Animo Repository - De La Salle University Research
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G(r)ay expectations: Filipino gay teachers\u27 experiences of being tolerated through a transformative lens
No full textTolerance lies in the gray area between discrimination and acceptance and is often considered a virtue in educational settings. While it may prevent overt exclusion, tolerance alone does not promote genuine inclusivity. This usually leaves marginalized groups grappling with uncertainty, which can undermine their self-esteem and sense of belonging. This study investigated the nuanced experience of being tolerated, focusing on how sexual minority educators navigate the challenging space between marginalization and inclusion. Fifteen Filipino gay teachers aged 24 to 45 from various basic education settings in Cavite and Metro Manila were interviewed employing a Qualitative Descriptive Research Design (Creswell & Creswell, 2022), lensed through a Transformative Paradigm (Mertens, 2008) and guided by the Social Identity Threat Model (Verkuyten et al., 2020). Data were analyzed through Reflexive Thematic Analysis (Braun & Clarke, 2006). They revealed five key themes: (1) being closely monitored, (2) struggling to manage conflicting identities, (3) difficulty navigating uncertainties of inclusion, (4) undermining professional credibility, and (5) actively pursuing inclusivity. The findings also indicate that being tolerated, although seemingly positive, can pose significant threats to the social identity of Filipino gay teachers, impacting their self-esteem, sense of belonging, control, certainty, and authenticity. This study contributes to the broader discussion on LGBTQ+ inclusion in education, providing valuable insights for policymakers, counselors, other mental health professionals, and advocates seeking to establish supportive and inclusive environments for LGBTQ+ educators in the Philippines.
Keywords: tolerance, Filipino gay teachers, LGBTQ+ educators, sexual minority, transformative researc
Pagdalumat sa B-U-H-A-Y: Danas ng ahente at kliyente sa life insurance
No full textAbstrak
Bilang panimulang pag-aaral at bilang tugon sa kakulangan sa pag-aaral sa life insurance, ang disertasyon na ito ay nagpokus sa pagkuha ng datos kung paano inuunawa ng ahente at kliyente ang kanilang danas sa bentahe, usapin, hadlang, ayuda, at yaman sa life insurance at ano ang kahulugan at kabuluhan ng pangakong ginhawa ng life insurance sa ahente at kliyente. Ang mga naunang pag-aaral ay naisagawa sa kwantitatibong pamamaraan at pumapatungkol sa mga salik na nakaaapekto sa pagbili o pagtangkilik ng life insurance.
Ito ay penomenolohikal na kwalitatibong pag-aaral. Ginamit ang pakikipagkuwentuhan at ginabayang talakayan ng Sikolohiyang Pilipino bilang metodo sa pagkuha ng datos na siyang ginamit ding teksto ng pananaliksik. Ito ay nilahukan ng labingsiyam (19) na ahente at labingwalong (18) kliyente. Pinili ang kalahok na may danas sa life insurance na may edad labingwalo pataas. Piniling itago ang pagkakakilanlan ng mga ahente at kliyente.
Ang pakikipagkuwentuhan at ginabayang talakayan ay nairekord, sumailalim sa transkripsyon, deduktibong tematikong pag-aanalisa gamit ang B-U-H-A-Y (bentahe, usapin, hadlang, ayuda at yaman). Ginamit ang mga konseptong nakapaloob sa teorya na ginhawa ni Villaroman- Bautista at sinuri ang datos batay dito.
Sa pag-aaral na ito, inilarawan ang danas ng ahente at kliyente sa life insurance. Ang mga tiyak na layunin ng pag-aaral na ito ay (1) Ano-ano ang naratibo ng danas ng ahente kaugnay ng Bentahe ng life insurance; Usapin tungkol sa life insurance; Hadlang sa pag-aahente ; Ayuda mula sa life insurance; at Yaman na galing sa life insurance. (2) Ano-ano ang mga naratibo ng danas ng kliyente kaugnay ng Bentahe ng life insurance: Usapin tungkol sa life insurance; Hadlang sa pagbili ng kliyente, at Yaman na galing sa life insurance? (3) Paano nagkakaroon ng kahulugan at kabuluhan ang ginhawang pangako ng pagbebenta at pagbili ng life insurance?
Ang isinagawang pagdalumat sa B-U-H-A-Y ng danas ng ahente at kliyente ay nagbigay ng malalim na pag-unawa sa danas, ambag sa kahalagahan ng literasing pangpinansyal at ambag sa teorya ng ginhawa sa konteksto ng life insurance.
Natuklasan sa pag-aaral ang maganda at hindi magandang danas ng ahente at kliyente sa life insurance. Sa pamamagitan ng pag-alam sa danas ng bentahe, usapin, hadlang, ayuda, at yaman ng ahente sa life insurance ay maaaring mapahusay ng ahente ang kaniyang mga estratehiya sa pagbebenta, relasyon sa kliyente at kakayahang mapalakas ang kaniyang sikolohikal at emosyonal na kalagayan. Parehong mahalaga ang literasing pinansyal sa mga kliyente at gayundin sa ahente. Ang ginhawa o buhay na magaan para sa mga ahente ay seguridad, kapanatagan ng isip at ang makatulong sa kapwa habang ang ginhawa para sa mga kliyente ay financial freedom at komportableng buhay
PDP-Laban to PDP: A history of partido demokratiko Pilipino-lakas ng bayan (PDP-Laban), 1978 to 2024
No full textThe Philippines’ political history has grown a reputation of being riddled with factionalism and never-ending shifts of alliances between politicians and political parties. This thesis will narratively discuss and analyze how such challenges affect the Partido Demokratiko Pilipino-Lakas ng Bayan (PDP-LABAN), considered one of the most influential political parties in the country. This study shall explain the conditions of the different factors that led to the formation of PDP-LABAN that would lead to its first stint in national politics during the first Aquino administration, how it maneuvered through the Philippines’ political landscape, and how the party changes all throughout its developments. This shall encompass the time period, from 1978 to 2024, when Lakas ng Laban (LABAN) was first founded, to the removal of “LABAN” in the aftermath of the 2024 General Elections. It shall further analyze the party’s alliances with electoral coalitions, the relationships between its party members, and the overall accomplishments of the party’s time in terms of its government legislation. It shall also discuss the party’s failures that would lead to the major instances of factionalism amongst its members, and the party splits that would ultimately lead to the party’s tumultuous case of fragmentation by the 1988 Midterm Elections, and the 2024 General Elections. In turn, the study shall analyze and explain how these practices have become a persistent issue that makes the idea of a political party virtually non-existent, and how this has affected the Philippines’ political system and political environment
Si Santino, si Anna Manalastas at ang mito ng kamusmusan: Pagbakas, pagbaklas at pagbukas sa imahen ng bata sa bataseryeng may bukas pa at 100 days to heaven
No full textSinusuri ng pag-aaral na ito ang mito ng kamusmusan sa May Bukas Pa at 100 Days to Heaven gamit ang estratehiyang bakas-baklas-bukas na nakaugat sa teoryang semiotika ni Roland Barthes. Tinuklas ng pananaliksik kung paano binuo at ipinahayag ng mga naratibo ang mito ng kamusmusan upang maunawaan ang mas malawak na implikasyon nito sa paniniwala ng lipunan at mga kultural na halagahin.
Nakatuon ang pag-aaral sa mga batang karakter na sina Santino at Anna Manalastas, na nagsilbing sentral na pigura sa kanilang mga kwento. Sa May Bukas Pa, ipinakita si Santino bilang isang batang may malawak na imahinasyon at kakayahang makipag-usap kay Bro (Diyos), na nagdadala ng kabutihan at kagalingan sa bayan ng Bagong Pag-asa. Nagbigay-diin ang kanyang karakter sa maraming imahen ng isang batang may responsibilidad—bilang gabay ng kabutihan, tagapagdala ng kagalingan, alagad ng pananampalataya, at banal na tagapamagitan.
Samantala, sa 100 Days to Heaven, bumalik si Anna Manalastas sa lupa matapos ang kanyang kamatayan upang ituwid ang kanyang mga pagkakamali. Sa kabila ng kanyang kamusmusan, ipinakita niya ang karunungang nagmula sa kanyang karanasan. Lumitaw sa kanyang karakter ang mga imaheng naglalarawan sa kanya bilang isang batang mapanuri, maparaan, mapagtanto, at mapagmuni.
Tinalakay din ng pag-aaral ang mga metanaratibong bumabalot sa kanilang mga karakter, na nagsilbing salamin ng mga tunay na hamon at karanasan ng mga bata sa lipunan. Ipinakita ng kanilang representasyon na hindi lamang sila mga bata kundi mga simbolo ng moralidad at espiritwal na responsibilidad. Pinakita rin ng kanilang interaksyon sa mga espasyong kultural—tulad ng simbahan, paaralan, at lansangan—kung paano lumampas ang kanilang mga karanasan sa tradisyunal na konsepto ng kamusmusan.
Gayunpaman, lumitaw din sa pagsusuri ang isyu ng adultifikasyon, kung saan inasahan ng midya na kumilos at mag-isip ang mga bata tulad ng matatanda. Dahil dito, nawala ang kanilang likas na kamusmusan at nalantad sila sa ekonomikong eksploytasyon. Ipinakita ng pananaliksik kung paano inilagay ng mga naratibong ito ang mga bata sa mabibigat na tungkulin na hindi akma sa kanilang edad, na nagresulta sa kakulangan ng makatotohanang representasyon ng kanilang tunay na mga hamon.
Sa kabuuan, inilalarawan ng May Bukas Pa at 100 Days to Heaven ang mito ng kamusmusan sa masalimuot na paraan. Bagamat ipinakita ng mga kwentong ito ang mga bata bilang ahente ng pagbabago, ginawa ito kapalit ng kanilang karapatan sa tunay na pagiging bata. Binuksan ng pananaliksik ang diskurso ukol sa papel ng midya sa paghubog ng imahen ng kabataan, na nagbigay-diin sa hamon ng pagbibigay ng balanseng representasyon kung saan hindi dapat isantabi ang tunay na karanasan at boses ng mga bata
“Despite everything, it’s still you”: How the player becomes a condemned god in undertale by engaging in sartrean bad faith through the true reset function
No full textThis paper will delve into Undertale\u27s True Reset Function to elucidate the claim that the game and its True Reset function posits bad faith, as well as makes the player out to become a “condemned god”. Sartre first defines bad faith as a form of self-deception wherein individuals deny their radical freedom to avoid the anxieties and pressure of choice. On the other hand, the True Reset Function in Undertale gives players the option to erase all their progress and the originally obtained ending to play the game all over again. However, it cannot be said that the player is an external or sovereign entity alone. Rather, the player becomes a condemned god, cursed by the power to rewrite the game\u27s reality and abuse the power they possess. Alongside this, the player cannot possibly unknow or deny the previous playthroughs or worlds they created in the game universe. Much like a god, they are condemned to be free to do whatever they want and reset timelines. Still, they are unable to change their awareness and power over those timelines, putting themselves into a tragic and contradictory position. Thus, the argument structure of the paper will posit that the player\u27s self-deception, which is prevalent in the act of selecting the True Reset function, is an act of bad faith but also imposes on the player the burden of omniscience. Based on Sartre’s “No Exit”, this paper then aims to explore how Undertale turns its players into a condemned God, one that can reset everything in the game universe except for their facticity by falling into the trap of bad faith and placing themselves in a Sartrean hell of repetition
Beta testing an educative experience with artificial intelligence: Immaturity and growth in a Deweyan view
No full textSociety is now in the era of an Education 4.0 which focuses on the active role of technology as part of the transformation of the future of education. This highlights the inevitable integration of artificial intelligence in our everyday lives, especially in learning. Academics have treated AI as a medium to directly address issues and gaps found in education but, these discussions continue to face the risks and harms of a technological advancement that is continuously evolving. We must consider approaching this relationship by understanding the role of education, or rather the actions it must take moving forward which can be developed by lifelong learning. John Dewey would assert that although there is no exact culmination to learning, the closest we could achieve to an all-inclusive end to education is more growth. This can address the concern between AI and education whereas, by continuously learning and exposing oneself on the subject-matter, will enable society to better prepare for a future fully immersed in this technological innovation. In preparation for it, there must be an understanding between AI natives (mature members) and non-AI natives (immature members) since the gaps they raise will allow society to grow. This growth can be achieved by educative experiences. Thus, this paper claims that there exists an educative experience despite the existence of artificial intelligence. Dewey’s conditions for growth and experience are realized in society by AI natives who represent the mature members of society in this age. The gaps in communication between mature and immature citizens can be actualized by engaging non-AI natives in this current environment. Not only will this improve the quality of education but also, allow society to progress towards a future with technology by its side
Teachers’ Knowledge, Practices, and Experiences in Assessment in the New Normal
No full textAssessment plays a key role in the successful delivery of instruction during distant learning. Thus, the researcher investigated teachers\u27 knowledge, practices, and experiences with assessment in distant learning, in alignment with the United Nations’ Sustainable Development Goal (SDG) for Quality Education. The teachers’ level of knowledge in assessment was determined using a 50-item researcher-made test questionnaire. The teachers’ practices and experiences were gathered using a checklist, and an interview guide. The data were analyzed using mean and standard deviation. For qualitative findings, data were transcribed and triangulated using thematic analysis to find their common themes. Findings revealed that teacher\u27s level of knowledge was very low in the formative, summative and performance-based assessment. However, their assessment practices varied across different learning modalities. Teachers used innovative methods such as using online platforms in their classes. Furthermore, qualitative findings revealed the use of Socratic method, google quiz, google meet, and feedback in conducting the formative assessment. In summative assessment, teachers used standardized exams via google quiz with a time limit while students must open their camera as they are taking the tests. In performance-based assessments teachers utilized the use of video making, peer evaluation, and output integration. However, a key challenge identified was students’ honesty during distant learning. Teachers need to adopt flexible assessment strategies that can accommodate the challenges of remote learning, varying home environments, and asynchronous learning. In sum, teachers have demonstrated remarkable adaptability in modifying their instructional strategies to foster meaningful learning experiences in distant learning
Promoting Teachers’ Punctuality through Project AIM (Analysis, Implement and Monitor)
No full textThis study seeks to improve teacher punctuality by focusing on the causes of tardiness. It determines the school\u27s suggested strategies to enhance timeliness and evaluates the effectiveness of Project AIM as a remedy for the issue. Purposive sampling was employed to select ten participants for this mixed-method study. Biometrics, unstructured open-ended questionnaire, one-on-one interviews, situation analysis, and project evaluation were used to collect data. These methods included reminding teachers of the consequences of tardiness, reiterating the various laws pertaining to government employees\u27 tardiness, providing time management training, and conducting monthly biometric monitoring. The results of the investigation showed that changes took place both before and after the AIM initiative. According to the school\u27s standards, department heads must talk to teachers about the importance of time and create written unit rules that include a call-in system for teachers who will be late. Additionally, it must give as much notice in advance as is practical. Every department head should also adhere to the corrective action procedure set forth in the DepEd Order and Civil Service standards. Depending on the situation, this procedure may be repeated, expedited, or exempted from penalties like verbal, written, final, and termination warnings