To all my co- teachers ,you can now download this sample of Daily Lesson Log in AP- Economics 4th quarter ,but you can give your comments or suggestions to improve this sample,thank you.
2010 Secondary Education Curriculum- Kalimitan, ang pagpapalit o pagbabago ng kurikulum sa Pilipinas ay isinasagawa tuwing ikasampung taon.
Ngunit bunga ng mabilis na pagbabago sa larangan ng edukasyon at patuloy na paglaganap ng mga makabagong kaalaman at impormasyon, naniniwala ang Kawanihan ng Edukasyong Sekondari na dapat nang isaayos ang kasalukuyang kurikulum upang sa gayo’y makaagapay at matugunan nito ang mga pangangailangan ng ating lipunan at ng mga mag – aaral ng kasalukuyang panahon.
Bawat taon bilang guro ay may mga target na gawain na siyang nararapat maisasagawa bago magtatapos ang taong panuruan. Sana ang simple kong aksyon ay maisasagawa nang matagumpay.
The document discusses the evolution of management theories from the Industrial Revolution to modern times, outlining important contributors like Henry Fayol and their principles of management. It also defines what management is, the roles and responsibilities of managers at different levels, and important concepts like competencies, values, and models of management. The GEMS management wheel is presented as a framework for goal setting, execution, measurement, and sustaining growth.
A Presentation on "Disaster Preparedness and Management " Presented by Mr. Sh...CDRN
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A Presentation on "Disaster Preparedness and Management " Presented by Mr. Shivaji Singh -Senior Specialist NDRF at Workshop on " Preparedness & Response for Emergencies and Times of Natural Disaster " Organised By :- Corporate Disaster Resource Network on 28th April 2011 , Patna, Bihar-India, For reports please go to www.cdrn.org.in
2010 Secondary Education Curriculum- Kalimitan, ang pagpapalit o pagbabago ng kurikulum sa Pilipinas ay isinasagawa tuwing ikasampung taon.
Ngunit bunga ng mabilis na pagbabago sa larangan ng edukasyon at patuloy na paglaganap ng mga makabagong kaalaman at impormasyon, naniniwala ang Kawanihan ng Edukasyong Sekondari na dapat nang isaayos ang kasalukuyang kurikulum upang sa gayo’y makaagapay at matugunan nito ang mga pangangailangan ng ating lipunan at ng mga mag – aaral ng kasalukuyang panahon.
Bawat taon bilang guro ay may mga target na gawain na siyang nararapat maisasagawa bago magtatapos ang taong panuruan. Sana ang simple kong aksyon ay maisasagawa nang matagumpay.
The document discusses the evolution of management theories from the Industrial Revolution to modern times, outlining important contributors like Henry Fayol and their principles of management. It also defines what management is, the roles and responsibilities of managers at different levels, and important concepts like competencies, values, and models of management. The GEMS management wheel is presented as a framework for goal setting, execution, measurement, and sustaining growth.
A Presentation on "Disaster Preparedness and Management " Presented by Mr. Sh...CDRN
Ìý
A Presentation on "Disaster Preparedness and Management " Presented by Mr. Shivaji Singh -Senior Specialist NDRF at Workshop on " Preparedness & Response for Emergencies and Times of Natural Disaster " Organised By :- Corporate Disaster Resource Network on 28th April 2011 , Patna, Bihar-India, For reports please go to www.cdrn.org.in
This document outlines a disaster management and communications protocol for UMC Philippines. It defines key disaster response terms and phases. It also establishes guidelines for different levels of disaster response from the local to national level. The goal is to create an organized structure and ham radio communication system to better coordinate UMC Philippines' disaster relief efforts and reduce reliance on external assistance. The protocol provides contact directories and forms to facilitate response across the various regions impacted by natural hazards in the Philippines.
The document provides an overview of a workshop on disaster risk reduction management (DRRM) for schools, including an opening prayer, welcome remarks, presentations on DRRM programs and policies, earthquake and tsunami preparedness, and an actual drill evaluation. It also discusses Philippines' hazardscape, earthquake and tsunami hazards like from the Manila Trench, and the importance of schools having a DRRM plan.
Ecology is defined as the study of the relationship between organisms and their environment. The biological spectrum shows the hierarchy of biological systems from genes to ecosystems. An ecosystem is a biological community that interacts with its non-living environment, resulting in clearly defined trophic structures and material cycles. For example, a pond ecosystem includes abiotic factors like water and nutrients that support producer organisms like algae and plants. These are then consumed by primary and secondary consumer organisms like zooplankton and fish. Saprotrophic bacteria and fungi break down dead organic matter.
The Asian Disaster Preparedness Center is an NGO working to prepare communities at risk in Asia to help them deal with disasters and emergencies. Find out about our projects and programs in Disaster Risk Reduction.
This document discusses the concepts of disaster risk reduction and open data initiatives. It outlines 7 concepts related to risk, including how disasters are visible but risk is invisible. It also describes 7 open data initiatives for indexing risk management, developing a common language for humanitarian aid, creating risk terminology databases, and more. The overall goal is to promote open data, models, and knowledge to support more informed decision-making around disaster prevention.
The document outlines the International Federation of Red Cross and Red Crescent Societies' framework for disaster risk reduction in South-East Asia. It begins by providing background on the Red Cross' work in disaster risk reduction and commitments to building more resilient communities. It then discusses hazard and vulnerability trends specific to South-East Asia, noting that the region experiences many disasters and has populations at high risk. The framework aims to enhance National Societies' disaster risk reduction capacities and provide guidance for building safety and resilience through integration into policies and programming, mitigation activities, and risk-informed humanitarian work.
This year, the World Disasters Report takes on a challenging theme that looks at different aspects of how culture affects disaster risk reduction (DRR) and how disasters and risk influence culture. The report asks, for example, what should be done when people blame a flood on an angry goddess (River Kosi, India, in 2008) or a volcanic eruption on the mountain god (Mount Merapi). After the tsunami in 2004, many people in Aceh (Indonesia) believed that Allah had punished them for allowing tourism or drilling for oil, and similar beliefs were widespread in the United States regarding Hurricane Katrina, showing God’s displeasure with aspects of the behaviour of the people who live in or visit New Orleans.
Most people who live in places that are exposed to serious hazards are aware of the risks they face, including earthquakes, tropical cyclones, tsunami, volcanic eruptions, floods, landslides and droughts. Yet they still live there because, to earn their living, they need to or have no alternative. Coasts and rivers are good for fishing and farming; valley and volcanic soils are very fertile; drought alternates with good farming or herding. Culture and beliefs, for example, in spirits or gods, or simple fatalism, enable people to live with risks and make sense of their lives in dangerous places. Sometimes, though, unequal power relations are also part of culture, and those who have little influence must inevitably cope with threatening environments.
Together with other organizations that engage in DRR, we in the Red Cross Red Crescent know about people’s beliefs and cultures and their different interpretations of risk. However, we find it challenging to fit these seamlessly into our organizational framework and funding models. Instead we tend to assume (or hope) that the people we want to support use the same logic and rationality as we do and that they will want to reduce the disaster risk. Sometimes there is also an institutional reluctance to deal with the issues of inequality and power that make people vulnerable in the places where they make a living.
The one thing that is certain is that we will have less sustained impact if we do not adequately take account of people’s cultures, beliefs and attitudes in relation to risk. With climate change leading to damaged livelihoods, and therefore more vulnerability, and making hazards more extreme and/or frequent, we have to get this right.
One important goal of this edition of the World Disasters Report is to bring these complex issues and clashes of cultures into the open for discussion, so that they can be much better incorporated into DRR work.
DISASTER RISK REDUCTION IN EDUCATION (PHILIPPINES)Leslie Valena
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This document outlines a presentation on disaster risk reduction in education. It discusses mandates for DRR, impacts of conflicts and disasters on learners and teachers, and issues in education and risk management. Specific impacts include closure of schools as shelters, damage to equipment and records, access issues, lack of teachers and materials, and physical and emotional trauma. The document also outlines strategies for DRR in education such as ensuring school safety, enhancing emergency preparedness knowledge, and teaching children preparedness.
The document discusses various topics related to risk assessment and reduction. It notes that disaster losses have been increasing significantly in recent decades. Some key points made include: hazard x vulnerability = risk; risk is determined by the probability of an event and its consequences; vulnerability depends on factors like exposure, resilience, and coping capacity; and perceptions of risk can differ from actual measured risks.
This document outlines disaster preparedness and emergency response plans for the Philippines, specifically the island of Miagao. It establishes councils at the national, municipal, and barangay (smallest administrative division) levels to reduce risks from natural disasters like storms, earthquakes, landslides, and tsunamis which frequently impact the archipelago. The barangay of Guibongan's committee is reconstituted due to risks of water-related incidents and vehicular accidents. Evacuation centers are designated and emergency procedures are provided, including conducting awareness drives, not panicking, applying first aid, informing authorities, and assessing damage after an emergency occurs.
Plankton diversity and aquatic ecology of a freshwater lake (L3) at Bharti Is...GJESM Publication
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The Larsemann Hills range is an ice-free oasis on the Ingrid Christensen Coast of Princess Elizabeth
Land, East Antarctica, which includes Bharti Island, Fisher Island, McLeod Island, Broknes Peninsula, Stornes
Peninsula, and several other islands, promontories, and nunataks. The Larsemann Hills is an ice-free area of
approximately 50 km2, located halfway between the Vestfold Hills and the Amery Ice Shelf on the south-eastern
coast of Prydz Bay, Princess Elizabeth Land, East Antarctica. The ice-free area consists of two major peninsulas (Stornes and Broknes), four minor peninsulas, and approximately 130 near shore islands. The Larsemann Hills area contains more than 150 lakes at different Islands and peninsulas. Bharti Island of Larsemann Hills in east Antarctica was selected as a sampling site for the present study. Water sample was collected from a freshwater lake during XXXth Indian Scientific Expedition to Antarctica (ISEA) and analyzed for the physico-chemical parameters, major elements, trace metals and major plankton diversity in surface lake water by following standard methodology. The concentrations of metals Cu, Pb, Cd, Zn and Cr were measured using Inductively Coupled Plasma Optical Emission Spectroscopy (ICP-OES). Phytoplankton and zooplankton were also assessed in the aquatic ecosystem of Lake L3 at Bharti Island, Larsemann Hills over east Antarctica. Psychrophillic bacteria were found 71 cfu in lake water, while total bacterial count was found to be 5.4 × 102cfu.
This document discusses the evolution of human societies from hunting and gathering to modern post-industrial societies. It outlines that as technology advanced, societies changed as well. Early societies like hunting and gathering groups relied on simple tools and family networks, while agricultural societies developed inequality, religion-backed elites, and money-based exchange. Industrialization led to rapid change through machinery, weakened community ties, and factories. Now, post-industrial societies are information-based, require less labor and more education, and focus on communication infrastructure, innovation, and solving global problems with technology. It also examines the evolution of early civilizations like Sumerian, Indus Valley, Shang, and Egyptian, which developed complex institutions, social classes
This document discusses key concepts in ecology. It defines ecology as the study of how organisms interact with each other and their environment. It explains that ecosystems involve energy and matter flows between biotic and abiotic factors. The principles of ecology include organisms like producers, consumers, decomposers and their interactions in food webs, food chains and populations. The document also discusses Islamic perspectives on ecology and humanity's role as stewards of the environment. It emphasizes the balance and interdependence between all living and non-living things in an ecosystem.
This document discusses integrating disaster risk reduction education into school curricula in the Philippines. It provides details on disaster preparedness plans and programs that were found in a 2010 study of schools in Luzon, including that 95% had disaster committees and conducted annual drills. The document then outlines components of developing a school disaster management plan, including designating emergency responders and evacuation procedures. Diagrams show examples of school layouts, evacuation routes, and organizing an emergency response team.
The Barangay Disaster Risk Reduction Management PlanBarangay Hall
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The document is the Barangay Disaster Risk Reduction Management Plan for Barangay 465 in Manila for 2013-2016. It was submitted by Punong Barangay Alexander T. Tasarra. The plan outlines the barangay's profile, history of past calamities, contingency and evacuation plans, priority projects, and inventory of disaster equipment. It aims to educate residents and prepare for potential natural disasters to minimize their impact on the community.
Disaster risk reduction management plan of dongon national high schoolJenita Guinoo
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Students safety and security is one of the vision of our department, good management will be emphasized through an action plan as our guide for achieving our goal for this school year.
Thanks. this is good for the teacher who are teaching araling panlipunan for junior high school, I need to inform the teachers that is is useful in order to make a lesson more effectvie and and the deliver is very manageable. Thank you for all the support especially for this school year. this maybe very useful
Ang **akdang naratibo** ay isang uri ng panitikan na nagsasalaysay ng isang kwento o karanasan. Ito ay isang pagsasalaysay ng mga pangyayari na may layuning magbigay aliw, magturo, o magbigay aral sa mga mambabasa. Kadalasang gumagamit ng mga tauhan, tagpuan, at kaganapan upang maipahayag ang isang kwento sa isang tiyak na ayos o pagkakasunod-sunod.
Ang **akdang naratibo** ay may mga pangunahing elemento tulad ng **tauhan**, **tagpuan**, **tema**, **salungatan**, at **banghay**. Ang **tauhan** ang mga karakter na gumaganap sa kwento, mula sa pangunahing tauhan hanggang sa mga sumusuportang karakter. Ang **tagpuan** ay ang lugar at oras kung saan nagaganap ang mga pangyayari sa kwento. Ang **tema** naman ay ang pangunahing ideya o mensahe na nais iparating sa mambabasa. Ang **salungatan** ay ang problema o hamon na kinakaharap ng mga tauhan sa kwento, at ang **banghay** ay ang pagkakasunod-sunod ng mga pangyayari mula sa simula, gitna, hanggang sa wakas.
Halimbawa ng akdang naratibo ay ang mga **maikling kwento**, **nobela**, at **talambuhay**. Sa mga akdang ito, ang manunulat ay nagkukuwento ng isang kwento na may mga tauhan at nagsisilbing gabay sa mga mambabasa upang matutunan ang mga aral na dulot ng kwento. Ang isang akdang naratibo ay maaaring magtaglay ng iba't ibang emosyon tulad ng saya, lungkot, takot, at pagmamahal, na nakatutulong upang mas maging makulay at buhay ang kwento.
Sa kabuuan, ang akdang naratibo ay isang mahalagang anyo ng panitikan na naglalaman ng mga kwento at karanasan na makapagbibigay ng kasiyahan at aral sa mga mambabasa.
Ang **akdang naratibo** ay isang uri ng panitikan na nagsasalaysay ng isang kwento o karanasan. Ito ay isang pagsasalaysay ng mga pangyayari na may layuning magbigay aliw, magturo, o magbigay aral sa mga mambabasa. Kadalasang gumagamit ng mga tauhan, tagpuan, at kaganapan upang maipahayag ang isang kwento sa isang tiyak na ayos o pagkakasunod-sunod.
Ang **akdang naratibo** ay may mga pangunahing elemento tulad ng **tauhan**, **tagpuan**, **tema**, **salungatan**, at **banghay**. Ang **tauhan** ang mga karakter na gumaganap sa kwento, mula sa pangunahing tauhan hanggang sa mga sumusuportang karakter. Ang **tagpuan** ay ang lugar at oras kung saan nagaganap ang mga pangyayari sa kwento. Ang **tema** naman ay ang pangunahing ideya o mensahe na nais iparating sa mambabasa. Ang **salungatan** ay ang problema o hamon na kinakaharap ng mga tauhan sa kwento, at ang **banghay** ay ang pagkakasunod-sunod ng mga pangyayari mula sa simula, gitna, hanggang sa wakas.
Halimbawa ng akdang naratibo ay ang mga **maikling kwento**, **nobela**, at **talambuhay**. Sa mga akdang ito, ang manunulat ay nagkukuwento ng isang kwento na may mga tauhan at nagsisilbing gabay sa mga mambabasa upang matutunan ang mga aral na dulot ng kwento. Ang isang akdang naratibo ay maaaring magtaglay ng iba't ibang emosyon tulad ng saya, lungkot, takot, at pagmamahal, na nakatutulong upang mas maging makulay at buhay ang kwento.
Sa kabuuan, ang akdang naratibo ay isang mahalagang anyo ng panitikan na naglalaman ng mga kwento at karanasan na makapagbibigay ng kasiyahan at aral sa mga mambabasa.
ESP6-Quarter 4 WEEK 4 DAY 2 iSPIRITWALIDADjonahforel4
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Sample of revise daily lesson log in ap ekonomiks 3 days
1. GRADES 1 to
12
DAILY LESSON
LOG
Paaralan TAGUM CITY NATIONALHIGH SCHOOL Baitang/Antas Grade 10
Guro Asignatura AralingPanlipunan
Petsa /
Araw/Oras
Markahan Pang -apat
I. LAYUNIN SESYON 1 SESYON 2 SESYON 3
A. Pamantayang Pangnilalaman Naipamamalasngmgamag-aaral angpag-unawasa mga sektorng ekonomiyaatmgapatakarang pang-ekonomiyanitosaharapng mga hamonat puwersa
tungosa pambansangpagsulongatpag-unlad.
B. Pamantayan sa Pagganap Angmga mag-aaral ay aktibongnakikibahagi samaayosnapagpapatupadat pagpapabuti ngmga sektorng ekonomiyaatmga patakarangpang-ekonomiya
nitotungosa pambansangpagsulongatpag-unlad.
C. Kasanayan sa Pagkatuto
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga Pahina sa Gabay ng Guro
2. Mga Pahina sa Kagamitang Pang-
Mag-aaral
3. Mga Pahina sa Teksbuk
4. Karagdagang Kagamitan
Mula sa portal ng
Learning Resource
III. PAMAMARAAN
A. Pagababalik-aral/
Paglalahad ng Bagong
Aralin
B. Paghahabi sa layuninng
aralin
C. Pag-uugnay ng mga
halimbawa sa bagong
aralin
D. Pagtalakay ng bagong
konseptoat paglalahad
ng bagong kasanayan #1
E. Paglinang sa Kabihasnan
F. Paglalapat ng aralin sa
pang-araw-araw na
buhay
2. G. Paglalahat ng Aralin
H. Pagtataya ng Aralin
I. Karagdagang Gawain
para sa Takdang Aralin at
Remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na nakuha
ang 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba
pang gawain o remediation
C. Nakatulong ba ang remedial?
Bilangng mag- aaral na
nakaunawa sa aralin.
D. Bilang ng mag-aaral na
magpapatuloy ng remediation
E. Alin sa mga estratehiyang
pagtuturo ang nakatulong nang
lubos?Paano ito nakatulong?
F. Anong suliraninang aking
naranasan na solusyunansa tulong
ng aking punongguro at
superbisor?
G. Anongkagamitang panturo ang
aking nadibuhona nais kong
ibahagi sa mga kapwa ko guro?
NORMA S. EVARDONE JUDITH P. ONLOS,Ed. D.
MT I / A.P.DepartmentHead Principal IV
OSCAR L. EDIG, MAEM
Teacher III