PAYSLIP
BY: Jomel V. Mangawang Payslip as defined is a slip of paper included with your pay that records how much money you have earned and how much tax or insurance etc. has been taken out. We are all excited for this small piece of paper because it is the evidence of our hard work and this is an indication that we are now receiving our respective salaries. But, the question is, are we happy to see its content? Are we happy to see the bottom figure? Answer will be, maybe yes, or maybe no, whatever your answer is, the bottom figure rest on the choices we have in the past. An ideal bottom figure on our payslips consist only of our basic salary plus other allowances less withholding tax, insurances and contributions to different funds. Other items deducted from it, is HISTORY. And that history happens for a reason, common are: (a) for emergency purposes like unexpected health problems of one of our loved ones, (b) for educational purposes like payment of tuition fees of our children or even our own tuition fees if we pursue masters or doctors degree, (c) call for our eagerness to have our own house and lot or a car, (d) for repairs of existing house or vehicle, and (e) for satisfaction purposes of which satisfying our own wants. There could be many reasons but bear in mind that it always lies on the decisions and choices we made. The result of the bottom figure lies on our hands. We are the ones shaping our own payslips, so don’t be sad if bottom figure is less. Whatever the bottom figure is, still it’s a blessing from our God. Enjoy and be contented. Measure of being a model employee
By: Emalyn D. Maglanoc A Measure of Caution before excavating their calculators and tape measures, managers should first understand that the world of measurement abounds not only in numbers and percentages, but in perplexing dilemmas. One manager might decide to log the number of units produced, but what happens when “units” are open to debate? For example, what are a teacher’s products? Students, books, test grades? What does a nurse purvey? A critical service, certainly, but how does one quantify it—by the number of patients, hours on duty, number of emergencies? When measuring service-oriented functions, it is best to develop a family of potential measures to gauge the quality— not just the quantity—of the service. In Measurement Model #3 for teachers, for instance, early measurement considerations aim at teachers’ involvement in the community, their students’ test scores on national exams, and the number of new materials they furnish per school term. In similar cases, only carefully thought-out measurements will be able to track quality-oriented tasks. Another problem may surface: too many products and/or services to measure. For customer service representatives, for instance, one could track any of a dozen factors: number of contacts per rep, customer waiting time, avenge “cycle time” (time from initial contact through solution), percentage of errors passed on to order fillers, etc. When this happens, planners need to prioritize all measurements, weighting them by degree of importance. There are problems on the customer side too, since “customers” often connote all kinds of groups. In the teaching model, we decided that parents—not children—were the customers. Only when the children grow up and take a more active role in their education do they become customers. There also can be “internal” customers, as in the case of field service representatives (Model #1). In addition to responding to their customers in the field, reps have to answer to their own bosses, who are concerned about costs per call and customers’ equipment. These are all critical judgments, but resourceful managers won’t be making them alone. They can form worker focus groups, “nominal group techniques,’ interviews and questionnaires to help establish objectives and ways for measuring them. The nominal group technique deserves special mention. This is a popular tool used by many corporations. Organizations gather together a small, “nominal” portion of the group targeted for the incentive, and bring in an outside facilitator. The group works together to supply prospective measurements and objectives for an incentive program. The meeting is a structured affair usually lasting several hours, with bosses and supervisors absent. In the end, the group’s final family of five or six measures is submitted to management for its consideration. Senior High School Implementation - Success or Failure
By: Rowena D. Almuete By school year 2016-2017 the Senior High School in the Division of Science City of Munoz will be implemented by three (3) Public Secondary Schools and one (1) Private School through the support of LGUs, public and private sectors, local industries, socio-civic associations and local organizations. Its success depends on the collaboration of all sectors and stakeholders not only through logistical concerns but most importantly through concerted efforts of all to spearhead activities and campaigns for its launching, implementation and sustainability in the most immediate future. Presently with regards to all those who were reached out and attended the said consultations, it is relatively affirmative with regards to their willingness to contribute something. Specifically, it will become more concrete if they will be provided with technical as well as available working documents about the SHS so that they can be able to plan as to whatever contribution they could provide immediately, in the short term and the long term. However, they are yet to submit their plans regarding SHS. For the private secondary schools, they presented their profile and status as to absorptive capacity, facilities and possible buildable areas. Mainly, they proposed to cater only academic track of the program specifically San Sebastian School. For the other 2, they put forward that they have no capacity to host SHS unless assisted in the future (challenges). VMTI will cater tech-voc specifically short term skills development in HRM. As to CLSU, it also offers vocational courses under the College of Engineering namely Agricultural Mechanics and Short Term Computer Science. They will also be of help in providing instruction specifically in basic core subject areas (Academic). The requirement of SHS particularly basic inputs to education such as teachers, classrooms, laboratory rooms, workshop facilities, furniture, equipment, and trainings of teachers will cost about P220.0M pesos. With a huge amount of funding requirement for the SHS, the Department of Education will provide a big amount to entire department nationwide. Division of Science City of Munoz is categorically a small division that needs this big amount for the successful implementation of the program. With the present and standing situation, the division is hanging in status and will depend mainly on the budget allocation that will be provided by the central office. One of the questions that run on my mind is that the requirement for the implementation of the Senior High School can be provided at a proper time. The SHS is nearing to its implementation and everything is still on papers only. The provision of materials for the first batch of SHS are still lacking and not given on time. Senior High School to be successfully implemented must be provided by the Department all the needed basic education inputs otherwise it would result to a failure in its implementation. A Glimpse to Planning Unit
By: Marlon V. Siminig Planning is the heart of any organization. It is vital in the department to have this one for the reason that the success and/or failure of any organization lies on it. It is the one that map the current picture of an organization and serve as a guide to a direction of what an organization wants to be in the future. Others think that planning unit serves only as a data bank and encoder of the department but it was just a wrong perception of people who does not really know and involve in the planning activities. Recently, the job description and functions of the unit were not cleared in the department and other may not understand it due to variation of different task undertaken by the planning people. At this point of time, aside from other delegated task and urgent activities given to the unit, the Planning unit focuses on the following crucial project and activities of the department which are also the main functions of the Planning Unit such as: 1. Division Education Development Plan (DEDP) - DEDP is the main vehicle through which the division can effectively and efficiently manage education service in the city. The plan should be carefully structured to focus on key goals and strategies that will lead to achievement of objectives and better operation of the Division Office in support of the schools. As defined above DEDP is very crucial in the department for this one is the major function of the planning unit as this is the major concern of the department as per RA 9155. The planning unit is the one who leads this undertaking. 2. School Division’s Annual Plan and Budget – This is another bible of the department in particular the Division Office that contains programs, projects and activities (PPA) with corresponding budgetary requirements for the entire year. Prioritization of different PPA’s in line with the goals and objectives of the department which is another task of the planning unit. 3. Research – This is an added major function of the unit in the rationalization program of the department which will provide agenda to schools of its purpose and importance and likewise will oversee its implementation. 4. Basic Education Data/Information – The Planning unit will serve as clearing house for all the data and information in the department. 5. Statistical Reports – The unit will interpret all the data gathered in support to schools division planning, research and decision making. Likewise, this will be generated timely and provided to internal and external stakeholders for funding support purposes. 6. EBEIS, LIS, and PMIS – These different systems will be maintained by the unit with proper validation of all data inputted in the system. 7. Reports – A regular and urgent reports will be provided/prepared by the unit to all higher offices of the department and to other partner organizations. All activities of the department started in the planning aspect and obviously it is under the Planning Unit. All of it required to undergo in the planning before the commence of the budgeting process. |
GLIMPSE OF ACCOUNTING DEPARTMENT
By: Jomel V. Mangawang Most people doesn’t realize how important the accounting department is in an organization, simply because our focus is at the back-office functions. Others will not think much of those back-office activities, but will surely notice if those activities didn’t get done. Worst, we are always on the blame when employees didn’t received their salaries on time, not knowing the stories behind those delays which is not normally in our control and not knowing that we are also employees of the organization who also needed salaries to support our daily living. Typically, accounting department serves as a lifeblood of an organization. Without this department, organization will be paralyzed. Normally, this department focuses on: 1. Payroll. The total salaries and wages of each employee every pay period should be computed less their taxes, contributions to insurance companies and other deductions. Deductions have to be remitted to respective agencies on time. This is a very critical function of accounting department because an employee should receive the right amount of salary down to the last centavo. 2. Cash Collections. The department ensures that all cash received from all sources should be identified and recorded. And all those receipts should also be deposited to proper checking account. Furthermore, the department ensures that adequate amount of coin and currency is on hand for emergency purposes. 3. Cash Disbursements. The department writes checks in order to pay a wide variety of purchases, to pay loans, and other expenses of the organization. They ensure that all supporting documents are complete and proper and verifies when should it be paid and whether the amount is correct or not. 4. Procurement, Inventory and Property Accounting. The department is also responsible for keeping track of all purchase orders that have been placed for inventory and all other assets that the organization buys. Records of property plant and equipment is also maintained by the department to know which assets are for condemnation or not and unserviceable or not. Plans, goals, targets and objectives are useless without funds available for use in achieving it and without the department that will take care of those financial resources. MONEY MATTERS
by: Jomel V. Mangawang Keep your lives free from the love of money and be content with what you have, because God has said “Never will I leave you; never will I forsake you”. So we say with confidence “The Lord is my helper, I will not be afraid what can man do to me? – Hebrews 13:5-6, NIV We all need money to support our daily life. We work to earn money. We work to buy all our needs as well as our wants. All things nowadays has monetary value. Just think of all the stuffs you have, how much would it cost? Have you gotten those stuffs free? The answer is definitely NO! ‘Coz nowadays there’s no such thing as FREE LAUNCH that even when we go to comfort rooms we need to pay for using the facility. It’s not bad to have money, but what is not good is that MONEY to be your GOD ‘coz if that would be the case then, you’ll fall into temptation and trap into many foolish and harmful desires that plunge you to ruin and destruction. Just think of recent news today, there are many cases of hold ups, car naps, theft and etc. All in exchange for money! For whatever motive/reason it might be, still, it is against Gods’ instructions. It just shows that money is the root of all evil when you see it as you God. Nowadays, money becomes a measure of wealth. But keep in mind that, your wealth will not accompany you when your time comes. Why don’t we practice to share some of our blessings to others who are in need? If we could just open our minds to lend a help maybe we do not experience theft and etc. Maybe we can still walk at night without any fear of being hold up. Bear in mind that without God we are nothing. All that you have is Gods’ blessing to you. So do not claim that it all comes from you. As 1 Timothy 6:7 says “FOR WE BROUGHT NOTHING INTO THIS WORLD, AND WE CAN TAKE NOTHING OUT OF IT”. Bring back all glory and honour to God and be contented on the things that you have. ALWAYS START WITH AN END IN MIND
BY: Jomel V. Mangawang ALWAYS START WITH AN END IN MIND”. Ito yung laging sinasabi ng propesor ko noong college pa ako sa aming mga estudtyante niya. Ito rin marahil ang aking naging inspirasyon sa pag abot ko ng aking mga pangarap. Ito rin yung konseptong ginagamit ko ngayon sa aking trabaho. Iba kasi yung nagagawa ng alam mo yung dahilan kung bakit mo ginagawa ang isang bagay. Pagpasok pa lamang sa apat na sulok ng aming opisina, kukuha na ako ng isang maliit na papel at isusulat ko doon kung ano-ano ba yung mga kailangan kong gawin for the day (to do list kung baga). Iba kasi yung nagagawa nito, hinahamon mo ang iyong sarili upang matapos mo yung mga sinulat mong iyon. Isa pa, ito ay isang paraan ng pag momotivate ng iyong sarili. Pero sa huli ang tanong ay, natatapos mo b a? Minsan oo, minsan hindi. Kung matapos mo ang mga iyon, ang sarap sa pakiramdam. Pero kung hindi naman, parang nakakalungkot at nakakadismaya. Pero iisipin mo at the end of the day, bakit di ko natapos? Magsisimula kang balikan yung mga nangyari sa araw na iyon (a form of meditation). Kung nasa negatibong dahilan ang mga ito, sasabihin mo sa sarili mong dapat sa susunod di na maulit yung mga ganoong pangyayari. Kung hindi man, idagdag mo sa gagawin mo kinabukasan, another challenge para sayo iyon, Minsan sa dami ng trabaho, hindi mo na alam kung anong uunahin mo. Pero paka tandaan na “maari kang magpahinga, pero wag na wag kang susuko”. Tao lang naman tayo, napapagod din tayo kaya hindi masamang magpahinga. Pasasaan pa, matatapos mo din yan. Unti-unti. Wag magmadali |
Public Administration – The Role of a Leader
By: Rowena D. Almuete
People form organizations to accomplish goals which they could not achieve as individuals. One such organization is the government. Public administration on this matter plays a vital role and it is concerned with the institutional framework of government, its socio-economic and political milieu, and the behavior of the individuals who man the bureaucratic machine. In public administration, a management is the one who plan, decide, or exercising of control and supervision of some functions of the organization. Likewise, it is a function of executive leadership. Most of the sociologist agreed that public administration is an art, the art of working people. Public administration and private administration differ in many points but there is similarity if not in identity it is in process wherever observed.
The government is an organization formed by people to accomplish goals that could not achieve by individuals. Public administration plays a vital role in an organization whether it is a small or a large scale administrative tasks. It is an art in the point of view of many sociologists for the reason that it is responsive to the execution of work with direction, coordination, and control of many persons to achieve its purpose and objectives with scientific approach.
The new role of public administration is to adapt changes and responsible in carrying out policies to its end and this one is the executive leader’s role. In many instances, the increased resources of a government is not proportional to an increasing demands of citizens for government service. At this point of view, public administrators will have difficulty in addressing the problem of the government as well as to the fast changing role of public administrations and its almost static administrative structure.
The executive leaders even they were not part of policy decision their role is to give technical knowledge and insights to the lawmakers in the creation of policies. This policy defines the means and ends of government action to address the problems of a society. Regardless of the form of government, public administration is an essential part of it where people transact its business. The character, nature, and scope of public administration are constantly changing and adapts to the fast changing environment. These changes in government, policies and even organizational structures were concern of public administrators to carry out those polices to govern its people and bridge the gaps urgently to a modern or developing countries.
By: Rowena D. Almuete
People form organizations to accomplish goals which they could not achieve as individuals. One such organization is the government. Public administration on this matter plays a vital role and it is concerned with the institutional framework of government, its socio-economic and political milieu, and the behavior of the individuals who man the bureaucratic machine. In public administration, a management is the one who plan, decide, or exercising of control and supervision of some functions of the organization. Likewise, it is a function of executive leadership. Most of the sociologist agreed that public administration is an art, the art of working people. Public administration and private administration differ in many points but there is similarity if not in identity it is in process wherever observed.
The government is an organization formed by people to accomplish goals that could not achieve by individuals. Public administration plays a vital role in an organization whether it is a small or a large scale administrative tasks. It is an art in the point of view of many sociologists for the reason that it is responsive to the execution of work with direction, coordination, and control of many persons to achieve its purpose and objectives with scientific approach.
The new role of public administration is to adapt changes and responsible in carrying out policies to its end and this one is the executive leader’s role. In many instances, the increased resources of a government is not proportional to an increasing demands of citizens for government service. At this point of view, public administrators will have difficulty in addressing the problem of the government as well as to the fast changing role of public administrations and its almost static administrative structure.
The executive leaders even they were not part of policy decision their role is to give technical knowledge and insights to the lawmakers in the creation of policies. This policy defines the means and ends of government action to address the problems of a society. Regardless of the form of government, public administration is an essential part of it where people transact its business. The character, nature, and scope of public administration are constantly changing and adapts to the fast changing environment. These changes in government, policies and even organizational structures were concern of public administrators to carry out those polices to govern its people and bridge the gaps urgently to a modern or developing countries.
Are you a Leader or Supervisor?
By : Marlon V. Siminig
Supervision is the responsibility of sustaining worker morale; helping the worker with job-related discouragements and discontents; and giving workers a sense of worth as professionals, belonging to the agency, and security in their performance.
From the word supervision it is commonly refer to function of a person who supervises people in one organization and they are called supervisor. The supervisors translate the policies and objectives of the agency into specific work duties and timelines; select the jobs to be completed; assign workers who will complete the jobs; determine when the jobs will be completed; review whether or not the work is being completed and up to agency standards; evaluate employees; educate workers on the goals and objectives of the agency; assure that employees behave in a manner as though they accept them; resolve conflict: between workers; between the agency and workers; and between units within the agency;
Likewise, the supervisor is the bridge between higher levels of administration and the worker. He introduces new workers to the agency and help new workers find their place; and act as liaison between various agencies sharing policy and solving problems in terms of such things as client referral.
On the other hand, leadership is the ability to influence the behavior of individuals or groups. Leadership is making people like to follow you. It is not about explaining, describing, convincing or making the goals crystal clear. It is about inspiring and creating a vision! “I really don’t know why – but I’d like to follow him!” That’s leadership – the rest is management. Leadership is the ability to inspire others to achieve shared objectives. Managers tell people what to do. Leaders inspire them to do it. Being a leader takes a great deal more effort and energy than just giving orders. You can't just tell an employee something and move on. You have to understand where they're coming from and their individual strengths, weaknesses, fears, and motivations.
By : Marlon V. Siminig
Supervision is the responsibility of sustaining worker morale; helping the worker with job-related discouragements and discontents; and giving workers a sense of worth as professionals, belonging to the agency, and security in their performance.
From the word supervision it is commonly refer to function of a person who supervises people in one organization and they are called supervisor. The supervisors translate the policies and objectives of the agency into specific work duties and timelines; select the jobs to be completed; assign workers who will complete the jobs; determine when the jobs will be completed; review whether or not the work is being completed and up to agency standards; evaluate employees; educate workers on the goals and objectives of the agency; assure that employees behave in a manner as though they accept them; resolve conflict: between workers; between the agency and workers; and between units within the agency;
Likewise, the supervisor is the bridge between higher levels of administration and the worker. He introduces new workers to the agency and help new workers find their place; and act as liaison between various agencies sharing policy and solving problems in terms of such things as client referral.
On the other hand, leadership is the ability to influence the behavior of individuals or groups. Leadership is making people like to follow you. It is not about explaining, describing, convincing or making the goals crystal clear. It is about inspiring and creating a vision! “I really don’t know why – but I’d like to follow him!” That’s leadership – the rest is management. Leadership is the ability to inspire others to achieve shared objectives. Managers tell people what to do. Leaders inspire them to do it. Being a leader takes a great deal more effort and energy than just giving orders. You can't just tell an employee something and move on. You have to understand where they're coming from and their individual strengths, weaknesses, fears, and motivations.
Human Resource Management – The Imperatives in Managing People
By: Rowena D. Almuete
Human Resource Management (HRM) historically known as personal management, deals with formal system for the management of the people within the organization. As many well-known companies report that they are trying to transform their workforce into a source of completive advantage.....HR managers have many concerns regarding their workers. These concerns include how to manage layoffs,..address reduced employee loyalty, create a well trained highly motivated work force that can deliver higher quality and productivity. For any kind of organization to run smoothly, it needs to implement core management concepts. This necessitates that the four management functions - planning, organizing, directing and controlling be precisely understood.
Any organization, whether new or old, small or big, requires certain methods, procedures and plans in place for its efficient functioning. For this to happen, they must develop and implement management concepts which help them implement their vision for the future of the organization. The concept of functions of management was put forth by Henri Fayol, a management theorist from France, influential in proposing many of the management concepts in use today. The four concepts of management, translated into functions lead to the creation of a cohesive organization. It is interesting to note that there is no hard and fast rule to be followed in the application of these functions, as management is a real-time decision-making system, any of these functions can be operational in conjunction with any other and also as independent entities themselves.
Efficiency is a prime focus of this function as managing people is the toughest job there is, everything must be accounted for, leaves, payments, benefits, medical allowances, social security accounting and much more. It is very important to maintain a productive working environment, build positive interpersonal relationships and engage in problem solving. This can only be done effectively, with proper communication. Understanding the communication process and working on areas that need improvement, helps managers become more effective planners.
By: Rowena D. Almuete
Human Resource Management (HRM) historically known as personal management, deals with formal system for the management of the people within the organization. As many well-known companies report that they are trying to transform their workforce into a source of completive advantage.....HR managers have many concerns regarding their workers. These concerns include how to manage layoffs,..address reduced employee loyalty, create a well trained highly motivated work force that can deliver higher quality and productivity. For any kind of organization to run smoothly, it needs to implement core management concepts. This necessitates that the four management functions - planning, organizing, directing and controlling be precisely understood.
Any organization, whether new or old, small or big, requires certain methods, procedures and plans in place for its efficient functioning. For this to happen, they must develop and implement management concepts which help them implement their vision for the future of the organization. The concept of functions of management was put forth by Henri Fayol, a management theorist from France, influential in proposing many of the management concepts in use today. The four concepts of management, translated into functions lead to the creation of a cohesive organization. It is interesting to note that there is no hard and fast rule to be followed in the application of these functions, as management is a real-time decision-making system, any of these functions can be operational in conjunction with any other and also as independent entities themselves.
Efficiency is a prime focus of this function as managing people is the toughest job there is, everything must be accounted for, leaves, payments, benefits, medical allowances, social security accounting and much more. It is very important to maintain a productive working environment, build positive interpersonal relationships and engage in problem solving. This can only be done effectively, with proper communication. Understanding the communication process and working on areas that need improvement, helps managers become more effective planners.
DEPED DIVISION OFFICE HOLDS DANCE FESTIVAL 2014
By: MELODY E. GALINGAN HT-I MNHS ANNEX The Dance Festival 2014 was held on December 11, 2014 at the PAGASA Gymnasium, Science city of Munoz, Nueva Ecija. Inspirational messages were given by Dr. Rhoda T. Razon, Schools Division Superintendent and Hon. Mayor, Nestor L. Alvarez, Ph.D. The festival was attended by participants from public elementary and secondary schools of the division with their school heads, teachers, parents and students. The members of the Board of Judges were Ms. Joyce Lauren L. Lavapie, a dancer of the Bungkos Palay of the SCM, Prof. Von Bismark D. Monta of CLSU and Gereno R. Antonio, Ph.D., former Schools Division Superintendent of the SCM as the chairman. The said event was sponsored by the National Commission for Culture and the Arts (NCAA), the Local Government Unit (LGU) and the Department of Education of the Science City of Munoz. The highlight of the program was the competition proper. There were two categories for the folk dance competition, the elementary pupils and the group of teachers. Subli, popular in the barrios of Bauan, Batangas as a devotion to the Holy Cross, was performed by elementary pupils. La Jota Moncadena, an interpretation and adaptation of the dance by the old people of Moncada, Tarlac, was the contest piece of the teachers’ group. The event also included street dancing competition for both elementary pupils and high school students. First placers in their respective categories were the following: Folk Dance Elementary Level, San Andres Elementary School; Teachers’ Category, North District; Street Dancing Competition Elementary Level, Munoz Central School and Secondary Level, Munoz National High School-Main. This activity was started last year during the First Uhay Celebration of the Science City of Munoz. This is being done to showcase the talents of the pupils/students and teachers as well. DEPED MUNOZ CONDUCTS ABOT- ALAM ORIENTATION By: MELODY E. GALINGAN HT-I MNHS ANNEX To foster better understanding and appreciation of the DepEd Program to cater to the needs of out of School Youth, the Science City Division of City Schools conducted the Abot – Alam Orientation Program on October 15, 2014 at the Division Library Hub, MNHS-Annex compound. Anchored on the theme “No Filipino Youth Left Behind”, the program was attended by the Education Program supervisors, school heads of both elementary and secondary, school ALS coordinators, and mobile teachers. Schools Division superintendent, Rhoda T. Razon, CSEE, CESO VI, delivered the inspirational message while the Hon. Rodney S. Cabrera, City Councilor In-charge of Education, with the honorable mayor’s representative, pledged support to the enthusiastic group of educators. The event included the signing of memorandum of agreement between the City Mayor’s Office and the City Schools Division to carry out the worthy undertakings of the Alternative Learning System (ALS) program. The program included inputs on the operation of Abot-Alam, the alternative delivery mode in the Elementary level, the Open High School Program, the Public Employment and Service Office (PESO) Program and Servicing. The afternoon session was devoted to the programs and services being offered by the Department of Science and Technology (DOST), Department of Social Welfare and Department (DSWD), and the Technical Education Skills and Development Authority (TESDA). Different working committees headed by Dr. Larry B. Espiritu, OIC Chief SGOD supervised the conduct of the whole activity. |
206 OUT OF SCHOOL YOUTH TAKE ACCREDITATION AND EQUIVALENCY TEST
By: MELODY E. GALINGAN HT-I MNHS ANNEX December 7, 2014 – To most regular students in all levels, this was just an ordinary Sunday in preparation for another week of school, at least after worship. For 206 actual takers of the Accreditation and Equivalency Test for out of school youths under the Alternative Learning Systems (ALS), the day signified the culmination of their desire to complete basic education, hence enter college for 200 secondary takers and continue high school for 6 elementary takers. Prior to the examination, room examiners, mobile teachers and staff received orientation and briefings from Charles Cedrick Maghirang, Executive Asst., Office of USEC for Regional Operations. This half day preparation enlightened them on top of its reinforcement of their roles under the ALS. Larry B. Espiritu, Ph.D., OIC Chief of Governance and Operation Division spearheaded the said undertakings which took place at Munoz National High School Main. Results of the two-part examination in the forms of essay and objective items are expected to be released in March 2015, in time for their April graduation. It could be noted that some successful ALS passers are also successful in their fields such as Manny Pacquiao, world champion boxer, Heart Evangelista, Gerard Anderson and Kim Chiu, showbiz personalities, among others. |
Rationalization Program, A Vain or a Boon?
By: Marlon V. Siminig
The Current DepEd Schools Division Functional Structure for small city division is composed of the Office of the Schools Division Superintendent (SDS) headed by the Schools Division Superintendent and under it are the Promotional Staff, Administrative Support Staff and the Schools. The office of the SDS under her is a designated Assistant SDS with one (1) each permanent and contract of service clerical staff, respectively; Promotional Staff consist of 9 Education Program Supervisors; 7 Administrative Support Staff holding different units with 9 permanent, 3 contract of service and 2 local school board as support staff deployed herein.
The Rationalized Structure on the other hand is composed of the Office of the SDS, Curriculum Implementation Division (CID), School Governance and Operations Division, and the Schools/Learning Centers.
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DepEd’s RP Phase I was submitted in February 2013. This was crafted by the DepEd Change Management Team (CMT) whose members represent the various DepEd levels, positions, functions and disciplines. In crafting the plan, the CMT followed a process that was consultative, participative, and transparent. Their recommendations are consistent with time proven principles in the field of management and organization development.
The National Change Management Team (CMT), reconstituted through DepEd Memorandum No. 271 s. 2011, shall manage the implementation of the approved Rationalization Plan. The central, region and schools division offices shall also reconstitute and activate their field CMT to manage the implementation of the RP at their respective levels.
In the implementation of the rationalization plan, any action taken should always be within the bounds of EO 366, RA 6656 and CSC Rules and should be guided by directives of the Secretary and the Change Management Team. Such actions must also manifest the values of the department and be aligned to time tested principles for effective management of change. The basic principles to guide implementation must conform with the following such as Clarity of Vision and Unity in Action; Rationality and Objectivity: “Think DepEd”; individual Choice; Management Prerogative; Engaging People; Principle of Caring for and Enabling the People: “Maka-tao” and “No one left behind” and Matching people to jobs.
The function of the Rat Plan in the Division level are to implement education agenda and policies, manage curriculum implementation, provide instructional supervision, build communities of schools and learning centers, give technical assistance to schools/LCs, execute equitable distribution of resources, and establish and manage partnerships with the stakeholders.
As frontline office of the Department for the management of basic education delivery, the Schools Division Office (DO) provides instructional leadership to schools and learning centers which are the direct implementers of educational programs for learner development.
This is carried out through a strategic division education plan in consideration of the needs and concerns of the division, districts, schools and learning centers and aligned with the regional education development plans
Rationalization plan took nine (9) years for DepEd employees waited the approval of it. It was approved at this time but approval of it rattled everyone in the Department and of course the Division office is one in particular. The Existing Staffing Pattern (ESP) of the Division will be fitted to the new staffing pattern of Rationalization Plan or the Rat Plan. The implementation of the Rat Plan will result to the reorganization of the existing one.
The EO 366 review seeks to fulfill the purposes of focusing government efforts and resources on its vital/core services; improving the quality and efficiency of government services delivery by eliminating /minimizing overlaps and duplications, and improving agency performance through the rationalization of service delivery and support systems. Likewise, the department was mandated to create only same or lower number of positions as compared to its filled items. Items being created in the Rat Plan are higher key and technical positions in nature.
The Division of Science City of Munoz is composed of twenty (28) permanent and 6 contract of service personnel for a total of 34 employees. Out of these 28 permanent employees, 16 staff is holding the line and staff functions and 12 employees are support staff. From the 16 key positions the 5 items were affected which means that their item is not included in the new staffing pattern of the rationalization plan of the department of education. On the other hand, 10 out of 12 support staff was also affected. In total there were 17 employees affected by the Rat Plan.
In this scenario, the management thru the leadership of the head of the agency who is the Schools Division Superintendent was task to manage her people including their feelings of frustration and disappointments while working simultaneously with the everyday task of the office to meet their line of duties. It is understood that affected employees could not possible work normally if they are thinking of their status that they might not be secured or displace from their employment and regular functions.
All affected personnel were held in CTI status and deployed temporarily to different offices. This is the big problem that management encounters because some employees resist to be deployed in some offices. The management then discussed again this matter to employees more particularly the rationality and objective of the rat plan but still there concern remains unclear and the decision of the management is hanging in status.
One of the main concern herein is that most of the affected employees will not qualify to the new positions that will be created upon the release of NOSCA which is the basis in filling up of the new positions. As expected upon the release of NOSCA applicants coming from outside the department will also apply and compete for the new positions.
As cited above and to address the issue, the management should look into all aspect particularly of measures they could extend to individual relative to the implementation of the Rationalization Plan. It is imperative that feelings and future of all individuals must be comforted and considered their aspiration in the department. The management must have a good plan for everyone wherein at this moment all employees must have their preferred track and options of possible items they want to so that there is no confrontation in the future and they will be deployed strategically before the implementation of the Rationalization Plan. They should be installed to the office also relative to their qualifications. While waiting for the implementation of the Rationalization Plan, these employees must be given and undergo to different seminars and education study for their upliftment and to meet at least the minimum qualification standards set by the Civil Service Commission. This will not only solve the problem of the management towards the transition to the new structure but at the same time would help everyone to prepare themselves to the new item positions they are aiming for and will avoid management conflict in the future.
By: Marlon V. Siminig
The Current DepEd Schools Division Functional Structure for small city division is composed of the Office of the Schools Division Superintendent (SDS) headed by the Schools Division Superintendent and under it are the Promotional Staff, Administrative Support Staff and the Schools. The office of the SDS under her is a designated Assistant SDS with one (1) each permanent and contract of service clerical staff, respectively; Promotional Staff consist of 9 Education Program Supervisors; 7 Administrative Support Staff holding different units with 9 permanent, 3 contract of service and 2 local school board as support staff deployed herein.
The Rationalized Structure on the other hand is composed of the Office of the SDS, Curriculum Implementation Division (CID), School Governance and Operations Division, and the Schools/Learning Centers.
.
DepEd’s RP Phase I was submitted in February 2013. This was crafted by the DepEd Change Management Team (CMT) whose members represent the various DepEd levels, positions, functions and disciplines. In crafting the plan, the CMT followed a process that was consultative, participative, and transparent. Their recommendations are consistent with time proven principles in the field of management and organization development.
The National Change Management Team (CMT), reconstituted through DepEd Memorandum No. 271 s. 2011, shall manage the implementation of the approved Rationalization Plan. The central, region and schools division offices shall also reconstitute and activate their field CMT to manage the implementation of the RP at their respective levels.
In the implementation of the rationalization plan, any action taken should always be within the bounds of EO 366, RA 6656 and CSC Rules and should be guided by directives of the Secretary and the Change Management Team. Such actions must also manifest the values of the department and be aligned to time tested principles for effective management of change. The basic principles to guide implementation must conform with the following such as Clarity of Vision and Unity in Action; Rationality and Objectivity: “Think DepEd”; individual Choice; Management Prerogative; Engaging People; Principle of Caring for and Enabling the People: “Maka-tao” and “No one left behind” and Matching people to jobs.
The function of the Rat Plan in the Division level are to implement education agenda and policies, manage curriculum implementation, provide instructional supervision, build communities of schools and learning centers, give technical assistance to schools/LCs, execute equitable distribution of resources, and establish and manage partnerships with the stakeholders.
As frontline office of the Department for the management of basic education delivery, the Schools Division Office (DO) provides instructional leadership to schools and learning centers which are the direct implementers of educational programs for learner development.
This is carried out through a strategic division education plan in consideration of the needs and concerns of the division, districts, schools and learning centers and aligned with the regional education development plans
Rationalization plan took nine (9) years for DepEd employees waited the approval of it. It was approved at this time but approval of it rattled everyone in the Department and of course the Division office is one in particular. The Existing Staffing Pattern (ESP) of the Division will be fitted to the new staffing pattern of Rationalization Plan or the Rat Plan. The implementation of the Rat Plan will result to the reorganization of the existing one.
The EO 366 review seeks to fulfill the purposes of focusing government efforts and resources on its vital/core services; improving the quality and efficiency of government services delivery by eliminating /minimizing overlaps and duplications, and improving agency performance through the rationalization of service delivery and support systems. Likewise, the department was mandated to create only same or lower number of positions as compared to its filled items. Items being created in the Rat Plan are higher key and technical positions in nature.
The Division of Science City of Munoz is composed of twenty (28) permanent and 6 contract of service personnel for a total of 34 employees. Out of these 28 permanent employees, 16 staff is holding the line and staff functions and 12 employees are support staff. From the 16 key positions the 5 items were affected which means that their item is not included in the new staffing pattern of the rationalization plan of the department of education. On the other hand, 10 out of 12 support staff was also affected. In total there were 17 employees affected by the Rat Plan.
In this scenario, the management thru the leadership of the head of the agency who is the Schools Division Superintendent was task to manage her people including their feelings of frustration and disappointments while working simultaneously with the everyday task of the office to meet their line of duties. It is understood that affected employees could not possible work normally if they are thinking of their status that they might not be secured or displace from their employment and regular functions.
All affected personnel were held in CTI status and deployed temporarily to different offices. This is the big problem that management encounters because some employees resist to be deployed in some offices. The management then discussed again this matter to employees more particularly the rationality and objective of the rat plan but still there concern remains unclear and the decision of the management is hanging in status.
One of the main concern herein is that most of the affected employees will not qualify to the new positions that will be created upon the release of NOSCA which is the basis in filling up of the new positions. As expected upon the release of NOSCA applicants coming from outside the department will also apply and compete for the new positions.
As cited above and to address the issue, the management should look into all aspect particularly of measures they could extend to individual relative to the implementation of the Rationalization Plan. It is imperative that feelings and future of all individuals must be comforted and considered their aspiration in the department. The management must have a good plan for everyone wherein at this moment all employees must have their preferred track and options of possible items they want to so that there is no confrontation in the future and they will be deployed strategically before the implementation of the Rationalization Plan. They should be installed to the office also relative to their qualifications. While waiting for the implementation of the Rationalization Plan, these employees must be given and undergo to different seminars and education study for their upliftment and to meet at least the minimum qualification standards set by the Civil Service Commission. This will not only solve the problem of the management towards the transition to the new structure but at the same time would help everyone to prepare themselves to the new item positions they are aiming for and will avoid management conflict in the future.
Importance of Health Education in School
by: ANGELICA E. CAPILI
Teacher III-MNHS MAIN
Health education is the profession of educating people about health.[1] Areas within this profession encompass environmental health, physical health, social health, emotional health, intellectual health, and spiritual health.[2] It can be defined as the principle by which individuals and groups of people learn to behave in a manner conducive to the promotion, maintenance, or restoration of health (Wikipedia)
Many parents are keenly interested in the basic academic education of their youngsters—reading, writing, and arithmetic—but are not nearly as conscientious in finding out about the other learning that goes on in the classroom. A comprehensive health education program is an important part of the curriculum in most school districts. Starting in kindergarten and continuing through high school, it provides an introduction to the human body and to factors that prevent illness and promote or damage health.
The middle years of childhood are extremely sensitive times for a number of health issues, especially when it comes to adopting health behavior that can have lifelong consequences. Your youngster might be exposed to a variety of health themes in school: nutrition, disease prevention, physical growth and development, reproduction, mental health, drug and alcohol abuse prevention, consumer health, and safety (crossing streets, riding bikes, first aid, the Heimlich maneuver). The goal of this education is not only to increase your child's health knowledge and to create positive attitudes toward his own well-being but also to promote healthy behavior. By going beyond simply increasing knowledge, schools are asking for more involvement on the part of students than in many other subject areas. Children are being taught life skills, not merely academic skills.
It is easy to underestimate the importance of this health education for your child. Before long he will be approaching puberty and adolescence and facing many choices about his behavior that, if he chooses inappropriately, could impair his health and even lead to his death. These choices revolve around alcohol, tobacco, and other drug use; sexual behavior (abstinence, prevention of pregnancy and sexually transmitted diseases); driving; risk-taking behavior; and stress management. Most experts concur that education about issues like alcohol abuse is most effective if it begins at least two years before the behavior is likely to start. This means that children seven and eight years old are not too young to learn about the dangers of tobacco, alcohol, and other drugs, and that sexuality education also needs to be part of the experience of elementary-school-age children. At the same time, positive health behavior can also be learned during the middle years of childhood. Your child's well-being as an adult can be influenced by the lifelong exercise and nutrition habits that he adopts now.
Health education programs are most effective if parents are involved. Parents can complement and reinforce what children are learning in school during conversations and activities at home. The schools can provide basic information about implementing healthy decisions—for instance, how and why to say no to alcohol use. But you should be a co-educator, particularly in those areas where family values are especially important—for example, sexuality, AIDS prevention, and tobacco, alcohol, and other drug use.
Many parents feel ill-equipped to talk to their child about puberty, reproduction, sex, and sexually transmitted diseases. But you need to recognize just how important your role is. With sexual topics—as well as with many other areas of health—you can build on the general information taught at school and, in a dialogue with your youngster, put it into a moral context. Remember, you are the expert on your child, your family, and your family's values.
Education seminars and education support groups for parents on issues of health and parenting may be part of the health promotion program at your school. If they are not offered, you should encourage their development. Many parents find it valuable to discuss mutual problems and share solutions with other parents. Although some parents have difficulty attending evening meetings, school districts are finding other ways to reach out to parents—for instance, through educational TV broadcasts with call-in capacities, Saturday morning breakfast meetings, and activities for parents and children together, organized to promote good health (a walk/run, a dance, a heart-healthy luncheon).
In addition to providing education at home on health matters, become an advocate in your school for appropriate classroom education about puberty, reproduction, AIDS, alcohol and other substance abuse, and other relevant issues. The content of health education programs is often decided at the community level, so make your voice heard.
As important as the content of a health curriculum may be, other factors are powerful in shaping your child's attitudes toward his well-being. Examine whether other aspects of the school day reinforce what your youngster is being taught in the classroom. For example, is the school cafeteria serving low-fat meals that support the good nutritional decisions encouraged by you and the teachers? Is there a strong physical education program that emphasizes the value of fitness and offers each child thirty minutes of vigorous activity at least three times a week? Does the school district support staff-wellness programs so that teachers can be actively involved in maintaining their own health and thus be more excited about conveying health information to their students?
In addition to school and home, your pediatrician is another health educator for you and your child. Since your child's doctor knows your family, he or she can provide clear, personalized health information and advice. For instance, the pediatrician can talk with your child about the child's personal growth patterns during puberty, relate them to the size and shape of other family members, and answer questions specific to your youngster's own developmental sequence and rate.
For most school-related health concerns, your pediatrician can provide you with specific advice and tailored guidance. You and your pediatrician may also consult with the school staff on how to deal most effectively with school time management of your child's health problem.
by: ANGELICA E. CAPILI
Teacher III-MNHS MAIN
Health education is the profession of educating people about health.[1] Areas within this profession encompass environmental health, physical health, social health, emotional health, intellectual health, and spiritual health.[2] It can be defined as the principle by which individuals and groups of people learn to behave in a manner conducive to the promotion, maintenance, or restoration of health (Wikipedia)
Many parents are keenly interested in the basic academic education of their youngsters—reading, writing, and arithmetic—but are not nearly as conscientious in finding out about the other learning that goes on in the classroom. A comprehensive health education program is an important part of the curriculum in most school districts. Starting in kindergarten and continuing through high school, it provides an introduction to the human body and to factors that prevent illness and promote or damage health.
The middle years of childhood are extremely sensitive times for a number of health issues, especially when it comes to adopting health behavior that can have lifelong consequences. Your youngster might be exposed to a variety of health themes in school: nutrition, disease prevention, physical growth and development, reproduction, mental health, drug and alcohol abuse prevention, consumer health, and safety (crossing streets, riding bikes, first aid, the Heimlich maneuver). The goal of this education is not only to increase your child's health knowledge and to create positive attitudes toward his own well-being but also to promote healthy behavior. By going beyond simply increasing knowledge, schools are asking for more involvement on the part of students than in many other subject areas. Children are being taught life skills, not merely academic skills.
It is easy to underestimate the importance of this health education for your child. Before long he will be approaching puberty and adolescence and facing many choices about his behavior that, if he chooses inappropriately, could impair his health and even lead to his death. These choices revolve around alcohol, tobacco, and other drug use; sexual behavior (abstinence, prevention of pregnancy and sexually transmitted diseases); driving; risk-taking behavior; and stress management. Most experts concur that education about issues like alcohol abuse is most effective if it begins at least two years before the behavior is likely to start. This means that children seven and eight years old are not too young to learn about the dangers of tobacco, alcohol, and other drugs, and that sexuality education also needs to be part of the experience of elementary-school-age children. At the same time, positive health behavior can also be learned during the middle years of childhood. Your child's well-being as an adult can be influenced by the lifelong exercise and nutrition habits that he adopts now.
Health education programs are most effective if parents are involved. Parents can complement and reinforce what children are learning in school during conversations and activities at home. The schools can provide basic information about implementing healthy decisions—for instance, how and why to say no to alcohol use. But you should be a co-educator, particularly in those areas where family values are especially important—for example, sexuality, AIDS prevention, and tobacco, alcohol, and other drug use.
Many parents feel ill-equipped to talk to their child about puberty, reproduction, sex, and sexually transmitted diseases. But you need to recognize just how important your role is. With sexual topics—as well as with many other areas of health—you can build on the general information taught at school and, in a dialogue with your youngster, put it into a moral context. Remember, you are the expert on your child, your family, and your family's values.
Education seminars and education support groups for parents on issues of health and parenting may be part of the health promotion program at your school. If they are not offered, you should encourage their development. Many parents find it valuable to discuss mutual problems and share solutions with other parents. Although some parents have difficulty attending evening meetings, school districts are finding other ways to reach out to parents—for instance, through educational TV broadcasts with call-in capacities, Saturday morning breakfast meetings, and activities for parents and children together, organized to promote good health (a walk/run, a dance, a heart-healthy luncheon).
In addition to providing education at home on health matters, become an advocate in your school for appropriate classroom education about puberty, reproduction, AIDS, alcohol and other substance abuse, and other relevant issues. The content of health education programs is often decided at the community level, so make your voice heard.
As important as the content of a health curriculum may be, other factors are powerful in shaping your child's attitudes toward his well-being. Examine whether other aspects of the school day reinforce what your youngster is being taught in the classroom. For example, is the school cafeteria serving low-fat meals that support the good nutritional decisions encouraged by you and the teachers? Is there a strong physical education program that emphasizes the value of fitness and offers each child thirty minutes of vigorous activity at least three times a week? Does the school district support staff-wellness programs so that teachers can be actively involved in maintaining their own health and thus be more excited about conveying health information to their students?
In addition to school and home, your pediatrician is another health educator for you and your child. Since your child's doctor knows your family, he or she can provide clear, personalized health information and advice. For instance, the pediatrician can talk with your child about the child's personal growth patterns during puberty, relate them to the size and shape of other family members, and answer questions specific to your youngster's own developmental sequence and rate.
For most school-related health concerns, your pediatrician can provide you with specific advice and tailored guidance. You and your pediatrician may also consult with the school staff on how to deal most effectively with school time management of your child's health problem.
Go for the gold : Arnis a challenging sport in the Philippines
by: ANGELICA E. CAPILI
Teacher III-MNHS MAIN
As MAPEH Teacher in Munoz National High School Main, I would say that I always have a passion in arnis. We always represents the region in the competition in the Palarong Pambansa and because of that I would like to share this article with you so that you will have a few concept about arnis.
What is a modern arnis? Modern Arnis is the system of Filipino martial arts founded by Remy Presas as a self-defense system. His goal was to create an injury-free training method as well as an effective self-defense system in order to preserve the older Arnis systems. The termModern Arnis was used by Remy Presas' younger brother Ernesto Presas to describe his style of Filipino martial arts; since 1999 Ernesto Presas has called his system Kombatan. It is derived principally from the traditional Presas family style of the Bolo (machete) and the stick-dueling art of Balintawak Eskrima, with influences from other Filipino and Japanese martial arts.[1](Wikipedia)
Arnis is the Philippines' national martial art and sport,[2] after President Gloria Macapagal-Arroyo signed the Republic Act. No. 9850 in 2009. RA 9850 is a consolidation of House Bill No. 6516 authored by South Cotabato Rep. Arthur Pingoy Jr., and Senate Bill No. 1424 authored by Majority leader Juan Miguel Zubiri. RA 9850 is expected to help propagate arnis as a modern martial art/sport that can compete with its popular foreign-originated brethren like taekwondo, karate and judo. The Act mandates the Department of Education to include the sport as a Physical Education course. Arnis will be included among the priority sports in Palarong Pambansa (National Games) beginning 2010.[3](Wikipedia).
How to play arnis?
Players could basically participate in two types of arnis sports, the anyo or form, and the laban, or full combat competitions.
Different scoring systems and rules and regulation apply for each division, depending on who hosts the competition.
In anyo, athletes would perform sequences of movements using 2 batons. Competition will judged based on the execution of the anyo and the creativity of overall choreography of the performance. Gracefulness combined with strength and force is needed to execute these forms properly.
Meanwhile, in the full combat competition, players are required to strike their opponents’ different body parts with one baton.
Unlike other combatitive sports, arnis does not usually require any body contact between each player besides the batons that they are holding. Any attack using bare hands or feet is considered a foul.
Scores depend on the number of strikes each player could deliver. Agility and quick thinking combined is required to have a high score in this type of competition.
However, some competitions allow full contact between players. Competitors could grapple, disarm, and block their opponents.
Is it a national symbol ?
Arnis was further distinguished as Philippines’ own when former President Gloria Macapagal-Arroyo signed Republic Act 9850, an act declaring arnis as the National Martial Arts and Sports of the Philippines, last December 11, 2009.
Section 2 of RA 9850 defines arnis as “an indigenous Filipino martial art and sport characterized by the use of swinging and twirling movements, accompanied by striking, thrusting and parrying techniques for defense and offense” which is done by using either one or 2 sticks.
Athletes use these to strike, block, and grapple their opponents. The actual origin of the sport arnis, however, is still yet to be determined.
Due to the fact that the Philippines has over 7,000 islands, the sport could have flourished in one place or another at the same time. Because of this, more than one school emerged throughout the years.
PINOY SPORT. Arnis, the Philippine national sport, is one of the events to take the stage in the 2012 Palarong Pambansa. April 23, 2012. Charles Salazar.
According to Arnis Philippines, there is actually a need to consolidate all the various techniques, forms, styles, and rules of the sport. Strong leadership should be implemented to prevent arnis from slipping back into oblivion.
Pinoys and arnis
Arnis practitioners and athletes all over the country celebrated the declaration of arnis as the national sport, stating that finally, the sport received the proper recognition that it deserved.
Filipinos now have a sport that they can fully identify with, they said.
Organizations such as the National Arnis Association of the Philippines (NARAPHIL), KAMAO, Filipino Martial Arts (FMA) and Arnis Philippines (ARPI), promote and encourage every Filipino to learn the sport.
In 2010, an independent production house, Pointsource Films, produced the film “Eskrimadors: A Filipino Martial Arts Documentary,” featuring legendary Filipino Arnis athletes. The film features Cebuano Arnis Grand Masters, Ciriaco "Cacoy" Cañete, Dionisio "Dinoy" Cañete, and Uno Caburnay, and aimed to increase knowledge and awareness about the sport and to further recognize the contributions that these grandmasters have given to the sport.
But it is not only here in the Philippines that arnis is appreciated.
The sport first came into world prominence when martial arts superstar, Bruce Lee and his student, Filipino-American Dan Inosanto promoted the sport back in the 70s.
Currently, organizations such as the International Kali Arnis Eskrima Federation (IKAEF), Rapid Arnis International, International Modern Arnis Federation (IMAF), and many more help promote the Filipino sport in other countries.
by: ANGELICA E. CAPILI
Teacher III-MNHS MAIN
As MAPEH Teacher in Munoz National High School Main, I would say that I always have a passion in arnis. We always represents the region in the competition in the Palarong Pambansa and because of that I would like to share this article with you so that you will have a few concept about arnis.
What is a modern arnis? Modern Arnis is the system of Filipino martial arts founded by Remy Presas as a self-defense system. His goal was to create an injury-free training method as well as an effective self-defense system in order to preserve the older Arnis systems. The termModern Arnis was used by Remy Presas' younger brother Ernesto Presas to describe his style of Filipino martial arts; since 1999 Ernesto Presas has called his system Kombatan. It is derived principally from the traditional Presas family style of the Bolo (machete) and the stick-dueling art of Balintawak Eskrima, with influences from other Filipino and Japanese martial arts.[1](Wikipedia)
Arnis is the Philippines' national martial art and sport,[2] after President Gloria Macapagal-Arroyo signed the Republic Act. No. 9850 in 2009. RA 9850 is a consolidation of House Bill No. 6516 authored by South Cotabato Rep. Arthur Pingoy Jr., and Senate Bill No. 1424 authored by Majority leader Juan Miguel Zubiri. RA 9850 is expected to help propagate arnis as a modern martial art/sport that can compete with its popular foreign-originated brethren like taekwondo, karate and judo. The Act mandates the Department of Education to include the sport as a Physical Education course. Arnis will be included among the priority sports in Palarong Pambansa (National Games) beginning 2010.[3](Wikipedia).
How to play arnis?
Players could basically participate in two types of arnis sports, the anyo or form, and the laban, or full combat competitions.
Different scoring systems and rules and regulation apply for each division, depending on who hosts the competition.
In anyo, athletes would perform sequences of movements using 2 batons. Competition will judged based on the execution of the anyo and the creativity of overall choreography of the performance. Gracefulness combined with strength and force is needed to execute these forms properly.
Meanwhile, in the full combat competition, players are required to strike their opponents’ different body parts with one baton.
Unlike other combatitive sports, arnis does not usually require any body contact between each player besides the batons that they are holding. Any attack using bare hands or feet is considered a foul.
Scores depend on the number of strikes each player could deliver. Agility and quick thinking combined is required to have a high score in this type of competition.
However, some competitions allow full contact between players. Competitors could grapple, disarm, and block their opponents.
Is it a national symbol ?
Arnis was further distinguished as Philippines’ own when former President Gloria Macapagal-Arroyo signed Republic Act 9850, an act declaring arnis as the National Martial Arts and Sports of the Philippines, last December 11, 2009.
Section 2 of RA 9850 defines arnis as “an indigenous Filipino martial art and sport characterized by the use of swinging and twirling movements, accompanied by striking, thrusting and parrying techniques for defense and offense” which is done by using either one or 2 sticks.
Athletes use these to strike, block, and grapple their opponents. The actual origin of the sport arnis, however, is still yet to be determined.
Due to the fact that the Philippines has over 7,000 islands, the sport could have flourished in one place or another at the same time. Because of this, more than one school emerged throughout the years.
PINOY SPORT. Arnis, the Philippine national sport, is one of the events to take the stage in the 2012 Palarong Pambansa. April 23, 2012. Charles Salazar.
According to Arnis Philippines, there is actually a need to consolidate all the various techniques, forms, styles, and rules of the sport. Strong leadership should be implemented to prevent arnis from slipping back into oblivion.
Pinoys and arnis
Arnis practitioners and athletes all over the country celebrated the declaration of arnis as the national sport, stating that finally, the sport received the proper recognition that it deserved.
Filipinos now have a sport that they can fully identify with, they said.
Organizations such as the National Arnis Association of the Philippines (NARAPHIL), KAMAO, Filipino Martial Arts (FMA) and Arnis Philippines (ARPI), promote and encourage every Filipino to learn the sport.
In 2010, an independent production house, Pointsource Films, produced the film “Eskrimadors: A Filipino Martial Arts Documentary,” featuring legendary Filipino Arnis athletes. The film features Cebuano Arnis Grand Masters, Ciriaco "Cacoy" Cañete, Dionisio "Dinoy" Cañete, and Uno Caburnay, and aimed to increase knowledge and awareness about the sport and to further recognize the contributions that these grandmasters have given to the sport.
But it is not only here in the Philippines that arnis is appreciated.
The sport first came into world prominence when martial arts superstar, Bruce Lee and his student, Filipino-American Dan Inosanto promoted the sport back in the 70s.
Currently, organizations such as the International Kali Arnis Eskrima Federation (IKAEF), Rapid Arnis International, International Modern Arnis Federation (IMAF), and many more help promote the Filipino sport in other countries.
IMPORTANCE OF GUIDANCE COUNSELING in SCHOOL
By: ZENAIDA C . RIGOS-MT 1
SAN ANTONIO ELEM . SCHOOL
Schools are thought to be the second home in nurturing young minds. Here, pupils are given the opportunity to learn the basics, such as the intellectual, physical, psycho-social, spiritual, and other aspects in order to overcome the diverse challenges in life. Hence, these must be properly-instilled to the pupils.
As the pupils learn the fundamentals, they faced common problems and experiences that might even affect their personalities. These problems are usually caused by several factors that drive-in pupils learning progress. Personal problems usually arise at home, community and even school were the pupils commonly experienced familiar problems like inter-personal relationships with the family members, bullying by their classmates, misbehaviors ,cheating, current economic status, psychological pressures and many others. Other problem like their academic status is even-influenced by pupils’ challenges in their intellectual, physical and social attitudes.
In response, the ever-growing number of social, economic and family problems has resulted in an increased need for school guidance and counseling services or the SGC services.
These diverse problems commonly experienced by pupils could be alleviated or decreased by proper/appropriate guidance and counseling by the school personnel specifically teachers, counselors and even the principal. Teachers play a very important role in developing pupils interpersonal, intellectual and psychosocial skills. From the time pupils started learning the fundamentals, teachers are tasked to provide their pupils the necessities such as the need to understand their specific individual differences. They are the one who are entrusted to protect the pupils in their intellectual difficulties and overcome the challenges pupils might experienced as they faced all these problems. Teachers are not only charged to render intellectual services but they are also given the role to develop and practice the appropriate behavior pupils are expected to possess. Thus, in general teachers need to be equipped in certain aspects of guidance and counseling services necessary for the pupils. Complementary to these the teachers need to employ with their pupils is the role of the elementary school principals as guidance and counseling implementers. The success of the guidance and counseling services mostly depend on the good governance of the administrator specifically on the basis of planning, assessment, policies, etc., the SGC services should employ. Thus, with the concerted efforts of teachers, guidance counselors and principals, the mission and vision of the GSC services could be properly- implemented.
For guidance to be effective a sense of teamwork and cooperation must exist between teachers, principals’ and counselors. Therefore, it is imperative that teacher, principals and counselors be aware of and comprehends the perceptions that each holds for the others. Through that awareness and understanding the goals of guidance can be met.
By: ZENAIDA C . RIGOS-MT 1
SAN ANTONIO ELEM . SCHOOL
Schools are thought to be the second home in nurturing young minds. Here, pupils are given the opportunity to learn the basics, such as the intellectual, physical, psycho-social, spiritual, and other aspects in order to overcome the diverse challenges in life. Hence, these must be properly-instilled to the pupils.
As the pupils learn the fundamentals, they faced common problems and experiences that might even affect their personalities. These problems are usually caused by several factors that drive-in pupils learning progress. Personal problems usually arise at home, community and even school were the pupils commonly experienced familiar problems like inter-personal relationships with the family members, bullying by their classmates, misbehaviors ,cheating, current economic status, psychological pressures and many others. Other problem like their academic status is even-influenced by pupils’ challenges in their intellectual, physical and social attitudes.
In response, the ever-growing number of social, economic and family problems has resulted in an increased need for school guidance and counseling services or the SGC services.
These diverse problems commonly experienced by pupils could be alleviated or decreased by proper/appropriate guidance and counseling by the school personnel specifically teachers, counselors and even the principal. Teachers play a very important role in developing pupils interpersonal, intellectual and psychosocial skills. From the time pupils started learning the fundamentals, teachers are tasked to provide their pupils the necessities such as the need to understand their specific individual differences. They are the one who are entrusted to protect the pupils in their intellectual difficulties and overcome the challenges pupils might experienced as they faced all these problems. Teachers are not only charged to render intellectual services but they are also given the role to develop and practice the appropriate behavior pupils are expected to possess. Thus, in general teachers need to be equipped in certain aspects of guidance and counseling services necessary for the pupils. Complementary to these the teachers need to employ with their pupils is the role of the elementary school principals as guidance and counseling implementers. The success of the guidance and counseling services mostly depend on the good governance of the administrator specifically on the basis of planning, assessment, policies, etc., the SGC services should employ. Thus, with the concerted efforts of teachers, guidance counselors and principals, the mission and vision of the GSC services could be properly- implemented.
For guidance to be effective a sense of teamwork and cooperation must exist between teachers, principals’ and counselors. Therefore, it is imperative that teacher, principals and counselors be aware of and comprehends the perceptions that each holds for the others. Through that awareness and understanding the goals of guidance can be met.
Insights of an Instructional Teacher
By: Zenaida C. Rigos –MT !
San Antonio ES
Learning is a continuous process. We learn from past and present experiences. We learn from people with whom we interact. Through this corner, may I share some of my learning;
Power Sources of a Teacher
Power of Persistence
The l teacher is an instructional teacher. He can make wonders in the school by way of the instructional support he provides to students.
Power of Attendance
The teacher makes himself visible and available in the school, as well as, with other stakeholders. He shares his time, talent and treasure to students and teachers for the good service.
Power of Being
The teacher taps the potential of every student .He sees the true, the good and the beauty in every person he works with.
Power of Progression
The teacher looks into how things are done inside the classroom. He uses both technology and people to do things systematically.
Power of Prayer
The teacher has strong faith in God. He looks at his work as a form of service which he offers to the Lord of his greater glory.
By: Zenaida C. Rigos –MT !
San Antonio ES
Learning is a continuous process. We learn from past and present experiences. We learn from people with whom we interact. Through this corner, may I share some of my learning;
Power Sources of a Teacher
Power of Persistence
The l teacher is an instructional teacher. He can make wonders in the school by way of the instructional support he provides to students.
Power of Attendance
The teacher makes himself visible and available in the school, as well as, with other stakeholders. He shares his time, talent and treasure to students and teachers for the good service.
Power of Being
The teacher taps the potential of every student .He sees the true, the good and the beauty in every person he works with.
Power of Progression
The teacher looks into how things are done inside the classroom. He uses both technology and people to do things systematically.
Power of Prayer
The teacher has strong faith in God. He looks at his work as a form of service which he offers to the Lord of his greater glory.