CNU Journal of Higher Education
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A k–Parameter Analysis of Hardy–Weinberg Equilibrium Conditions for the Mangrove Species in Two Islets of Eastern Visayas, Philippines
No full textThe Hardy-Weinberg Equilibrium model was used as a platform for analyzing a field survey data on the distribution of mangrove species in two islets of Eastern Visayas, Tabuk and Cabgan. The study is part of a larger Island Biodiversity program of the Cebu Normal University. A new estimator, developed by the first author, for measuring deviations from equilibrium was used in the study, while the relationship between the classical Shannon’s diversity index and the Hardy-Weinberg equilibrium was likewise explored. Results revealed that the probability of extinction of the mangrove species in both islands are relatively high and the most probable future configuration of these species, apart from a total extinction scenario, is either a single-species or a two-species configuration. The protection of the Tabuk islet yielded positive benefits for the diversity of the mangrove species, while a reforestation project for the two islands served to reduce heterogeneity viz. reduce diversity, because only one or two species of mangroves were planted in the early part of 2000
Determination of Optimal Sizes of Marine Protected Areas in the Visayas, Philippines through Biological-Social Welfare optimization
No full textTwo optimizations models are explored: one that maximizes a social welfare-funtion subject to biological diversity and management constraints, another which maximizes biodiversity subject to management resource constraints and social welfare considerations are proposed to determine the optimal sizes of Marine Protected Areas (MPA). The models are applied to the marine protected areas in the Visayas, Philippines using available records in the Directory of Marine Protected Areas in the Visayas by fitting the species-area relation (SAR) curve, the management resource–area curve (MRA), and the welfare–area (WA) curve from each of the marine protected areas listed. A comparison of the optimal MPA sizes computed from the model and the prevailing MPA sizes in the Visayas area revealed that non–functional MPAs have sizes which do not support either the management resource, biodiversity requirment or social-welfare considerations
Enablers and Deterrents to Self-Care Behavior of Filipinos with Diabetes
No full textABSTRACT This qualitative study focused on the enablers and deterrents of self-care behavior among Filipino adults with Type 2 Diabetes. Purposive sampling was used to recruit participants. Open-ended interviews with diabetic patients and their primary caregivers and self-care diaries were utilized as methods of data collection. Further, review of medical records was done.A “within-case analysis”, (triangulated data from diabetic patients and caregivers) and a “cross-case analysis” (comparing triangulated data among and across all cases) were undertaken, noting a specific pattern-match. Moreover, a constant comparison method with data and review extant literature was done.Different enablers and deterrents to self-care surfaced and included the following: Enablers constituted of the diabetic self as an enabler, help from others, the healthcare provider enabler, spirituality, and the environment. Deterrents, on the other hand, were elements or factors that prevented self-care behavior from occurring. The diabetic self as deterrent, customer displeasure, stress and fiscal constraints were deterrents to self-care behavior. Effective self-care behaviors will be seen if enablers dominate, thus good outcomes and successful management of the disease may be expected. Minimizing the effects of the deterrents, while maximizing and enhancing the aspect of enablers will undeniably foster effective self-care behavior among people with Type 2 Diabetes, highlighting the crucial role of the nurse in restoring balance using the nursing process
Reviewing the Effects of Population Growth on Basic Education Development
No full textThe influence of population on the economy is seemingly straightforward. It is about having enough resources to meet the needs of the growing number of people. This study explored access to resources between urban and non/lessurban populations and its impact on basic education development using evidence from Cebu Province because the population and development policy of the Philippine government has not been consistent. With Cebu Province registering a 2.44 exponential annual population growth rate between 1990 and 2000, the number of school entrants is not likely to abate. The results of the study showed a disturbing gender-related phenomenon because there are significantly more girls than boys attending and graduating from high school in both settings. Furthermore, girls tended to have higher access to basic education compared to boys as shown in their levels of educational attainment. Thus, it is imperative for both the public and private sector to adequately respond to the continued growth of the school age population as it impacts on the quality of basic education through a clear and consistent popdev policy
The Species Composition and Associated Fauna of the Mangrove Forest in Tabuk and Cabgan Islets, Palompon, Leyte, Philippines
No full textThis study assessed the species composition and diversity of the mangrove forest and associated faunal species in Tabuk and Cabgan Islets, Palompon Leyte. The Present survey in Tabuk shows that there are five species of mangroves observed such as Sonneratia alba, Avicennia marina, Rhizophora stylosa, Rhizophora mucronata and Rhizophora apiculata. In Cabgan, the common species of mangroves were Sonneratia alba, Avicennia marina, Rhizophora stylosa and Rhizophora apiculata. In both islets, A. marina is the most important mangrove species to the mangrove ecosystem as manifested by its high importance value (115.3 in Tabuk and 147.96 in Cabgan). As a whole, Tabuk is more diverse than Cabgan, as evidenced by its higher Shannon Index value: 0.5778 in Tabuk over the 0.5198 in Cabgan. Mangrove-associated fauna found in both islets were identified down to the genus level only, but were not assessed quantitatively. Fauna in Tabuk include the golden crown flying fox, 4 genera of fishes, 16 mollusks (mostly gastropods), 5 crustaceans, 18 echinoderms, 3 tunicates, a species of sponge, 3 insects, a species of segmented worm and a species of an upside-down jellyfish. On Cabgan, 4 genera of fishes, 16 species of mollusks, 6 species of crustaceans, 16 species of echinoderms, 2 spe cie of tunicates, 4 species of sponges and 3 species of insects were observed. Comparatively, Tabuk is richer in terms of diversity than Cabgan islet. This obvious difference is due to a less disturbed environment of Tabuk having been a bird and marine sanctuary since 1995, than Cabgan, gleaning, fish pens and other human fish-related activities are observed
Student Teaching Policies and Practices across Different Countries
No full textSelected student teaching practices and policies across thirty countries (30) worldwide representing developed, developing and underdeveloped nations based on a World Bank Country Classification (2009) were analyzed by a forced cluster analysis procedure. As an outcome indicator of the effectiveness of such practices, the functional literacy (at the basic education level) of the representative countries was obtained. Results showed that the student teaching practices of the countries classified as developed, developing and underdeveloped, varied significantly. Results likewise revealed that the student teaching practices of more developed nations had a significant positive impact on the outcome indicator
An Econometric Model for Determining Sustainability of Basic Education Development
No full textThe paper attempted to define an analytical framework for discussing the issue of economic sustainability for basic education in the Philippines. The said framework was summarized in terms of two indices: one which looks at the degree of insufficiency of basic education funding and another which considers time intervals in which sufficiency or insufficiency is noted. A logistic model was fitted to the gathered data sets where raw observations were standardized prior to performing regression analysis on identified variables. The findings revealed that a unit increase in per capita budget increases enrolment by 624 students in basic education. Relatedly, 97% of the variance in actual basic education enrolment is attributed to the per capita budget allocation on basic education by the national government. The study found that population growth rate and economics (GDP per capita) are the two main driving forces in basic education development. School-age population is growing by about 6% annually whereas the country’s GDP average yearly growth just reaches about 4%. Ultimately, the fast expanding population has to be curbed if the country is to achieve the Millennium Development Goals (MDGs) of Education For All (EFA)
Initial Implementation of the Field Study Courses in Region VII: Teacher Education Institutions and Department of Education Collaboration
No full textThe study attempted to assess the status of implementation of the Field Study (FS) courses offered by the Teacher Education Institutions (TEIs) in collaboration with the Department of Education (DepED), Region VII, for the school year 2008-2009. This study presented the profile of the implementers both from the Teacher Education Institutions and the Department of Education, described the implementation schemes employed by both TEIs and DepED, ascertained the enhanced competency level of Field Study Students (FSS) along the seven domains of DepED’s National Competency-Based Teacher Standards and the difficulties and problems met as well as solutions made by both sectors. The study utilized the survey questionnaires (Forms 1, 2 and 3) developed by the Philippine Association For Teacher Education (PAFTE) National organization which were administered to Region VII TEI implementers and FSS and to DepED implementers. It was found out that the FS courses in the TEIs were handled by deans and FS supervisors who were educationally qualified as well as having a sufficient length of teaching experiences. In the same vein, these courses were also handled by equally qualified administrators and resource teachers in the DepED. FS courses were to be anchored on some prescribed professional education subjects and the majority of the TEIs offered the FS courses simultaneously with these content courses with regard to scheme of implementation. It was evident that the FS students’ level of competency vis-à-vis the DepED’s National Competency-Based Teacher Standards (NCBTS) was enhanced, but they scored low in the domain on planning, assessment and reporting. The TEIs and the DepED encountered many problems and difficulties in FS implementation. Summarily, through the Field Study courses, the students were able to enhance their competency level along the seven domains of the NCBTS; thus, the objective of training them to apply the principles and theories learned in content courses was achieved. However, in this initial collaboration between the Teacher Education Institutions (TEIs) and the Department of Education (DepEd) in the implementation of Field Study courses, there were some aspects which both agencies had to collaboratively settle, procedures that need to be in place and problems that have to be threshed out. Though implemented, there is a need to revisit it and possibly look into these identified problematic areas for improvement
A Comparative Analysis of Field Study Courses: Input for the University of Rizal System Pre-Service and In-Service Teacher Education
No full textTeacher Education is known to be an important field for research. Similarly, as one of the most popular and preferred fields, teacher education has been confronted by a lot of issues and concerns affecting and making it a relevant topic for discussions, debates, arguments, and studies. The very crucial roles and contributions of teacher education Institutions as pillars of teacher education, is of great value to a country like the Philippines not only in promoting teacher education but more importantly, in developing quality teachers who promote effective instructional high quality that focuses on student learning outcomes. Basically, teacher education institutions are expected to perform gigantic tasks of uplifting and upgrading, and strengthening the quality of teacher education. This paper aims to make a comparative analysis of field study courses as an input to pre-service and in-service teacher education with an end goal of coming up with a Student Teachers Enhancement Program, or STEP. Through the utilization of the purposive sampling and descriptive-evaluative method of research, this paper reveals the mastery level of the required competencies in the field study courses in the context of the URS experience. It was found out that competencies in the field study courses were very much attained as perceived by the pre-service and in-service teacher educator respondents and as statistically entered, the results revealed that there is no significant difference in the respondents’ perception of the mastery level attained
Enhancement of Teacher Competencies through Experiential Learning Courses: Implications to the Pre-Service Teacher Education Curriculum
No full textA survey of seventy-two teacher training institutions and 2,027 prospective teachers across the country was conducted to find out the implementation of the experiential learning courses of the new teacher education curriculum. The findings revealed that all the experiential learning courses were implemented with similarities and differences in the delivery modes within the frame of time to complete the education degree programs. The public schools were made partners as cooperating schools and a laboratory for the field studies, and the teachers acted as resource persons. Both the teacher-training institutions and the cooperating public schools gained advantages as well as underwent difficulties in the implementation. On the other hand, the prospective teachers claimed to have enriched their experiences and enhanced their preparation to become teachers. Along the seven domains of the National Competency-Based Teacher Standards (NCBTS), the prospective teachers revealed that the experiential learning courses had enhanced their competencies most in personal growth and professional development and least in planning, assessing and reporting. The result may help inform curriculum planners and implementers regarding the status of the new teacher education program as a way of providing continuous feedback for curriculum development