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PE 3 (Domingo)

Authors: John Paul R. Domingo, Jeniffer L. Amaranto, Rhodalyn R. Javier, Marilyn J. Esteban

Individual and Dual Sports provide students with opportunities to acquire knowledge of strategies and develop skills in selected individual and dual sports, and maintain and/or improve their personal fitness. The content includes knowledge and application skills, techniques, strategies, rules, and safety practices. Individual and dual sports selected may include but not be limited to other sports.

Serving as legal foundation for this book is indicated in Section 19, Article XIV of the 1987 Constitution for which mandates ARTICLE XIV, EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS. Spefically, stated as:

Sports

Section 19. (1) The State shall promote physical education and encourage sports programs, league competitions, and amateur sports, including training for international competitions, to foster self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry.

(2) All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors.

This subject analyses some individual and dual sports from an educational and practical dimension. For this, it uses two principles: methodological aspects and the essence of each sport. This subject tries to discover methodological tools that allow us to consider sport not only as something competitive and technical but also as an essential component for training a person, for social cohesion and skills acquisition for health.

It is necessary to know the essence of each sport from a technical, tactical and practical point of view to identify more characteristic elements and to know how to adapt and apply them in the educational process from a motor point of view as well as attitudes, rules and values.

On the other hand, the reader may notice a lot of entries from the internet as the entire book is being read. The internet is a very good source of information but also contains a lot of unpolished and unreliable information. Rest assured, materials sourced from the internet were carefully evaluated according to the authors' expertise in the subject matters.

The authors of this book are indebted to the persons responsible of the various sources cited in this book. Special gratitude to Mr. Jerome M. Katipunan of the Mutya Publishing House, Inc. for his trust and confidence to the authors, and more particularly, for the opportunity to contribute, in this humble way we can, in the effort to better facilitate the teaching-learning process in the tertiary level.

Likewise, gratefulness is due to all the teachers who will find this book useful in their classes, and all Physical Education 3 students who will, hopefully, will appreciate the value of this book in their pursuit for knowledge and skills for a better life that they all deserve.
PE2 – Biñan (Revised)

Authors: John Paul R. Domingo, Joanna B. Alonte, Paulina A. Co, Adeluisa B. Alonte, Flordeliza V. Garcia, Mila C. Janson, Ceasar F. Nimor, Janette A. Salvadora, Hernan A. Nazuel

Welcome to the world of dance, one of the simplest forms of artistic expression and non-verbal communication, since it makes use of one's body as the medium. Dance is one of the best manifestations of a human being as a member of a society and is the most important vehicle to express one's culture.

Everyone can dance or has the potential to perform and it takes a simple motivation for someone to get into it. This Beginner's Dance Book could be a significant tool to motivate one to take up dancing as a hobby or as a vocation to become a dance educator. One has to simply learn the basics of dancing and these volumes of notes are designed for that purpose.

As the title of this book denotes, this is what beginners should emphasize to have a firsthand knowledge about dance.

Dance is a very vast word with abundance of meanings from its history, terms, elements, objectives, forms and positions. As the beginner starts reading the book, he will find in its earnest the information about the wide world of dance.

This book is divided into seven units, namely: Unit I: Introduction to Rhythmic Dance

Activities; Unit The Dance Education Program; Unit III: Dance Fundamentals and Patterns; Unit IV: Folk Dance Genre; Unit V: Recreational Dance; Unit VI: Social Dance; and Unit VII: Contemporary Dance. The book also contains simple descriptions of music and tempo terms, system and manner of counting that could be useful in creating dance step combinations. Also featured in this book are authentic choreography of Philippine and Foreign Folk dances, Social and Contemporary dances with their respective historical backgrounds.

Chapter tests and practical tests are provided at the end of each chapter. This book will also help physical education teachers with no background in dance. However, teachers are advised to conduct other activities that will address the varying needs of their students and to evaluate students aptitude and performance using varied forms of instruments for reliability, accuracy, and validity.

The authors are indebted to the authors of the various sources cited in this book. We also wish to express our gratitude to Mr. Jerome M. Katipunan of the Mutya Publishing House, Inc. for his trust and confidence in us, and more specially, for the opportunity to contribute, in this humble way that we can, in the effort to better facilitate the teaching-learning process in the tertiary level. Likewise, gratitude is due to all teachers and students, who will find this book useful in their physical education classes.

It is our desire to encourage anyone with the interest, skill and dedication of getting into dance education through knowledge of the various styles of dancing, dances of the Philippines and other parts of the world. This is our humble contribution in making the student become aware of his potentials, what he can do, and what he can be; and to broaden his horizons by knowing one's culture and of other nations through more Filipino and Foreign Dances.

We hope that this book will serve its purpose to all those who love to dance.
Philippine Government and Constitution

Authors: Atty. Sherwin Prose C. Castañeda, Dr. Rolando A. Bernales, Prof. Juan Jaime D. Nolasco, Prof. Mark Roy L. Boado, Prof. Tristan A. Reyes
with
Prof. Emily B. Baluyot, Dr. Romero E. Javier, Prof. Bernalyn F. Pa-at, Prof. Nestor C. Vallestero, Dr. Joy C. Villahermosa

This book is primarily intended for the undergraduate study in government and the 1987 Constitution. This, however, may very well serve as a handy reference not only to college students but also to every person interested in acquiring knowledge of the basic framework of our government.

This book grew out from the lectures and notes made by the authors while teaching the course and/or while studying Law. Said lectures and notes were later on consolidated into a book in the attempt to present to the readers a simplified but complete text in the study of Philippine Government and the 1987 Constitution.

Varied activities were suggested alter each discussion to reinforce learning. These activities may also be employed as the professor's alternative assessment tools. It is hoped that these activities wilt make the study of this course more meaningful and interesting for the students.

Tests were likewise provided after each chapter. The tests herein provided may be employed by the professor either as models for test construction, assignments For the students or evaluation instrument of how much the students mastered the objectives enumerated before each discussion. Should the professor decides to make use of the tests as tools for evaluating students' mastery, the authors suggest that the professor be not limited by the items provided as these tests are open for revisions depending on the emphasis made during the class discussions or on other factors that may warrant such professor's discretion.

The authors extend their heartfelt thanks to their respective family, relatives, colleagues,, and friends for their unending support, love,, and inspiration.. The authors also like to extend their deepest gratitude to all persons who contributed to the realization of this work; and most of all to Almighty God for the gift of knowledge and for all His blessings.

This humble work is dedicated to all those who share the authors' dream of great things for our beloved Country.
Mabuhay ang sambayanang Pilipino!
Philippine History (BLUE)

Authors: Efren L. Quiray, Felipe D. Romanillos, Emily B. Baluyot, Ronel P. Dela Cruz, Edgar G. Galang, Berlyn F. PA-AT

Re-creating or putting fresh life into a story is a new way of looking at the established history. Human history must not be told like a dead thing. It must be narrated with life so that learning will be interesting. Further, it must not be viewed from one angle only It must be examined from different perspectives with life. There is emotion, truth, and action. Hence, the application of outcomes-based teaching and learning or OBTL approach in teaching Philippine History is suggested. This is a departure from the usual narrate-listen approach. In OBTL, the students are not just observers or listeners but they are actors themselves. The students will have a chance to play the roles of heroes or historical personages long dead in the past.

The usual story about Bonifacio, for instance, is repeatedly told in our history books without considering other angles and possibilities of the events surrounding his lifetime that led to his tragic end. The pattern is one-dimensional so that other facets of his life are not included as part of his history. From this old pattern, this new shift of re-creating or putting fresh life into the story• of Bonifacio and the Katipunan is introduced as a new direct operating system — from the locked type of learning to democratic type. Here, other possibilities of learning are applied to give students freedom to think and present new perspectives.

Why should we use this new approach? If our history were written alive, reading it would be interesting. The story about our heroes' fight for freedom must be made easy to read by the students. One way of doing this is putting fresh life into their stories. The significant achievements of our heroes such as Rizal, Bonificio, and many others must be portrayed with touch, sight, taste, hearing, and feeling. This will make written history more Pilipino that could show settings common to our racial and geographical bond. Thus, the meaning of our heroes' fight for freedom will be set vividly in the students' minds and hearts.
Philippine History (UM)

Authors: Deanna Febra Gillera Cantal, Roen Caesar S. Cardinal, Lindsey C. Espino, Maribeth Quezon Galindo

Many students may think that its irrelevant to study Philippine history subject since they could not change the past nor they have not seen the relevance

subject itself and its relation to the course that they take up. Others may think that a boring subject full of memorization with dates, places, persons, events and others. Thus, this kind of perception may be placed in the context of students experiences on how they think, they look and they feel about the subject.

A glimpse that Philippines was controlled by foreign colonizers for almost 400 years that during colonization period Filipinos were not taught their own history but rather they were taught the history of colonizers WHILE they were in our country and seemingly, Filipinos were trained like a parrot which resulted students less understanding and less appreciation of our own history.

Hopefully, as students explore the history of the Philippines, they may see the fact that as a true blooded Filipinos, the fact that every generation was and will always be a product of History, Philippine history is still and will always be a relevant subject :1 regardless of what course a student takes up. Students may realize whatever mistakes 1 in the past are, the present generation may not repeat it and the future generation will be freed from the bondage of ignorance, tyranny and slavery. Students may develop a deep sense of commitment to serve God and love our country.

Likewise, this textbook, may challenge new breed of historians and history teachers to go beyond dates, places, persons, events etc. Teaching the how's and why's of historical events will train students to be analytical and critical minded individual. Further, teachers may have seen the importance of contextualization so that students may have developed a deeper understanding of their origins, interpret historical events in a broader perspective and develop in them to be actively involved in non-violent; manner to any issues which have affected Filipino lives.
Philosophy of Human Existence 2013 (Tabin)

Authors: Violeta G. Tabin, Joseph C. Francisco, Leslie B. Gazzingan, Lamberto M. Bamba, Jr., Lou S. Hualda

Whenever one asks a student about his/her concept of the word philosophy, one would hear the answer that it is 'difficult,' that there is no relationship with one's course, or it is about pilosopong tasyo wherein one engages himself/herself in an argument that is unsubstantial. Hence, to change this concept in the mind of an individual, the authors have conic up with a textbook that is more student-friendly with the hope that it will help open the minds of an individual to become aware of, realize and appreciate, philosophy as part of one's existence.

The book, Philosophy of Human Existence, is a result of the collaborative effort of the authors to produce a more simplified college textbook on this subject. The book is divided into three parts: Part I — Philosophy of Man and Its Beginnings, which covers the Meaning of Philosophy and Its Branches and Purpose; Part II — Human Person in Relation to His World and His God, which covers Man as He Co-exists with Others and Moral Views on Human Person in the Context of Christian Philosophy; Part III — Issues Related to Human Equality and Relationship, which covers Domestic Violence, Violence Towards Self and Others, and National and International Violence.

The method in studying the nature of man shall be a presentation of the different and varied views or philosophies on the human person. From Western philosophies to Eastern philosophies, and with different ideologies, such as atheists' views, the student's own ideology or philosophy will be challenged using his/her own critical thinking. The Christian philosophy on the nature and condition of man shall be presented as well. Finally, issues and problems on human as he/she relates with his world .and others, both national and international shall also be presented for discussion,
Physics 1 Lab Manual

Authors: Irin M. Malajito, Mara Crisaliz B. Paras, Myra S. Ferrer

This laboratory manual has been created to substantiate the concepts being presented during the lecture in Physics 1. It would be most beneficial if a particular theory will be presented to the students before an experiment is performed. The procedures in this manual are detailed, constructed step.by-step in order for the students to be independent in their performance of the experiment. The application questions link the concepts of physics with everyday scenario for better retention, and with industry practices in order to create mindset among students of their future tasks. The exercises will enhance the skills of the students in problem solving.

OBJECTIVES OF PERFORMING THE ACTIVITY IN PHYSICS

Laboratory work is designed to:

familiarize students with the fundamental principle of the subject firsthand manipulation of apparatus and personal application of the principle studies.

train students with the methods and thoughtful experience in experimentation, careful observation and honest recording of data, critical analysis, correlation and interpretation of experimental data

familiarize students in the use of laboratory apparatus and techniques used in physical measurements

train students in making valid and worthwhile conclusion from observed data.
Practical Approach to Information Communication Technology (ICT)

Authors: Elika S. Farshid Mehr, Frederic D. Yulo

About Information Communication Technology (ICT)

Technology as we understand it today began its predominant presence in people’s daily life more than 20 years ago. But the need to know it more closely and utilize it out of necessity did not exist until the birth of the new millennia. Today’s success in education, business, administration, government, and military aspect is vitally dependent to technology. However, what makes technology so important is not technology itself or the common attributes that are given to it, such as convenience, reduced costs, ease of access and etc. but what gives notion and meaning to it—that is Information. Information since the dawn of history has been a vital source of man’s survival and success. Today’s success, however, does not only depend on much information one has but how fast he/ she can access, exploit, create and communicate it. This is where technology and information unit work to people’s advantage and make it so important to learn how they work and how they move each day’s activities to the next.

The Idea of Writing this book

The notion of creating this book developed about a year ago. The primary objective was to provide a simplified and inexpensive way of learning ICT for students and learners in the Philippines. As educators in higher education level we were able to observe students’ limitations and lack of eagerness in purchasing prescribed textbooks mainly due to lack of funds. Therefore we came up with the idea of creating a concise, practical, and inexpensive book which would contain essential knowledge that everyone has to know about technology. With our family, friends, and colleagues encouragements we were motivated to set the plans into motion and began drafting the very first chapters. And after a year of debating and adding and removing chapters and sections we have finally come to offer the compilation of all things we found, wrote and found useful to the reader. This book has been made for anyone specially those who have little means to purchase gadgets or computers or learn IT closely.

The readers are encouraged to send their valuable feedbacks to fredericyulo@ yahoo.com. Suggestions for the improvement of the text are also welcome.
Practicum Manual
Authors: Celia E. Cariño, Winifredo F. Garcia, Dominador D. De Asis, Jr, Stilo Floyd Schneider

This manual is intended to serve as practical guide to students who will take their practicum for hotel and restaurant. The manual serves the following purposes:

To introduce students and practicum coordinator to the Hotel and Restaurant Practicum Program;

To serve as a resource for students in planning the practicum experience in the Hospitality Industry;

To articulate the policies and procedures of the Hotel and Restaurant Practicum Program for students and practicum coordinator; and

To describe requirements of the Hotel and Restaurant Practicum Program.

Additionally, this manual is meant to be used in conjunction with the over-all policies and guidelines of different hotels and restaurants in regard to their Practicum Program including requirements, important student policies, and academic policies of the school. There are many procedures, sequences of courses, deadlines, and academic requirements that students need to know so they may proceed smoothly through their practicum. Each student has an assigned advisor with whom she/he is expected to keep on-going consultation. The student is the one primarily responsible for knowing the information in this manual and keeping apprised of deadlines and ongoing requirements and responsibilities.

The Hotel and Restaurant Practicum experience is a major testing ground for the student's knowledge, skills, and values. The student is supported in this experience by the leadership of her/his practicum coordinator. The goals and activities presented are intended to provide helpful guidance and structure to aid in a successful practicum experience for the student and to the participating hospitality industry partners.

Students' excellence in learning is improved through techniques, strategies, and innovation which are provided different types of practice of these skills in their course. Students also learn how technology has become part of the hospitality industry and the skills related to the use of technology in the different departments of the hotel and restaurant. The development of learning becomes a dynamic process based on theories, researches, best practices, and professional standards for HOSPITALITY INDUSTRY.
Programming 1 Worktext in ITC-02

Authors: Rodibelle F. Leona, Rodella F. Salas, Henry T. Roque, Emerson M. Angellano

Programming 1, WorkText in ITC-02 was created to enable Information Technology students understand the basics of programming using the C++ Language. It is designed in such a way that the context of the language can be easily comprehended by the students with less of the jargons of a computer language.

The authors discussed the programming concepts thatwill introduce the students to the world of programming. They tackled the components of the computer system, the steps used in programming, the elements and the programming paradigms. The second chapter deals mainly in the history of Programming Languages where the Control Structures and Flowcharts are also discussed. This WorkText also included the discussion about Code:Blocks, its parts and functions.

The WorkText also has a comprehensive discussion about the identifiers and data types, the operations that can be used in programming (mathematical, relational and logical) and assignment statements. The simple Input/Output commands are also given ample discussions.

The last part is consist of the decision making structure wherein data is subjected to comparison and the course of action of the program will be based on the value of the comparison.

Seatworks and Laboratory Exercises are also included in this WorkText so that students will be able to apply what they have learned through the discussions.
Reading and Research take Center Stage

Authors: Bethel Ann C. Batallones, Ma. Hazel B. Forastero, Nerissa C. Cabello, Arlene E. Lumantao, Rommel Maglaya, Glory Dee D. Magno, Emilou Lindsay M. Mendoza, Noel Christian A. Moratilla

Authors/Coordinator: Irish C. Sioson

As a sequel to “Spotlight: Study, Thinking and Writing Skills”, this book aims to further hone students' reading and writing skills situated in the research context. Reading and Research Take Center Stage is designed to reinforce and strengthen critical thinking and research skills of budding researchers as they face the various research-based tasks the academic and professional world demand. This book, which is a product of careful research, further aims to instil the values of scientific inquiry, sense of responsibility and discipline research entails. Emphasizing on the importance of research, the modules contained in this book guide the students to walk through the process of research and help them to recover, discover, rediscover, refine, define, or refine personal, social, economic, gender, environment and professional issues as reflected in the research articles coming from different disciplines.

This purposive part includes specific primary and secondary skills which are clearly and concisely articulated to help set goals for the readers.

This exciting starter warms up, encourages and stimulates readers' curiosity a varied and enjoyable activities are included to introduce the topics and prepare ther for the lesson.

This priceless part serves as a bridge to the Audition and the actual reading selection by linking the preparatory activities and the subject being investigated by the research article through previewing the text.

This extraordinary element prepares the reader for a closer reading of the text as students are engaged in a dialogue with the text/ author through annotation and effective note taking.

This special section provides explicit input for the focus reading skill, emphasizing specific strategies to demonstrate and develop the necessary skill for thinking, reading, and research.

Rehearsal

This practical part encourages collaboration between and among students as they are guided by their instructor in practicing or rehearsing the skills to prepare them for independent work eventually.

Performance

This super section provides challenging and engaging opportunities for individual and collaborative application of reading and research skills presented.

Encore

This section promotes careful and thoughtful reflection among readers to ponder on their strengths, progress and areas for improvement. This helps them become more self-directed and metacognitive learners.

Various performance-based rubrics are also provided to ensure effective assessment of students' processes and outputs to aid students monitor their own learning and guide educators supplement and design instruction.
Rizal

Authors: Jensen DG. Mañebog, Pedrito B. Placio, Rodrigo DP. Tomas, Rafael Y. Paragas, Nirvana SG. Bides

Editor: Jensen DG. Mañebog

HISTORY IS COMMONLY DEFINED as a story about the past that is significant and true. Admittedly Jose Rizal is an item of the 'past'. Arguably nonetheless, the known information about his life, works, and writings—which can be proved `true' based on preserved 'relics' and artifacts—are significant even to present generation.

History subjects like Rizal can be meaningful and practicable though it largely depends on the teacher presenting the subject and the instructional materials used. Pertinently one of the humble aims of this book is to introduce the course in such a way that the teacher and students alike would find it interesting and meaningful.

This book possesses the following distinctive features:

1. Includes new researches

In light of recent findings, this book, for instance, discusses what happened to Josephine Bracken, Paciano, Dona Teodora, Rizal's other siblings, and other relevant Filipino heroes after Rizal's martyrdom.

Clarifies some controversies and discrepancies

Many sections deal with historical controversies like whether or not Rizal indeed graduated as 'valedictorian' in Ateneo (as some references claim) and whether or not he did write the poem `Sa Aking Mga Kabata'.

Advocates c-learning and blended learning

It contains interesting 'interactive online activities' and suggests supplemental online readings. Connectedly, the hook is compatible with online education program.

With analyses, comments, and applications

Whenever appropriate and needed, significant remarks and relevant supplemental information are embedded in the lectures. Some lectures also state the relevance, value, and applicability of the topics to our lives.

Uses blog and feature-article format

To be appealing to young generations, some lectures somewhat deviate from the traditional too formal (like straight news) style. Instead, they are written the way blogs and online articles are.

Features other Filipino heroes

As many schools are now including other Filipino heroes in the syllabus for the Rizal subject, this book pertinently features many of them (e.g. Del Pilar, Bonifacio, and Aguinaldo as it identifies Rizal's relations and collaborations with them.