 Muslim groups in the Philippines. They are regarded as the moro people whose way of life follows their distinct Islamic & pre-Islamic heritage. But they are commonly defined as the “people living around the lake”
REGION 14: BANGSAMORO AUTONOMOUS REGION OF MUSLIM MINDANAOGheff Corpuz
FROM ARMM TO BARMM'S HISTORY, GEOGRAPHY, POLITICS, CULTURE AND TOURISM *If you want the Ms Powerpoint Presentation of it just email me at gepfelaire@gmail.com
The Maranaos are among the 13 Muslim groups in the Philippines. They are regarded as the moro people whose way of life follows their distinct Islamic & pre-Islamic heritage. But they are commonly defined as the “people living around the lake”
REGION 14: BANGSAMORO AUTONOMOUS REGION OF MUSLIM MINDANAOGheff Corpuz
FROM ARMM TO BARMM'S HISTORY, GEOGRAPHY, POLITICS, CULTURE AND TOURISM *If you want the Ms Powerpoint Presentation of it just email me at gepfelaire@gmail.com
Implementing the Curriculum
The Roles of Stakeholders in Curriculum Implementation
Stakeholders
are individuals or institutions that are interested in the school curriculum.
are those involved the different ways of the curriculum.
they are the once which is affected whether directly or indirectly.
The Stakeholders are:
the Learner
the Teacher
the Curriculum Managers and Administrators
the Parents
the Community Members
the Other Stakeholders in Curriculum Implementation
the Learner
the center of the curriculum
they are the reason a curriculum is developed.
they are the ones who are directly influenced by it.
they are the considered in developing the curriculum.
they are the primary stakeholders in the curriculum.
the Teacher
the Curriculum Developers and Implementers.
planning and writing the curriculum are the primary role of the teachers.
they are the ones addressing the goals, needs interest of the learners by creating the experience the students can learn.
the Teacher
are the ones which design, enriches, and modifies the curriculum to suit the learners characteristics.
they are empowered to develop their own school taking consideration their own expertise, the context of the school and the abilities of the learners.
teachers are the architects of the school curriculum.
curriculum implementers.
the Teacher
from a designer or technician they become the decision maker.
their role shits from planning to doing.
the choice of methods, activities, materials to be used in teaching is resting to their hands.
the Curriculum Managers and Administrators
they are the ones who are supervising curriculum implementation, the selection and recruitment of new teachers, admitting students, procedure equipment and materials needed for effective learning.
they are also involve in planning for the improvement of school facilities and physical plants.
the Curriculum Managers and Administrators
the principle of command responsibility and institutional leadership rests on their shoulders as administrators.
the Parents
are the supporters of the curriculum.
financial matters.
their involvement in school matters.
the Community Members
they act as curriculum resources.
the community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum.
The Other Stakeholders in Curriculum Implementation
some organizations are those of each profession, like teachers’ organizations, medical doctors’ association, engeneers’ organizations and many others.
Professional Organizations have shown great influence have shown great influence in school curriculum.
the Government represented by DedpEd, CHED and PRC
Implementing the Curriculum
The Roles of Stakeholders in Curriculum Implementation
Stakeholders
are individuals or institutions that are interested in the school curriculum.
are those involved the different ways of the curriculum.
they are the once which is affected whether directly or indirectly.
The Stakeholders are:
the Learner
the Teacher
the Curriculum Managers and Administrators
the Parents
the Community Members
the Other Stakeholders in Curriculum Implementation
the Learner
the center of the curriculum
they are the reason a curriculum is developed.
they are the ones who are directly influenced by it.
they are the considered in developing the curriculum.
they are the primary stakeholders in the curriculum.
the Teacher
the Curriculum Developers and Implementers.
planning and writing the curriculum are the primary role of the teachers.
they are the ones addressing the goals, needs interest of the learners by creating the experience the students can learn.
the Teacher
are the ones which design, enriches, and modifies the curriculum to suit the learners characteristics.
they are empowered to develop their own school taking consideration their own expertise, the context of the school and the abilities of the learners.
teachers are the architects of the school curriculum.
curriculum implementers.
the Teacher
from a designer or technician they become the decision maker.
their role shits from planning to doing.
the choice of methods, activities, materials to be used in teaching is resting to their hands.
the Curriculum Managers and Administrators
they are the ones who are supervising curriculum implementation, the selection and recruitment of new teachers, admitting students, procedure equipment and materials needed for effective learning.
they are also involve in planning for the improvement of school facilities and physical plants.
the Curriculum Managers and Administrators
the principle of command responsibility and institutional leadership rests on their shoulders as administrators.
the Parents
are the supporters of the curriculum.
financial matters.
their involvement in school matters.
the Community Members
they act as curriculum resources.
the community members and materials in the existing local community can very well substitute for what are needed to implement the curriculum.
The Other Stakeholders in Curriculum Implementation
some organizations are those of each profession, like teachers’ organizations, medical doctors’ association, engeneers’ organizations and many others.
Professional Organizations have shown great influence have shown great influence in school curriculum.
the Government represented by DedpEd, CHED and PRC
Adjusting primitives for graph : SHORT REPORT / NOTESSubhajit Sahu
Graph algorithms, like PageRank Compressed Sparse Row (CSR) is an adjacency-list based graph representation that is
Multiply with different modes (map)
1. Performance of sequential execution based vs OpenMP based vector multiply.
2. Comparing various launch configs for CUDA based vector multiply.
Sum with different storage types (reduce)
1. Performance of vector element sum using float vs bfloat16 as the storage type.
Sum with different modes (reduce)
1. Performance of sequential execution based vs OpenMP based vector element sum.
2. Performance of memcpy vs in-place based CUDA based vector element sum.
3. Comparing various launch configs for CUDA based vector element sum (memcpy).
4. Comparing various launch configs for CUDA based vector element sum (in-place).
Sum with in-place strategies of CUDA mode (reduce)
1. Comparing various launch configs for CUDA based vector element sum (in-place).
Adjusting OpenMP PageRank : SHORT REPORT / NOTESSubhajit Sahu
For massive graphs that fit in RAM, but not in GPU memory, it is possible to take
advantage of a shared memory system with multiple CPUs, each with multiple cores, to
accelerate pagerank computation. If the NUMA architecture of the system is properly taken
into account with good vertex partitioning, the speedup can be significant. To take steps in
this direction, experiments are conducted to implement pagerank in OpenMP using two
different approaches, uniform and hybrid. The uniform approach runs all primitives required
for pagerank in OpenMP mode (with multiple threads). On the other hand, the hybrid
approach runs certain primitives in sequential mode (i.e., sumAt, multiply).
The Building Blocks of QuestDB, a Time Series Databasejavier ramirez
Talk Delivered at Valencia Codes Meetup 2024-06.
Traditionally, databases have treated timestamps just as another data type. However, when performing real-time analytics, timestamps should be first class citizens and we need rich time semantics to get the most out of our data. We also need to deal with ever growing datasets while keeping performant, which is as fun as it sounds.
It is no wonder time-series databases are now more popular than ever before. Join me in this session to learn about the internal architecture and building blocks of QuestDB, an open source time-series database designed for speed. We will also review a history of some of the changes we have gone over the past two years to deal with late and unordered data, non-blocking writes, read-replicas, or faster batch ingestion.
Enhanced Enterprise Intelligence with your personal AI Data Copilot.pdfGetInData
Recently we have observed the rise of open-source Large Language Models (LLMs) that are community-driven or developed by the AI market leaders, such as Meta (Llama3), Databricks (DBRX) and Snowflake (Arctic). On the other hand, there is a growth in interest in specialized, carefully fine-tuned yet relatively small models that can efficiently assist programmers in day-to-day tasks. Finally, Retrieval-Augmented Generation (RAG) architectures have gained a lot of traction as the preferred approach for LLMs context and prompt augmentation for building conversational SQL data copilots, code copilots and chatbots.
In this presentation, we will show how we built upon these three concepts a robust Data Copilot that can help to democratize access to company data assets and boost performance of everyone working with data platforms.
Why do we need yet another (open-source ) Copilot?
How can we build one?
Architecture and evaluation
Levelwise PageRank with Loop-Based Dead End Handling Strategy : SHORT REPORT ...Subhajit Sahu
Abstract — Levelwise PageRank is an alternative method of PageRank computation which decomposes the input graph into a directed acyclic block-graph of strongly connected components, and processes them in topological order, one level at a time. This enables calculation for ranks in a distributed fashion without per-iteration communication, unlike the standard method where all vertices are processed in each iteration. It however comes with a precondition of the absence of dead ends in the input graph. Here, the native non-distributed performance of Levelwise PageRank was compared against Monolithic PageRank on a CPU as well as a GPU. To ensure a fair comparison, Monolithic PageRank was also performed on a graph where vertices were split by components. Results indicate that Levelwise PageRank is about as fast as Monolithic PageRank on the CPU, but quite a bit slower on the GPU. Slowdown on the GPU is likely caused by a large submission of small workloads, and expected to be non-issue when the computation is performed on massive graphs.
2. The Maranao people also spelled Meranao,
Maranaw (based on Marapatik) and Mëranaw, is
the term used by the Philippine government to
refer to the southern tribe who are the "people of
the lake" (Ranao in the Iranaon language), They
are known for their artwork, weaving, wood and
metal crafts and epic literature, the Darangen.
3. The term Lanao is derived
from the Maranao word
“Ranao” meaning a body of
water. “Maranao” means Lake
Dweller. They are the natives
of the place occupying the
land around Lake Lanao,
which is situated at the central
part of Lanao del Sur.
4.
5. MARANAO LANGUAGE
• Maranao is an Austronesian
language spoken by the
Maranao people in the
provinces of Lanao del
Norte and Lanao del Sur.
• This script is called Batang
Arab (Arabic letters). Written
Maranao literary texts are
known as kirim.
6. MARANAO SOCIETY
• The Maranao is a royal-heavy community replete
with sultans, datus & bae labis. This came about
when Islam was introduced to Lanao & has survived
through colonization.
• The sultanate system remains a significant part of
the Maranao society to this day. It symbolizes royal
authority & stands in its domestic affairs like
armoring its culture & heritage, patching family
disputes & chronicling the legitimacy of royal
bloodlines through the ‘salsila’.
• They are very clannish too. It is their way to protect
their ‘bangsa’ & their heritage.
7. RELIGION
• The mosque is the
place where
Muslims worship. It
is made of wood and
the area can
accommodate about
40-44 worshipers.
The mosque is
beautiful decorated
with ukkil designs.
8. MARANAO ART
Sarimanok, Papanoka "Mra" or
"Mara patik" is a legendary bird of the
Maranao that is a ubiquitous symbol of
their art. It is depicted as a Hoodhud
(Arabic) with colorful wings and feathered
tail, holding a fish on its beak or talons.
The head of Sarimanok is like the head of
a Hoopoe (Balalatoc in maranaw) and is
profusely decorated with scroll, leaf and
spiral motifs. It is a symbol of good
fortune.
9. OKIR
In all these forms the Maranao are
consistent in their motif which is the okir
design.
• It refers to a whole repertoire of folk
motifs which consisting of plant forms
that figure prominently in their artwork
from weaving to carving, to brass cast
pieces.
• Its design serve as significant cultural
symbols. many design are used as
decorative elements in architecture
10. MALONG
The Maranaos are also known
for their gold and purple malong.
The malong has many uses
depending on the need of the
wearer. It can be used as a cape,
coat, blanket or umbrella.
Maranao or Maguindanao women
wear the malong over a blouse
called arbita. Also, they wear a
turban called kombong made of
muslin fabric.
11.
12. METAL WORKS
Maranao people of the
Philippinens are noted for their
skills in metalworks.
Tugaya is a prosperous town
located on the banks of beautiful
Lake Lanao. The town is noted
for its brass products. The
people have been producing
brassware as early as the
fifteenth century. Their products
consists of cauldrons, betel
containers, vases, kris handle,
kulintang, gong, mortar and
saddle.
13. MARANAO MUSIC
KAPAGONOR SA KOLINTANG
Specifically played by a Lady whom is
adept in chanting and meticulous
thudding of Kolintang and has the
discipline to lead an Ensemble of
musicians, other who plays AGONG
and the one on DUBAKAN to
complete that distinct melody.
14. MARANAO MUSIC
KAMBAYOK
Is chanting of poetic verses with a theme revolving in
a festivity being celebrated, it can only be done by
someone who is well versed to narrate historical
origin and geneology. Kambayok highlights the
contribution of remarkable people and the
significance of historical events that has craft the
Maranao culture to its best.
15. MARANAO MUSIC
KAPANGOBING
Is the traditional means of expressing one’s
love and adoration to someone, reciprocated
or not it is the acceptable means of
customary courtship in Maranao. It is
perfomred through a Flute like instrument
made of bamboo.
16. MARANAO ARCHITECTURAL
FEATURES
THREE TYPES OF MARANAO HOUSES:
• Lawig or small houses
• Mala – a – walai or large house
• The torogan, the ornately decorated ancestral residence
of the datu and his extended family.
17. LAWIG OR SMALL
HOUSES
• Lawigs vary in size from field huts, which are raised
above ground on stilts with lean-to roofing and an
outdoor cooking area.
• These structures are mainly used for sleeping.
• Usually occupied by a single family unit, the lawig is
not normally adorned, except for an occasional
wooden adornment that may embellish the window
sill or door portal.
18. • MALA – A – WALAI OR LARGE HOUSE
• Mala–a-walai is a single room and partitionless
structure, is a house of a well-to-do family. Although
architectural ornaments are present in the
structure, the house does not have the panolong –
an elaborately carved beam extension identified
with the royal torogan. The okir decorations are
generally to be found on the baseboards,
windowsills and doorjambs.
19. TOROGAN
• The Torogan is the ancestral house of the upper- class
Maranao in the Lanao Region of Mindanao. It is the
dwelling place of the datu along with his wives and
children. There could not be any house larger than torogan
of the datu within the sultanate, for this signifies rank,
prestige and wealth.
• The windows of torogan are slits and richly framed in wood
panels with okir designs located in front of the house. The
communal kitchen is half a meter lower than the main
house is both used for cooking and eating.
22. FOODS
Rice is the staple food of Filipinos,
and the same is true for the
Maranaos. For important occasions
and gatherings, or even on a
regular day, Maranaos have a
special way of preparing rice.
Rice is colored with turmeric and
flavored with salt, laurel leaves and
olive oil, and cooked the usual way,
creating the kuning.
23. • Dodol is a Maranao delicacy that
is made from sticky rice flour,
coconut milk, and sugar. Others
add durian to make it more
delicious. It has become a popular
Iftar food aside from being served
during celebrations like weddings
and thanksgivings. The dodol is
wrapped in corn husks or brightly
colored cellophane sheetssheets
• Tinadtag is one of the delicacies
of the Bangsamoro. It is crispy
and yummy.
24. MARANAO DANCES
• Also called Sambi sa Malong, this
Maranao dance shows the
• many ways of wearing a malong, a
simple tubular yet highly
• functional piece of cloth. The traditional
women’s version shows this cloth of
countless colorful designs; used mostly
as a skirt, woven in many different
ways, depending on the purpose of the
wearer.
25. MARANAO DANCES
SINGKIL DANCE
• its name from the bells worn on the ankles of the Muslim princess. Perhaps
one of the oldest of truly Filipino dances, the Singkil recounts the epic
legend of the "Darangan" of the Maranao people of Mindanao.
• The rhythmic clapping of criss-crossed bamboo poles represent the trees
that were falling, which she gracefully avoids. Her slave loyally accompanies
her throughout her ordeal. Finally, she is saved by the prince. Dancers
wearing solemn faces and maintaining a dignified pose being dancing at a
slow pace which soon progresses to a faster tempo skillfully manipulate
apir, or fans which represent the winds that prove to be auspicious. The
dancers weave expertly through criss- crossed bamboos.
26.
27. TRADITION AND BELIEFS
• Adat is a very important characteristic of the Maranao
culture. It is the totality of their metaphysical
interpretations of Islam infused with their pre-Islamic
culture.
• The Maranaos are superstitious. They believe in the
hidden powers of the ANTING-ANTING amulets.
29. BURIAL
The mosque is the place where
Muslims worship. The corpse is
cleaned and wrapped in a white
cloth. It is then buried in a tarking
(grave) about 1.8 meters deep
which is then covered with soil
because of the belief in the
resurrection, the top is not
cemented. Pouring of water over the
grave completes the burial.