Animo Repository - De La Salle University Research
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Mula palusad hanggang pagiik: Isang kasaysayang institusyonal ng Central Luzon agricultural school, 1901 – 1941
No full textLayunin ng pag-aaral na ito na mailahad ang institusyonal na kasaysayan ng Central Luzon Agricultural School (CLAS) bilang isa sa pinakamalaking paaralang agrikultural na itinayo ng pamahalaang Amerikano sa Pilipinas. Bunsod ito ng kakulangan ng malalim na pananaliksik hinggil sa CLAS. Saklaw nito ang mga taon mula 1901, nang maipasa ang School Law, hanggang 1941, taon ng pagsasara ng paaralan dahil sa digmaan sa Muñoz. Gumamit ang pag-aaral ng descriptive-analytical na pamamaraan upang mailarawan ang mahahalagang salik sa pagkakatatag ng CLAS. Kabilang dito ang impluwensiya ng Jardin Botanica, Estacion Experimental de Agricultura, at las granjas modelos ng panahon ng kolonyalismong Espanyol na naging huwaran ng Pamahalaang Amerikano. Itinampok ang paggamit ng sociological institutionalism upang maipaliwanag ang pagiging institusyon nito, bilang isang paaralang agrikultural sa antas ng intermidyet at sekondarya.
Tinalakay rin ang konteksto ng mga hamon at balakid sa pagbubuo ng CLAS, kasama na ang mga suliraning pangkapaligiran, gaya ng sakit ng tao at hayop, na hindi naging hadlang sa pag-unlad nito. Lumitaw na mas madaling niyakap ng mga mag-aaral, guro, at mamamayan ang sistemang pang-edukasyon sapagkat itinuring ang CLAS bilang isang komunidad, isang tahanan at sentro ng pagkatuto. Napatunayan din ang tagumpay ng mga proyektong pampaaralan gaya ng pagsasanay sa agrikultura at pagpapaunlad ng mga karatig-komunidad. Naging mahalagang ambag ng CLAS ang pagkakaroon ng mga guro para sa iba’t-ibang paaralang agrikultural, farm school at settlement farm school na nagpalawig sa edukasyong pang-agrikultura at pang-bokasyonal sa Pilipinas
Mga Susing Salita: CLAS, Edukasyong Pang-Agrikultura, Institusyonal na Kasaysayan, Paaralang Agrikultura
Filling up the gap at the southern flank of the first island chain: The role of the Philippines\u27 comprehensive archipelagic concept
No full textMathematical modeling of fluconazole resistance in the ergosterol pathway of Candida albicans
No full textCandidiasis is reported to be the most common fungal infection in the critical care setting. The causative agent of this infection is a commensal pathogen belonging to the genus Candida, the most common species of which is Candida albicans. The ergosterol pathway in yeast is a common target by many antifungal agents, as ergosterol is an essential component of the cell membrane. The current antifungal agent of choice for the treatment of candidiasis is fluconazole, which is classified under the azole antifungals. In recent years, the significant increase of fluconazole-resistant C. albicans in clinical samples has revealed the need for a search for other possible drug targets. In this study, we constructed a mathematical model of the ergosterol pathway of C. albicans using ordinary differential equations with mass action kinetics. From the model simulations, we found the following results: (i) a partial inhibition of the sterol-methyltransferase enzyme yields a fair amount of fluconazole resistance; (ii) the overexpression of the ERG6 gene, which leads to an increased sterol-methyltransferase enzyme, is a good target of antifungals as an adjunct to fluconazole; (iii) a partial inhibition of lanosterol yields a fair amount of fluconazole resistance; (iv) the C5-desaturase enzyme is not a good target of antifungals as an adjunct to fluconazole; (v) the C14α-demethylase enzyme is confirmed to be a good target of fluconazole; and (vi) the dose-dependent effect of fluconazole is confirmed. This study hopes to aid experimenters in narrowing down possible drug targets prior to costly and time-consuming experiments and serve as a cross-validation tool for experimental data
Exploring the Lasallian digital leaders\u27 journeys in the new normal: Basis for leadership framework development
No full textIn today’s post-pandemic higher education landscape, digital leadership plays a critical role in sustaining institutional resilience, inclusivity, and innovation. In private higher education institutions (HEIs) such as De La Salle University campuses, digital leadership is no longer a support function but a strategic imperative. While existing literature highlights digital transformation in education, few studies have captured the lived experiences of digital leaders and the behavioral, relational, and systemic dimensions of their work. This study addresses that gap by exploring four core questions: (1) What is the vision of digital leaders for new normal digitalization? (2) How do digital leaders demonstrate leadership dynamics in virtual service contexts? (3) How do digital leaders impact organizational change in digital transformation across HEIs? (4) How do digital leaders behave and exercise leadership in digital environments? Using a qualitative-phenomenological approach, data were collected from in-depth interviews (IDIs) and focus group discussions (FGDs) with Lasallian digital leaders. Findings reveal that their vision is grounded in values-based innovation, teacher empowerment, and equitable digital access. In virtual contexts, leaders balanced structure with empathy, using open communication and emotional intelligence. Their impact on organizational change was achieved through feedback-informed planning, capacity-building, and distributed governance. Leadership behaviors were marked by adaptability, trust-building, and inclusive decision-making. These insights led to the development of the Lasallian Digital Leadership Framework. The study has theoretical, practical, and policy implications for HEI leadership development. Limitations include contextual focus, while future research should explore cross-institutional comparisons and longitudinal dynamics.
Keywords: Digital Leadership, Higher Education Institutions (HEIs), Post-Pandemic Education, Lasallian Education, and Digital Transformatio
