DOCSLIB.ORG

Keinau Sa Kagi Pilipino Pag-Aaral Ng Wikang Filipino

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Keinau Sa Kagi Pilipino Pag-Aaral Ng Wikang Filipino Keinau sa Kagi Pilipino Pag-aaral ng Wikang Filipino Cotabato Manobo Keinau sa Kagi Pilipino Pag-aaral ng Wikang Filipino Learning the Filipino Language SUMMER INSTITUTE OF LINGUISTICS - Philippines, lrn..:. 1993 Published in cooperation with the Commission on Philippine Languages and the Department of Education, Culture and Sports Manila, Philippines l;.' Additional copies of this publication maybe obtained from: Book Depository P. 0. Box 2270 CPO 1099 Manila This book or any part thereof may be copied or adapted and reproduced for use by any entity of the Department of Education, Culture and Sports without permission from the Summer Institute of Linguistics. If there are other organizations or agencies who would like to copy or adapt this book we request that permission first be obtained hy writing 10: Summer Institute of Linguistics P. O. Box 2270 CPO 1099 Manila We wish 10 express appreciation lo the Canadian International Development Agency am.I the Alberta Agency for International Development for their assistance in the production of this publication. Cotnbnto Mnnobo Fillpino Curriculum 03.86-393-IC 62.120P-935015N ISBN 971-18-0228-7 Printed in the Philippines SIL Press REPUBLIKA NG PILIPINAS REPUBLIC OP THB PHILIPPINES KAGAWARAN NG EDUKASYON, KULTURA AT ISPORTS DEPARlMENT OF EDUCATION, CUL1lJRE AND SPORTS UL Complex, Meralco Avenue Puig, Metro Manila TANGGAPAN NG KALIHIM IOFFiCE OF THE SECRETARY) PAUNANG SALITA Ang mga isla, kagubatan at mga kabundukan ng ating bansa ay tahanan ng iba't-ibang pamayanang kultural na ang bawat isa ay may sariling wika at kaugalian. Ang ating kultura ay mahalagang piraso ng isang magandang mosaik - iyan ang hansang Pilipinas. Ang ating bansa ay mayroong utang na loob sa pamayanang kulturnl. Maraming panahon na ang nagdaan na ang kaugalian, wika at magandang layunin ay nakatulong sa ikauunlad ng ating makabansang pagkamamamayan. Maipagmamalaki natin ang ating pamanang Pilipino habang nagkakaroon tayo ng malawak na pang-unawa sa mga kulturang ito. Sa mga kadahilanang ito, kinakailangang maparigalagaan ang mga wika at kinaugaliang pamayanang kultural ng Pilipino. Ang aklat na ito, na nasa wika ng pamayanang kultural ay may layuning tumulong sa pangangalaga niLo. Ito ay ginawa para mapaghusay ang kakayahan sa pagbasa at pag-unawa, at para palawakin pa ang kaalaman sa pamamagitan ng pagbasa sa sariling wika. Ang paraang ito ng pag-aaral sa pamamagitan ng paggamit ng unang wika ay makapagpapaangat sa sariling wika at ang pagbabasa nitn ay isang kapaki-pakinabang .na karanasan. Dahil dito, labis ang pasasalamat ng sambayanang Pilipino sa Summer lnsLitute of Linguistics (SIL) dahil"sa kanilang pagsusumigasig na mapanatili al mapalaganap ang kulturang Pilipino sa pamamagitan ng babasahing ito. Ikinararangal, kung gayon, ng Kagawaran ng Edukasyon, Kultura at Isports na ipakilala ang aklat na ito, ang pinakabagong edisyon, para mapaunlad ang karunungang bumasa't sumulat sa pamayanang kultural. Sa pagtulong sa mga kumunidad na ito, ang kabutihan ng buong hansa ay nalululungan. Armand V. Fahclla Disycmbrc 15, 1992 Kali him Preface This curriculum for teaching Filipino was prepared for the Cotabato Manobo people located in the municipaliiies of Senator Ninoy Aquino, Lebak, Kalamansig, and Palimbang, all in the province of Sultan Kudarat, Southern Philippines. , It was designed to be used by trained Manobo lay teachers who understand and speak Filipino. Its purpose is to teach Manobo adults who have finished basic and advanced literacy classes, and the "Magbasa Kita" levels one and two of DECS. It is also to fulfill the wishes - of those who expressed their great desire to learn the national language. This curriculum is composed of 37 lessons. This course will take approximately three to four months, if classes are conducted two or three times a week with a maximum of five hours per day. • The initial lessons teach about Philippine distinctives . This course was written by Ms. Leonida S. Guil-an, of the Translators Association of the Philippines (TAP). In addition to personal experience, the following were helpful in writing the curriculum: Modyul Big. 2 and Modyul Big. 3-DECS, Kasanayan sa Filipino - Grade I (Binagong Edisyon), Pag-unlad sa Wika - Grade 3 (Serye ng Proded) and Let Us Converse in. Filipino, by L. C. Buenaventura (Phoenix Publishing House, Quezon City). Special recognition is given to Mrs. Aida Binayao of TAP and Ms. Lillian Underwood of the Summer Institute of Linguistics (SIL) as consultants, who, aside from their help in checking this material have greatly inspired the writer. Special thanks to Mrs. Bea Abadi;;mo of TAP, for checking the Filipino text and to Mrs. Ellen Errington of ~IL, for keyboarding~all these lessons. Edungan Kagi Diya Sa Tegetulu Denu Sa Pesuwan Siini Keinau Siini mepoko kepengagl binae1an ani meedungan sa keinau sa kagi Pi1ipino ataw ka Taga1og. ' Pineukit ini i, metiigan sa medoo Menubu sa egoh di Pi1ipino da ma. Metiigan da ma sa egoh di duen medoo nesetigesa balangan kagi owoy adat, owoy kepigtuu diya sa uwang Pi1ipinas, dodoo apay di pa diya, tapay doo neki1ala ki langun Pilipino. Metiigan ma sa egoh di apiya enda nesetepeng sa kagi ta langun duen doo sa sebaen kagi nehemili diya uwang Pilipinas kena ta mesetiig, owoy iya sa kagi Pi1ipino. Huenan di tigtu miulan meketiig ki ma umikagi sa kagi Pilipino. Ini sa pesuwan di edungan sa keinau sa kagi Pilipino diya siini libelu eg-unutan. Sa medoo ungay& mebaelan amok ubus de sa ketulu siini libelu eg-unutan. 1. Metiigan de sa medoo eg-inau sa: - denu sa nita menuwa, Pilipinas. - owoy sa medoo tanda egpeki1ala sa Pilipinas. - owoy sa pesuwan maen di ya Pilipino da ma. · 2. Ani uman da pa meiyap uminau sa kagi Pilipino. 3. Ani me.ketiig sa medoo eg-inau sa medoo kagi Pilipino~ 4. Ani mekesetawit da de sa tigtukeey-keey Pilipino amuk kailangan da gamiten iya we. 5. Ani mekebaluy da de egsulat sa duwa balangan sulat diya Pilipino, unutan da sa lima baed sa nesugat ukit kesulat. 6. Ani mepion sa keseloyukay da diya sa liyu etaw beken Menubu dana da neketiig sa egoh di anan da doo Pilipino. .. - Listawan Deno Sa Dalem Siini Libelu Lapin 1. Edungan Kagi D~a Sa Tegetulu Denu a Pesuwan Siini Keinau 2. Keinau Denu Kenita Owoy Sa Nita Menuwa, Pilipinas (Pag-aaral tungkol sa ating Bansa/Sino ang Ating I mga Ninuno?) ' - Agdaw 1, 2, 3, owoy 4 1-20 3. Kesetepent Sa Titik Pilipino Owoy Menubu (Pagha ambing ng Alpabetong Filipino at Manobo) Agdaw 5 21-24 4. Keadat Diya Sa Keingadan Etaw (Tagunng Pamitagan) Agdaw 6 25-31 5. Medoo Kagi Eg-igsa (Mga Patanong) Agdaw 7 owoy 8 32-38 6. Ngadan Etaw, Lugal, Langun Taman (Pangngalan) Agdaw 9 39-42 7. Ngadan I~ambi sa Ngadan Etaw (Ang anghalip) Agdaw 10 owoy 11 43-49 (Panghalip na Pang-isahan) Agdaw 12 owoy 13 50-57 (Panghalip na Pangmaramihan) Agdaw 14 58-61 Ketepeng Denu Sa Medoo Panghalip - Agdaw 15 62-63 Denu Sa Liyu Panghal~p - Agdaw 16 64-67 , I (Panghalip na Paari) Agdaw 17 owoy 18 68-75' 8. Ngadan Isambi Sa Ngadan Sa Hinagtay/Langun Taman (Panghalip Sa Pangalan ng Hayop o Bagay) Agdaw 19 owoy 20 76-82 9. Kekilala Sa Me~oko Olom Owoy Sa Olom (Parirala at angungusap} Agdaw·21 83-87 Medoo Baed Sa OJom (Mga Bahagi ng Pangungusap) Agdaw 22 · 88-92 Medoo Balangan Olom (Uri ng Pangungusap) Agdaw 23 owoy 24 93-100 ii.. I 10. Medoo Kagi Egpetiig sa Egoh-egoh (Mga Salitang Naglalarawan) Agdaw 25 owoy 26 101-108 Medoo Kagi Egpetiig Sa Lugal (Mga Salitang Naglalarawan ng Pook) Agdaw 27 109-112 Medoo Kagi Egtulon Sa Palas-palas sa Medoo Mekaen (Mga Salitang Naglalarawan ng Pagkain) · Agdaw 28 113-115 11. Medoo Kagi Egtulon sa Egbaelan (Pandiwa) Agdaw 29, 30 owoy 31 116-131 12. Sa Kegamit sa Po owoy Ho (Ang Gamit ng Po at Ho) Agdaw 32 132-135 13. Nesugat Kegamit sa Raw owoy Daw owoy Rin owoy Din (Wastong Gamit ng Raw at Daw at Rin at Din) Agdaw 33 136-140 14. Medoo N~adan sa Agdaw owoy Bulan (Alamin ay Pangalan ng Mga Araw at Buwan) Agdaw 34 141-143 15. Medoo Baed sa Sulat (Mga Bahagi ng Liham) Agdaw 35 144-148 16. Duwa Balangan Sulat (Dalawang Uri ng Liham, Liham Paanyaya at Pangkaibigan) Agdaw 36 owoy 37 149-155 17. Medoo Igsa Denu Sa Tepeng 156-157 18. Medoo Tabang Diya Sa Tegetulu 158-159 Kcinau Sa Kagi Pilipino (Pag-aaral ng Wiknng Filipino) ,\~ctaw 1 B:1t~1ng: Ngadan Di Etaw Sa Pilipino? Sinu-sino ang tinutukoy na mga Filipino? ligol sa Tegetulu: Dakel kalatas duen mapa sa Pilipinas. Ini sa kebael ko: Ta pay ko de tenai ataw ka pedeketi diy;'i k:datkat kem'l egtaeng sa mcdoo eg-inau. l.iy11 tigol: Dakel kalatas ken:) di nekesulat sa Sino Ako, a1 ~.1:1_n .\~Q_Nakatirn? 1-\ct•dung: Duyuy yu sa tapay netiigan da. Kesimh£1 . .\. Fdungan kagi sa Tegetulu diyn sa medno eg-inau. "Na, igoh uminau ki denu kenita owoy sa keugpa ta diy:'1 s11111 tancl. Ungaya ta metiigan, "Ngadan di etaw sa Pilipirn .r B lni sa baelan sa TegetulU. I. Sulati ko diya bb. sa kagi, Pilipinas. Basa ko diya kt'nag.l.1 duwa gule ligo da egdineg-dineg. Aguie pcbasawi kn m., diya kenagda duwa gule. Aguie sulati ko ma sa k:1gi. Pilipino. Basa ko duwa gule, agule kagda ma ~:1 llla•,;1 duwa gule. l imikagi sa Tegctult1. "Sa Pilipinas, iya sa dakd nh'llll\\:1 Sa Filipino, iya sa etaw. Na, igoh inauwan ta sa dt·m1 "· ·. menuwa ta Pilipinas owoy sa keduwan sa ngad<1t; Pili pi no." ~ rrinudui ko sa mapa sa Pilipinas ani rnetum<imaan :;;! t'µ• inau.
Load more

Recommended publications
  • Improvement of Flat Bread Processing and Properties by Enzymes
    Improvement of flatbread processing and quality by enzymes Lutz Popper, Head R & D Flatbread feeds the world Bagebröd, Sweden; Bannock, Scotland; Bolo do caco, Madeira, Portugal; Borlengo, Italy; Farl, Ireland and Scotland; Flatbrød, Norway ; Flatkaka, Iceland; Focaccia, Italy; Ftira, Malta; Lagana, Greece; Lefse, Norway; Lepinja, Croatia, Serbia; Lepyoshka, Russia; Pita, Hungary; Flatbrød, Norway; Podpłomyk, Poland; Pane carasau, Sardinia; Piadina, Italy; Pita, Greece; Pită/Lipie/Turtă, Romania; Pissaladière, France; Pizza, Italy; Podpłomyk, Poland; Posúch, Slovakia; Părlenka, Bulgaria; Rieska, Finland; Somun, Lepina, Bosnia and Herzegovina; Spianata sarda, Sardinia; Staffordshire oatcake, England; Tigella, Italy; Torta, Spain; Torta al testo, Umbria, Italy; Torta de Gazpacho, Spain; Tunnbröd, Sweden; Yemeni lahoh; Barbari, Iran; Bataw, Egypt; Bazlama, Turkey; Gurassa, Sudan; Harsha, Morocco; Khebz, Levant; Khubz, Arabian Peninsula; Lahoh, Northern Somalia, Djibouti, Yemen; Lebanese Bread, Lebanon; Muufo, Somalia; Malooga, Yemen; M'lawi, Tunisia; Chapati, Swahili coast, Uganda; Markook, Levant; Matzo, Israel; Murr, Israel; Pita, Eastern Mediterranean, Turkey and Middle East; Sangak, Iran; Taftan, Iran; Khubz, Arabian Peninsula; Yufka, Dürüm, Turkey; Lavash, Armenia; Matnakash, Armenia; Pogača, Balkans and Turkey; Shotis Puri, Georgia; Tonis Puri, Georgia; Afghan bread or Nan, Afghanistan; Aloo paratha, India and Pakistan; Akki rotti, India; Aparon, Philippines; Bánh, Vietnam; Bakarkhani, Indian subcontinent; Bhatura, Indian subcontinent;
    [Show full text]
  • Archivo Del Bibliófilo Filipino : Recopilación De Documentos Históricos, Científicos, Literarios Y Políticos Y Estudios
    te f i f i f i ARCHIVO f i DEL f i f i f i BIBLIÓFILO FILIPINO f i f i f i RECOPILACIÓN DE DOCUMENTOS f i f i HISTÓRICOS, CIENTÍFICOS, LITERARIOS Y POLÍTICOS y ESTUDIOS BIBLIOGRAFICOS por \V. K. KKTANA TOMO SEGUNDO M ADUJO 1896 PUBLICACIONES DE W. E. RETANA Miembro del Be&l Iottltato de lee lodlee NserlundeAM de El Haya; di lu Sooledsd» Geigráflcas de Berlín, Madrid y Tiene; C. del Instituto Onlonlnl International de Bmaelos. Pesetas. I. E l I ndio B atangueS o. (Estudio etnográfico, premia­ do en la Exposición Filipina de Madrid de 1887.) 7/ edición: Manila, 1888. 110 págs. en 8.° Ago­ tada.................................................................................. >> a.— T ransformismo, f Sátira de costumbres filipinas.) 3." edición: Manila, 1889. 40 págs. en 8.° Agotada.. » FOLLETOS FILIPINOS (políticos). 3 . — I . F r a il e s t clérigo s. 3.a edición corregida y au­ mentada: Madrid, 18 9 1. 14a págs. en 13 .0. 1,25 4. — II. A puntes para la H istoria. Madrid, 1890. 96 páginas en 8.°........................................................ 1,00 5. —III. S inapism os. Primera serie. Madrid, 1890.96 pá­ ginas en 8.° Agotada........................................... » 6. —IV. R eformas t otros ex c eso s. Madrid, 1890. 96 páginas en 8.®..................................................... 1,00 7. —C uestio nes f il ip in a s. A v iso s t Pr o fec ías. Madrid. 1892. XVI + 368 págs. en 8.® Agolada................ » 8. — C atálogo d e la B iblio teca filipina d e W . E . R e­ ta n a . Madrid, 1893. 68 hojas en fol., á dos co­ lumnas.
    [Show full text]
  • Mabasa Kita It Inakeanon
    MABASA KITA IT INAKEANON An Aklanon Language Reading Program for Elementary Pupils Prepared for Testing . by NORTHWESTERN SUMMER VISAYAN and INSTITUTE OF COLLEGES LINGUISTICS We are deeply indebted to the following persons/entitles for thelr benevolence, generouslty, and thelr dedication to the promotion of the Akianon Language: Summer Institute of Linguistics Quezon City, Metro Manila Traders Royal Bank Kalibo Branch Archbishop Gabriel M. Reyes Memorial Foundation Rotary Club of Kalibo West, Kalibo, Aklan Bank of the Philippine Islands Kalibo Branch Rural Bank of Balete Kalibo Branch Cooperative Rural Bank of Aklan Kalibo, Aklan Kapisanan ng mga Brodkasters sa Pilipinas, Aklan Chapter Aklan Information Officers Association (AIOA) Kalibo. Aklan Mayor & Mrs. Allen S. Quimpo, Municipality of Kalibo Mr. & Mrs. Poul H. Jensen Mr. & Mrs. Butz J. Maquinto Atty. & Mrs. Napier T. Tambong, Municipality of Kalibo Mr. & Mrs. Benny 0.Tirazona SP Member Ebenezer G. Torre, Province of Aklan Without their financial support, the printing of student copies of this book could not have been made possible. Again our profoundest appreciation and sincerest thanks. MRS. CONSOLACION T. UKETA President NVC, and the NVC Pre-School and Elementary Department Faculty of Instruction Preface A new generation of young people is growing up in Aklan, a generation who's hearts and hopes are fixed on the future, but a generation which has never had the opportunity to read their own literature in their own language. It ts the editor's hope that in some way this book will fill that lack. The editor wishes to acknowledge gratefully the help of the following: . , Atty. and Mrs.
    [Show full text]
  • Pegah Tea Maryam’S Saffaran Pegah Grain Maryam’S Juice Pegah Tuna Maryam’S Coconut Oil Pegah Drid Herb Pegah Yougurt Soda
    maryam’s Salt Pegah Tea maryam’s Saffaran Pegah Grain maryam’s Juice Pegah Tuna maryam’s Coconut Oil Pegah Drid Herb Pegah Yougurt Soda Drieds Nuts & Fruits Data Tomato Pasta SHOMAL Sal WEBSITE: WWW.PERSIAFOODS.CA SHOMAL Go To Index Cream Sella Golden Sella Premium Aged Cream Sella Golden Sella Premium Aged 1 × 40lb 1 × 40lb 1 × 40lb Cream Sella Whole Grain Brown Golden Sella Cream Sella Whole Grain Brown Golden Sella 4 × 10lb 4 × 10lb 4 × 10lb Premium Aged Premium Aged 4 × 10lb Page 2 SHOMAL Cream Sella Whole Grain Brown Golden Sella Cream Sella Whole Grain Brown Golden Sella 16 × 2lb 16 × 2lb 16 × 2lb Premium Aged Shomal, Tarom Rice Premium Aged Shomal, Tarom Rice 16 × 2lb 8 × 5Kg Hashemi Smoked Rice Hashemi Smoked Rice Hashemi Smoked Rice Hashemi Smoked Rice Hashemi Smoked Rice Hashemi Smoked Rice 8× 5Kg 20 × 2Kg 40× 1Kg Page 3 Go To Index Table Salt Table Salt 12 × 1kg Fine Sea Salt Coarse Sea Slat Fine Sea Salt Coarse Sea Slat 12 × 1kg 12 × 1kg Sea Salt Sea Salt 1 × 10kg Page 4 Go To Index Salt Grey Big Salt Grey Small Salt Grey Big Salt Grey Small 12 × 750gr 24 × 250gr Sea Salt Big Sea Salt Small Sea Salt Big Sea Salt Small 12 × 750gr 24 × 250gr Page 5 Go To Index Earlgrey Tea Black Ceylan Tea Cardamom Tea Earlgrey Tea Black Ceylan Tea Cardamom Tea 24 × 500gr 24 × 500gr 24 × 500gr Green Tea Green Tea Bags Earlgrey Tea Bags Green Tea Green Tea Bags Earlgrey Tea Bags 12 × 500gr 36 × 100gr 36 × 100gr Black Ceylan Tea Bags Cardamom Tea Bags Black Ceylan Tea Bags Cardamom Tea Bags 36 × 100gr 36 × 100gr Page 6 Black Label Tea Blue Label
    [Show full text]
  • Exploring a Culturally-Responsive Model and Theory for Sustainable Development in Education Based on Cebuano Context Reynaldo B
    Chapter Exploring a Culturally-Responsive Model and Theory for Sustainable Development in Education Based on Cebuano Context Reynaldo B. Inocian Abstract This paper explores a culturally-responsive model and theory for sustainable development in education that intertwines a seamless juxtaposition of cultural knowledge, mastery, reflections and understanding, and innovations in the Cebuano context. A multiple case analysis of selected quintains of Cebuano culture in literature reviews, and past travel observations and experiences were used as the methodology of the study. Results revealed that studies on cultural knowledge reflected a Cebuano identity of indigenous worldviews and reverence to nature. Cultural knowledge served as a basis for cultural mastery in the formulation and implementation of government policies as exemplified in the Bayanihan to Heal Act, the creation of the Inter-Agency Task Force, and other decisions of govern- ment and non-government agencies to protect people’s welfare. Cultural reflections ignited how people responded to these policies, with contrasting views and ambiva- lence. To prevent the furtherance of these views that would heighten possible conflict and violence, cultural innovations through a KRSP Model offers vibrant opportunities to promote and realize ESD Goal No. 4 by 2030. Keywords: quintain, cultural knowledge, cultural mastery, cultural reflection, cultural innovation, KRSP model, quadrivium theory 1. Introduction “Black Lives Matter” became a popular mantra among Black Americans after George Floyd died on May 25 this year. This dramatic scene resorted to rallies, looting, and destruction of properties that resulted in violence despite COVID-19 protocols [1]. This racial clamor of assertion reawakens a historical struggle of a cultural divide between the Blacks and the Whites in American history.
    [Show full text]
  • Peanut in the Philippine Food System: a Macro Study
    Manuel K. Palomar Editor Peanut in Local and Global Food Systems Series Report No. 1 Robert Rhoades, PI / Virginia Nazarea, CoPI Department of Anthropology University of Georgia 1998 Peanut in the Philippine Food System: A Macro Study Manuel K. Palomar Editor Visayas State College of Agriculture Baybay, Leyte, Philippines in collaboration with University of Georgia Athens, Georgia, U.S.A. 1998 FOREWORD Peanuts are very popular in the Philippines but not much attention has been given to this crop for research and development. It was only in the 80’s when USAID, through P-CRSP of the University of Georgia, started a holistic approach to the study of peanut with PCARRD as the coordinating unit. The P-CRSP program focused on breeding and utilization of peanuts with the Institute of Plant Breeding and the Institute of Food Science and Technology of U.P. as the lead agencies. Through this program, varieties have been developed, recommended and approved by the PSB. Furthermore, products such as peanut butter were improved and new products were developed to expand the uses of peanuts and offer variety to consumers. An enhancement project was also added to the endeavor with ViSCA as the cooperating institution. Various government and non-government agencies including agricultural colleges and universities have conducted several studies on peanut. The results of these endeavors have been thorough in some areas but sketchy in others. This publication is an attempt by P-CRSP to take a comprehensive look at the situation of peanut R & D in the Philippines today. We expect that our efforts will benefit programs designed in support of the Peanut Program in the Philippines.
    [Show full text]
  • Thesis This Thesis Must Be Used in Accordance with the Provisions of the Copyright Act 1968
    COPYRIGHT AND USE OF THIS THESIS This thesis must be used in accordance with the provisions of the Copyright Act 1968. Reproduction of material protected by copyright may be an infringement of copyright and copyright owners may be entitled to take legal action against persons who infringe their copyright. Section 51 (2) of the Copyright Act permits an authorized officer of a university library or archives to provide a copy (by communication or otherwise) of an unpublished thesis kept in the library or archives, to a person who satisfies the authorized officer that he or she requires the reproduction for the purposes of research or study. The Copyright Act grants the creator of a work a number of moral rights, specifically the right of attribution, the right against false attribution and the right of integrity. You may infringe the author’s moral rights if you: - fail to acknowledge the author of this thesis if you quote sections from the work - attribute this thesis to another author - subject this thesis to derogatory treatment which may prejudice the author’s reputation For further information contact the University’s Copyright Service. sydney.edu.au/copyright Water, Water Everywhere…? Examining Approaches to Rural Water Scarcity in Mindanao Trina Isorena A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Faculty of Science University of Sydney 2016 Acknowledgements This thesis would not have come together were not for a number of people who have contributed their time, expertise and encouragement all throughout this PhD journey. First and foremost is my main supervisor, Dr.
    [Show full text]