Negros Oriental Culture & the Arts HistoryMonte Christo
Thank you so much to Dr. Richard Pascua, Paulinian Arts Society Humanities class and SAO for Arts Appreciation Week March 2017 as a Resource Person for Arts and Culture History of Negros Oriental Daghan Salamat
Negros Oriental Culture & the Arts HistoryMonte Christo
Thank you so much to Dr. Richard Pascua, Paulinian Arts Society Humanities class and SAO for Arts Appreciation Week March 2017 as a Resource Person for Arts and Culture History of Negros Oriental Daghan Salamat
THANK YOU SO MUCH to Mabinay Mayor Jango Uy Myla Mae Bromo-Abellana & Provincial Tourism Office staff, Sir Gary & Mabinay Tourism office, Department of Tourism Central Visayas staff & Rowena Lu Y. Montecillo for the warm reception and thank sa akong favorite Turmeric Tea. God bless u all.
Resource Speaker on the Topic " Negros Oriental History with Arts & Culture History " Eco- Guide Training for cave guides Nov .25,2015 Function Hall ,Mabinay Spring Resort
THANK YOU SO MUCH to Mabinay Mayor Jango Uy Myla Mae Bromo-Abellana & Provincial Tourism Office staff, Sir Gary & Mabinay Tourism office, Department of Tourism Central Visayas staff & Rowena Lu Y. Montecillo for the warm reception and thank sa akong favorite Turmeric Tea. God bless u all.
Resource Speaker on the Topic " Negros Oriental History with Arts & Culture History " Eco- Guide Training for cave guides Nov .25,2015 Function Hall ,Mabinay Spring Resort
The Students in a special class in Humanities under Prof. Penn T. Larena made a memory lane to our great Contemporary Artists of today generation of the people of Negros Island
K to 12 Program SHS Contemporary Philippine Arts from the Regions
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
Geographical features of Ilocos Region: Ilocos Norte, Ilocos Sur, Pangasinan, and La Union. These features describes the utmost presentable ideas and postulates needed to further broaden the speculations of those who might want to generally inquire.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Introduction to AI for Nonprofits with Tapp Network
Negros Oriental
1. 19
NEGROS
ORIENTAL
Eastern Negros
Sidlakang Negros
Native Name: Buglas
HISTORY
March 10, 1971
● The province was founded with the city provincial capital, Dumaguete City.
Spanish explorers on the expedition of Miguel Lopezde Legazpi first came to the island
in April 1565. Legazpi dropped anchor in Bohol and sent hismen to scout the island. Because of
the strong currents of the Tañon Strait between Cebu and Negros, they were carried for several
days and forced to land on the western side of the island. They reported seeing many dark -
skinned inhabitants,and they called the island "Negros" ("Negro" means "black" in Spanish).
The island was sparsely settled at the time, except for a few coastal settlements including Ilog and
Binalbagan. In 1571, Legaspi assigned encomiendas on the island to 13 of his men. Augustinian
friars began the Christianization of the island the next year. The island was administered as part
of the jurisdiction of Oton until 1734 when it became a military district, and Ilog became the
capital of the island. The capital was transferred to Himamaylan in 1795. Negros became a
politico-military province in 1856 and the capital was transferred to Bacolod.
Due to its proximity to Mindanao, the south eastern coast of Negros was in constant
threat from Moro marauders looking for slaves, and watchtowers were built to protect the
Christian villages.The Moro raids and Negros Oriental's distance from the Negros capital in
Bacolod induced 13 Recollectionist priests to petition forthe division of the island in July 1876.
The island of Negros was then divided into the provinces of Negros Oriental and Negros
Occidental by a royal decree executed by Governor General Valeriano Weyler on January 1,
1890. Dumaguete City was made the first capital of Negros Oriental. In 1892, Siquijor became a
part of Negros Oriental, having previously been administered by Spain under the politico -
military province of Bohol.
LOCATION
ABSOLUTE LOCATION
09° 45´ N 123° 00´ E
RELATIVE LOCATION
N & W Negros Occidental province
S Sulu Sea
E Tañon Strait and Cebu
SE Negros Island
2. 20
GEOGRAPHY AND TOPOGRAPHY
TOTAL LAND AREA
540,230 hectares (5,402.3 km²)
3rd
largest island in the Philippines
DIVISIONS
Component Cities 6
Municipalities 20
Barangays 557
Districts 3
PHYSICAL CHARACTERISTICS
● A chain of rugged mountains separates Negros Oriental from Negros Occidental
● Characterized by low, grooved mountain ranges which mostly lie close to the
shoreline
● Province’s terrain consists of rolling hills, few plateaus and mountain ranges
● Mostly made up of plains and valleys
● Highest peak with 2,450 m above sea level (Mt. Canlaon in the north)
● Highest mountain with an elevation of 1,903 m (Cuernos de los Negros in the
south)
ATTRACTIONS
Dumaguete Bell Tower
Silliman University
Twin Lakes Balinsasayao and Dano
Palimpinon Hot Springs
Camp Look Out
FESTIVAL
Buglasan Festival – Dumaguete, October (week-long celebration)
3. 21
DEMOGRAPHY
POPULATION
1,286,666 (as of 2010 by NSO)
LANGUAGE
Cebuano 94%
Hiligaynon 5%
Others 1%
*Filipino and English are used for official, literary and educational purposes
RELIGION
● Christianity is the predominant religion in the province with Roman Catholicism
as the biggest single denomination. Other denominations include mainline and
evangelical Protestant groups, the Iglesia Ni Cristo, the Seventh-day Adventists,
Jehovah's Witnesses and the Aglipayan Church, also known as the Philippine
Independent Church.
● Minority of the population adherents of Islam and Buddhism.
PRODUCTS AND LIVELIHOOD
AGRICULTURAL INDUSTRY
Principal Products: Sugarcane
Corn
Coconut
Rice
Source of Livelihood: Fishing
*Metallic minerals found in the province include gold, silver and copper.
CLIMATE
Tropical
2 climatic conditions – eastern part of the province is characterized by unpronounced
maximum rainfall with short dry season lasting for 1 to 3 months, and the western half of
the province is characterized by distinct wet and dry season.
