DOCSLIB.ORG

The Role of the Community School Throughout the Development

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Role of the Community School Throughout the Development DOCUNINT RESUN8 ID 096 072 IC 008 114 AUTHOR Archer, Clifford P., Comp.; And Others TITLE The Role of the Community School Throughout the World. Improvement of Rural Life. INSTITUTION National Education Association, Washington, D.C. Dept. of Rural Education. PUB DATE 60 NOTE 102p.; Out of print !DRS PRICE MF-$0.7S HC-$5.40 PLUS POSTAGE DESCRIPTORS Adult Education; Agency Role; Curriculum Planning; *Educational Development; Foreign Countries; Human Development; Life Style; *National Programs; *Program Descriptions; Rural Development; *Rural Education; *School Community Cooperation; Teacher Edncaticn ABSTRACT Wherever a community school exists, it is devoted to the improvement of the people's quality of living. Its curriculum reflects the problems of the surroundingarea Educational activities of both children and adults are often organized around theschool. The school program becomes the community programas teachers, administrators, and parents work together to better life forall. Where the quality of living is being improved, the schoolprogram is based on the principles that (1)good learning experiences utilize and grow from the child's own environment; (2) education is more effective when directed toward the improvement of living;and (3) it is important that the school program be sufficiently flexible and varied so each child may have the opportunity togrow to his maximum capacity. The Department of Rural Education, National Education Association, requested descriptions of good rural community school developments from selected persons in the United States and other countries. The descriptions in this 1960 publication, designedto familiarize rural educators with some rural community school practices, are from the Philippines, Puerto Rico, Libya, Jordan, Norway, Australia, Israel, Bolivia, Egypt, and the United States. They pertain to living standards, school curriculums basedon needs and resources, adult education, colleges, teacher education, government agencies, and cooperative planning for school and community improvement. (NQ) 66 ta % OP PAN Mitt t OP 1411AL tm DUCAtietil11*111.141111 INSntut11 SP IOUtlitION t, rtvt 091 t tin%tit INlit Pito Illtt I ItI %Ai II At WI t I iv! It1111700 tit, Pt WWII Ito oe(Atitt A 1.011 ON MIN r'2 #9,1. 9 P0,41% (4119F111 (11A410.1% % AI, 0 00 %WI 04i %%MIA Itt Pit t , \ %I NI III I It 1#1 ttAttottAt iinti tit It, ot # Out Aitt-tt POtit ION lllltl_it ." At IMPROVEMENT rN Cpps OF RURAL LIFE t I't Yoctiqt nlvltI,,I1 91..., 1.1 ;0,4 t P,A,'IA.. 111191 (191#94911' 09 41© Cr I et1' 4Mt ANI,I qt.,A1141,.A I I, .1..111111 il., ANN II AMA I'M it", 110 A hilt I.AtAA*At '04 stout, 01 low A vtolis.olitt.t pIt {' nun 1149, 9'404 tn;",i,1!..II Pa 1.1%9 IIof tjoini, PI 10,1.y,it34.I'Ili IoPliProt tIV.H1 A The Role of the Community School Throughout the World a Department of Rural Education National Education Association NATIONAL EOUCATV1 L I 13 R. it 1' JuiNI ! . .11 A' V I 1, 3 The materialsfor this publication, unlessotherwise were prepared by Dr.Clifford P. Archer, noted, University of Minnesota, Professor ofEducation, and chairmanof the Committee Life and Educationon the World on Rural Scene, a committeeof the De- partment of RuralEducation of the don. Department National EducationAasocia staff membersMary Mb Condon ' 4 Cheek assisted in and James R. editing the finalmanuscript and for publication.The committee preparing it who hada part in this project.expresses its appreciationto all The Committee on Rural Life andEducationon the World Scene Department ofRural E'duc'ationof the National EducationAssociation Dr. Clifford P.Archer Dr. FrancisL. Drag Dr. VirginiaNeel Mills Mr. DonaldScott Dr. GenevieveBowen Shaw Copyright 1960 Department of RuralEducation of the National Education Association of theUnited States library of Congress Cetalown Numbers6043297 Single conSe,$1.50. Quantity 10 percent; ordets at thefollowing discounts: 10 or morecopies, 20 percent. 2-9 copies, payable to the Order from andmake checks National NducationAssociation, 1201 Washington 6, D.C. Sixteenth Street NAV., me ..,0. 11 Contents Chapter Page I. COMMUNITY SCH.JLS IMPROVE RURAL LIFE 1 II, RURAL SCHOOLS RAISE LIVING STANDARDS 5 In the Philippines 5 In Puerto Rico 29 In Libya 38 In Jordan 41 III. SC'-100L CURRICULUMS BASED ON NEEDS A JD RESOURCES 44 In the United States 44 IV, COMMUNITY SCHOOLS EDUCATE ADULTS 49 In Norway 49 In the United States 50 V, COLLEGES IN THE COUNTRY 54 In the United States 54 In Australia 63 VI. PLANNING AND WORKING TOGETHER FOR BETTER SCHOOLS 67 In the United States 67 VII, TEACHER EDUCATION FOR COMMUNITY DEVELOPMENT 73 In Israel 73 In Bolivia 79 VIII, GOVERNMENT AGENCIES CAN HELP 87 In the Philippines I 87 In Puerto Rico 88 In Egypt 92 IX, THE WAY TO A BETTER LIFE 95 // 414. a . edd . 1. i 41` Bolivian farmers bring their "shares" for a new schoolhouse. Each one carried 100 rocks from the river to building site.(ICA photo) 1\1 .4 Community Schools Improve Rural Life Wherever a community school exists in the world it is devoted to the improvement of the quality of living of the people.The curriculum (/: such a school reflects the problems of living of the people of the surrounding area. Studies of the needs of the people for better living are constantly being made, and educational pro - grami for both the youngand the mature adults are organized to bri,'increasing understanding of community problems and efforts to help in the solution of such problems. What are the problems of rural communities? In some areas of the world, they are connected with securing food, clothing,and shelter. In others, the chief need is for better health andsanita- tion.In all areas there is need for improvement of the roleswhich citizens have to play in a society where the memberswork to- gether to achieve a government responsive to the will of thepeople. In all areas the skills of communication and the channelsof com- munication can be improved. Without some fluency andfreedom in the use of a common language, people are unable to shareideas and make intelligent decisions regarding their ownwelfare. With- out the ability to read and write, the people arenot capable of profiting from the experience of those in other regions who may have found ways of solving life's problems. Nor arethey able to record for posterity the results of their own experimentation.In many cases this means that the educationof both adults and children must place major emphasis on the rudiments ofreading and writing.In other instances it means the perfection of corn- munieation-skills to a point where the people can sharecultures and the fruits of experimentation in agriculture,health and sani- tation, industry, marketing, and other fields. Improvement of the quality of living of the people often takes the form of preserving and improving cultural life.In many rural areas of the world increasedmechanization, improved transpor- tation, and the use of scientific farming methodshave brought disintegration and chaos to rural societies. Many ofthe tine cul- tural values of rural life are being lost in theconfusion of chang- ing community structures and the urbanizationof rural people. Yet. in communities here and there, schools areworking to pre- AVYVO and improve the culturallife of the people. 1 In the age of changing rug al life many peoples also find that adjustments have to be made in their local institutions to develop 1 the moral, spiritual, and recreational aspects of living.Religion has deep roots in the life of most people of the villages and farms. Reorganization of church service areas and programs of religious life are being made to meet changing conditions. New forms and techniques of recreation are being developed in rural community centers, thus providing wholesome activities in rural areas instead of dependence on commercialized forms found in m )st urban cen- tors. The concern of local citizens for the welfare of each other and the ability to cooperate in sharing experiences in the solution of vital problems is the very foundation of democratic life.Since ti it shares with the community the responsibility for the solution of community problems, the school is concerned with thdevelop- ment of techniques for working together.Fostering the growth of good leadership is also an important concern of any school, in a democratic society. Wherever people unite their efforts in the solution of common problems methods of working as a group can he learned and leadership can be developed.Also, wherever the people succeed in solving problems through united efforts they tend to develop confidence in their ability to help themselves. The Rural Community School Educational activities of both children and adults are often organized about the community school. The school program be- comes the community program as teachers, school administrators, and parents work together to achieve a better life for all. Better living for the peoples of the world can best be achieved by the development of effective rural community schools.The majority of the people live in small towns, villages, and on farms Adjacent to these rural centers.In many regions of the world, farmers' homes are clustered in villages, and those who work the land travel to areas near the village to till the soil.In other re- gions, such as in the Americas, farmers commonly build their homes on their own farms, but there are close social, economic, and religious ties with the people of the village. And if the living of the people of the town and country is to be improved, educa- tional centers to serve rural people must be developed.Yet the education must not be divorced from the lives of the people or it will not be effective.
Load more

Recommended publications
  • Halpern, Robert; Fisk, David Preschool Education in Latin America
    DOCUMENT RESUME ED 208 941 PS 012 384 AUTHOR Halpern, Robert; Fisk, David TITLE Preschool Education in Latin America: A Survey Report from the Andean Region. Volume I: Summary Report. INSTITUTICN High/Scope Educational Research Foundation, Ypsilanti, Mich. SPONS AGENCY Agency for International Development (Dept. of State), Washington, D.C. PUB DATE 78 NOTE 168p.: Page 101 is missing from the original document and is not available. EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Annotated Bibliographies; Community Involvement; Cost Effectiveness; Cross Cultural Studies; *Decision Making; *Economic Factors; Educational Objectives: Educational Policy; Foreign Countries; Government Role: *International Organizations; *Latin Americans; Parent Participation; *Policy Formation; *Preschool Education; Program Development; Program Lvaluation IDF4TIFIERS *Andean Countries; Bolivia; Chile; Colombia ABSTRACT This report records survey results of preschool education programs serving children ages 3 through 6 and their families in Bolivia, Chile, and Colombia. Programs surveyed were primarily designed to reach the poorest sectors of the popu.i.ation, focused on improving the young child's psychomotor and social development, and utilized various educational intervention techniques in the home or center to provide services. The central objectives of the survey were to describe from a public policy perspective the major preschool education activities in the host countries; to document the nature, objectives, and central variab.Les constituting the "decision
    [Show full text]
  • 278550Paper0bolivia1case1ed
    T H E W O R L D B A N K Public Disclosure Authorized Country Studies Country Studies are part of the Education Reform and Education Reform and Management Publication Series Management (ERM) Publication Series, which also in- Vol. II No. 2 November 2003 cludes Technical Notes and Policy Studies. ERM publica- tions are designed to provide World Bank client coun- tries with timely insight and analysis of education reform efforts around the world. ERM Country Studies examine how individual countries have successfully launched and The Bolivian Education Reform 1992-2002: implemented significant reforms of their education sys- Case Studies in Large-Scale Education Reform tems. ERM publications are under the editorial supervi- sion of the Education Reform and Management Thematic Group, part of the Human Development Network—Educa- tion at the World Bank. Any views expressed or implied should not be interpreted as official positions of the World Bank. Electronic versions of this document are available Public Disclosure Authorized on the ERM website listed below. Manuel E. Contreras Maria Luisa Talavera Simoni EDUCATION REFORM AND MANAGEMENT TEAM Human Development Network—Education The World Bank 1818 H Street, NW Washington, DC 20433 USA Knowledge Coordinator: Barbara Bruns Research Analyst: Akanksha A. Marphatia WEB: www.worldbank.org/education/ globaleducationreform Public Disclosure Authorized E-MAIL: [email protected] TELEPHONE: (202) 473-1825 FACSIMILE: (202) 522-3233 Public Disclosure Authorized T H E W O R L D B A N K Country Studies Country Studies are part of the Education Reform and Education Reform and Management Publication Series Management (ERM) Publication Series, which also in- Vol.
    [Show full text]
  • Iv BOLIVIA the Top of the World
    iv BOLIVIA The top of the world Bolivia takes the breath away - with its beauty, its geographic and cultural diversity, and its lack of oxygen. From the air, the city of La Paz is first glimpsed between two snowy Andean mountain ranges on either side of a plain; the spread of the joined-up cities of El Alto and La Paz, cradled in a huge canyon, is an unforgettable sight. For passengers landing at the airport, the thinness of the air induces a mixture of dizziness and euphoria. The city's altitude affects newcomers in strange ways, from a mild headache to an inability to get up from bed; everybody, however, finds walking up stairs a serious challenge. The city's airport, in the heart of El Alto (literally 'the high place'), stands at 4000 metres, not far off the height of the highest peak in Europe, Mont Blanc. The peaks towering in the distance are mostly higher than 5000m, and some exceed 6000m in their eternally white glory. Slicing north-south across Bolivia is a series of climatic zones which range from tropical lowlands to tundra and eternal snows. These ecological niches were exploited for thousands of years, until the Spanish invasion in the early sixteenth century, by indigenous communities whose social structure still prevails in a few ethnic groups today: a single community, linked by marriage and customs, might live in two or more separate climes, often several days' journey away from each other on foot, one in the arid high plateau, the other in a temperate valley.
    [Show full text]
  • The Purok System for Efficient Delivery of Basic Services and Community Development”
    “UTILIZING THE PUROK SYSTEM FOR EFFICIENT DELIVERY OF BASIC SERVICES AND COMMUNITY DEVELOPMENT” “OUR WAY IN SAN FRANCISCO” OUR VISION “A PLACE TO LIVE, THE PLACE TO VISIT.” The Purok System – How did it start ? HEALTH & NUTRITION AGRICULTURE & LIVELIHOOD SOLID WASTE MANAGEMENT DISASTER RISK REDUCTION & MANAGEMENT / ? /ENVIRONMENTAL PUROK READING OUR CENTER - 1953 TOURISM & WOMEN CHALLENGE & CHILDREN ONLY ABOUT EDUCATION Organized by – DepEd INFRASTRUCTURE Focused on Education Literacy Classes YOUTH & SPORTS DEVELOPMENT The Purok System – How was it energized? HEALTH & NUTRITION AGRICULTURE & LIVELIHOOD EDUCATION & SOLID WASTE MNGT. PEACE & ORDER / DRR/Environment TOURISM & WOMEN PUROK HALL - 2004 & CHILDREN Adopted by - LGU INFRASTRUCTURE YOUTH & SPORTS DEVELOPMENT HOW WE ORGANIZE OURSELVES ORGANIZATIONAL STRUCTURE MUNICIPAL MAYOR CHAIRMAN SUPERVISOR OVERALL COORDINATOR PUROK PUROK PUROK PUROK PUROK PUROK COORDINATOR COORDINATOR COORDINATOR COORDINATOR COORDINATOR COORDINATOR NORTH DISTRICT NORTH DISTRICT CENTRAL DISTRICT CENTRAL DISTRICT SOUTH DISTRICT SOUTH DISTRICT 21 Puroks 21 Puroks 18 Puroks 19 Puroks 21 Puroks 20 Puroks PUROK ORGANIZATIONAL STRUCTURE NAME OF BARANGAY BARANGAY CAPTAIN BARANGAY HALL NAME OF SITIO BARANGAY KAGAWAD PUROK HALL NAME OF PUROK PUROK PRESIDENT SET OF OFFICERS PUROK PUROK PUROK PUROK PUROK PUROK PUROK KAGAWAD KAGAWAD KAGAWAD KAGAWAD KAGAWAD KAGAWAD PUROK KAGAWAD KAGAWAD COMMITTEE COMMITTEE COMMITTEE COMMITTEE COMMITTEE COMMITTEE COMMITTEE ON ON ON ON ON ON DISASTER COMMITTEE ON EDUC. & TOURISM & YOUTH & HEALTH & AGRICULTURE RISK ON FINANCE, SOLID WASTE REDUDCTION WOMEN/ INFRASTRUCTURE SPORTS BUDGET& NUTRITION & LIVELIHOOD MNGT. / ENVIRONMENT CHILDREN DEV’T APPROPRIATION HOW A PUROK SYSTEM WORKS? Election Purok Meeting and General Assembly Weekly Meeting of Purok Coordinators RESULTS AND OUTCOMES OF OUR INITIATIVES Efficient delivery of the LGU and NGO - led programs and services: Satisfied and Happy Communities.
    [Show full text]
  • ITGBL Local Agents
    ITGBL Local Agents Country: Afghanistan Post: Herat Bureau: SCA Local Agents: Post: Kabul Bureau: SCA Local Agents: 1) PAXTON International House #1, Corner of Shura and Park Streets Karte Seh Kabul, Afghanistan POC: Wali Mohammad Wasif Tel: 93 (0) 70 295 329 Cell: 0093 (0) 700 29 53 29 Email: [email protected] Website: www.paxton.com MEBS Global Reach Block 4, Industrial Parks, District 9 Kabul, Afghanistan Country: Albania Post: Tirana Bureau: EUR Local Agents: 2) AGS Tirana Rruga: Llazar Xhajanka 1027 Tirana, Albania POC: Genti Jacellari Mob: 355 69 20 86 315 Tel, Fax: 355 44 500 617 Email: [email protected] 3) Corstjens Worldwide Movers Group POC: Joop Corstjens, Director Operations World Headquarters P.O. Box 71145 1008 BC Amsterdam The Netherlands Tel: 31 20 42 63 777 Fax: 31 20 42 63 789 Direct Phone: 31 20 42 63 756 Direct Fax: 31 20 42 63 757 1) AES Cargo/ Move One Rruga "Brigada e VIII" P. Teknoprojekt Sh.2 Ap 3/2 Nr. 33/1 Tirana, Albania POC: Glenda Pajo Tel: 355 4 225 8103 Cell: 355 69 206 7269 Email: [email protected] Wednesday, August 03, 2016 Page 1 of 181 ITGBL Local Agents Country: Algeria Post: Algiers Bureau: NEA Local Agents: Master International Moving POC: Mr AZOUZI Sofiane Email: [email protected] Tel: +213661527810 Algeria Moving and Shipping 13 Lot Beau Sejour La Sapiniere No. 7 Birmandreis Algers, Algeria POC: Mme. Ahlem Menar, GM Tel/Fax: 213-21-56-48-53 Cell: 213-0770-415-261 [email protected] Country: Angola Post: Luanda Bureau: AF Local Agents: 3) TransPiramide, LDA Travessa da Se, Ingombota Luanda, Angola POC: Rodrigo Celestino Junior Tel: 244 222 396 207/ 928 149 533/ 912 519 039 Fax: 244 222 393 322 Email: [email protected] for inbound shipments only, not for pack outs.
    [Show full text]
  • Community-Based Disaster Risk Management in the Philipines
    Forschungswerkstatt Research Workshop Community-Based Disaster Risk Management in the Philip- pines: Achievements and Challenges of the Purok System Angelina Matthies ► Matthies, A. (2017). Community-based disaster risk management in the Philippines: Achievements and challenges of the purok system. Austrian Journal of South-East Asian Studies, 10(1), 101-108. The purok system in the Philippines is promoted as a voluntary self-organization at the sub-village level which strengthens community resilience to natural hazards. In 2011, the system received the UN Sasakawa Award and gained prominence among the practitio- ner community. Based on a qualitative study in the municipality of San Francisco (Cebu province) from December 2014 to March 2015, the article elaborates on the achievements and challenges of the purok system. Striking merits encompass efficient and effective- in formation dissemination and evacuation measurements between all levels of political ad- ministration that stem from the system’s remarkable enforcement of human and social capital. This is underpinned by a clear determination of roles and responsibility that is subsumed under the concept of accountability. However, the purok system faces inter- nal challenges of maintenance and implies profound conceptual ambiguities regarding the notion of voluntarism and capabilities that favor clientelism. Nevertheless, the pu- rok system clearly distinguishes itself from conventional community-based disaster risk management practices and implies potentials that are highly beneficial for strengthening resilience in disaster prone areas. Keywords: Community-Based Disaster Risk Management; Purok System; Resilience; Social Capital; Voluntarism INTRODUCTION Due to its geographic location as well as its socio-economic conditions, the Phil- ippines is one of the most disaster-prone countries in the world and ranks third www.seas.at doi 10.14764/10.ASEAS-2017.1-7 www.seas.at out of 171 countries in the World Risk Report 2016 (Welle & Birkmann, 2016, p.
    [Show full text]
  • San Francisco Municipality, Philippines
    San Francisco Municipality, Philippines Local progress report on the implementation of the 10 Essentials for Making Cities Resilient (First Cycle) Mayor: ALY ARANAS ARQUILLANO, JR Name of focal point: Monica Tan Organization: Municipality of San Francisco Title/Position: Planning Assistant E-mail address: [email protected] Telephone: 09205246122 Reporting period: First Cycle (2011-2013) Last updated on: 21 January 2013 Print date: 06 May 2013 Reporting language: English A Local HFA Monitor update published by PreventionWeb http://www.preventionweb.net/english/hyogo/progress/reports/ First cycle of Local HFA (2011-2013) 1/28 Essential 1 Put in place organization and coordination to understand and reduce disaster risk, based on participation of citizen groups and civil society. Build local alliances. Ensure that all departments understand their role to disaster risk reduction and preparedness. How well are local organizations (including local government) equipped with capacities (knowledge, experience, official mandate) for disaster risk reduction and climate change adaptation? Level of Progress achieved: 4 Description of Progress & Achievements: San Francisco Key Actors like (Municipal Disaster Risk Reduction & Management Officers, MDRRMC, Camotes Islands Emergency Response Team (CiERT), Red Cross Youth , DRR Advocators , Barangay Disaster Risk Reduction & Management Council BDRRMC ) in the implementation of DRR & CCA received trainings from different partner NGO and LGAs. Annual Training is been conducted for the respective key players for DRR & CCA. Special hired Retired teachers as additional DRR advocators that will educate the marginalized sector in the society have been trained by the LDRRM Staff. Purok Disaster Risk Reduction & Management Committees are already installing in some other Puroks (sub-village) in the barangay and they are only given orientation.
    [Show full text]
  • Bilingual Education in Bolivia
    ¿& PA t ruc ( e, N r-eoJ W - b^ , , 1 'JZI s ^w S a 1 S ^^5 o I^ kit ,, t Luc_v Therina Briggs 85 rul- ,,e. R AS , G^ U mediate learning of Spanish ;' for which purpose "phonetic alpha- hets that maintain the greatest possible similarity to the Spanish alphabet will be adopted" ( República de Bolivia 1980:31). Ver- Die' íUlt , CG.. ü i C, , nacular languages are thus seen as, at best . a bridge to Spanish and. Bilingual Education in Bolivia COCHABAMBA - BOLIVIA at worst , a barrier to learning Children who arrive at school speak- ing only a vernacular language are taught to "read" Spanish before LUCY THERINA BRIGGS they understand what it means . Not surprisingly. dropout rates in rural schools in areas where the honre language is not Spanish are very high, even when teachers are themselves speakers of the child's A multilingual country without a national bilingual education home language , which is not always the case . As noted by contem- policy, Bolivia has a population of approximately six million di- porary researchers like Skutnabb-Kangas (1979) and Cummins vided among speakers of Spanish , Quechua , and Aymara , as well (1979), the kind of bilingualism attained by children who speak a as some twenty -six minority languages . It is generally conceded low-prestige language at home is often of a subtractive rather than that speakers of Quechua and Aymara , taken together, constitute an additive variety-that is , given no opportunity to develop school over 60 percent of the population . They live primarily in the west- skills in the stigmatized native language , they also fail to attain ern highlands , engaged in agriculture , trade , and mining.
    [Show full text]
  • Philippine Drug Enforcement Agency
    Republic of the Philippines Office of the President PHILIPPINE DRUG ENFORCEMENT AGENCY NIA Northside Road, National Government Center Barangay Pinyahan, Quezon City PRESS RELEASE # 532/16 DATE : November 19, 2016 AUTHORITY : ISIDRO S LAPEÑA, PhD, CSEE Director General For more information, comments and suggestions please call: Director DERRICK ARNOLD C. CARREON, CESE, Chief, Public Information Office Tel. No. 929-3244, 927-9702 Loc.131; Cell phone: 09159111585 _________________________________________________________________________ BARANGAY CAPTAIN BUSTED FOR PEDDLING SHABU IN COTABATO A 33-year-old barangay captain was arrested by operatives of the Philippine Drug Enforcement Agency (PDEA) after he sold methamphetamine hydrochloride or shabu to a poseur-buyer in Cotabato City on November 18, 2016. PDEA Director General Isidro S. Lapeña identified the suspect as Bimbo Abdulmanan Diolanen, married, an incumbent barangay chairman and resident of Purok 2, Mabini Interior, Bagua 3, Cotabato City. An operative of PDEA Regional Office-Autonomous Region in Muslim Mindanao (PDEA RO-ARMM) under Director Edgar Apalla, acted as poseur-buyer and entered into a transaction with Diolanen to facilitate the sale of one plastic sachet of shabu. They agreed to meet in his own barangay in Mabini Interior at around 6:00 in the morning. Upon receiving the buy-bust money, the barangay captain was immediately arrested by PDEA RO-ARMM agents who were strategically positioned. Seized during the operation were 10 plastic sachets of white crystalline substance suspected to be shabu, weighing approximately 20 grams, with an estimated street value of P100,000, one cal. 45 Springfield Armory pistol containing one magazine loaded with two pieces of ammunition, one homemade shotgun loaded with four pieces of ammunition.
    [Show full text]
  • Art of Nation Building
    SINING-BAYAN: ART OF NATION BUILDING Social Artistry Fieldbook to Promote Good Citizenship Values for Prosperity and Integrity PHILIPPINE COPYRIGHT 2009 by the United Nations Development Programme Philippines, Makati City, Philippines, UP National College of Public Administration and Governance, Quezon City and Bagong Lumad Artists Foundation, Inc. Edited by Vicente D. Mariano Editorial Assistant: Maricel T. Fernandez Border Design by Alma Quinto Project Director: Alex B. Brillantes Jr. Resident Social Artist: Joey Ayala Project Coordinator: Pauline S. Bautista Siningbayan Pilot Team: Joey Ayala, Pauline Bautista, Jaku Ayala Production Team: Joey Ayala Pauline Bautista Maricel Fernandez Jaku Ayala Ma. Cristina Aguinaldo Mercedita Miranda Vincent Silarde ALL RIGHTS RESERVED Apart from fair dealing for the purpose of research or review, as permitted under the copyright, this book is subject to the condition that it should not, by way of trade or otherwise, be lent, sold, or circulated in any form, without the prior permission in writing of the publisher. The scanning, uploading and distribution of this book via the Internet or via other means without the permission of the publisher is illegal and punishable by applied laws. ALL SONGS COPYRIGHT Joey Ayala PRINTED IN THE PHILIPPINES by JAPI Printzone, Corp. Text Set in Garamond ISBN 978 971 94150 1 5 TABLE OF CONTENTS i MESSAGE Mary Ann Fernandez-Mendoza Commissioner, Civil Service Commission ii FOREWORD Bro. Rolando Dizon, FSC Chair, National Congress on Good Citizenship iv PREFACE: Siningbayan: Art of Nation Building Alex B. Brillantes, Jr. Dean, UP-NCPAG vi ACKNOWLEDGEMENTS vii INTRODUCTION Joey Ayala President, Bagong Lumad Artists Foundation Inc.(BLAFI) 1 Musical Reflection: KUNG KAYA MONG ISIPIN Joey Ayala 2 SININGBAYAN Joey Ayala 5 PART I : PAGSASALOOB (CONTEMPLACY) 9 “BUILDING THE GOOD SOCIETY WE WANT” My Hope as a Teacher in Political and Governance Jose V.
    [Show full text]
  • UNIVERSITY of CALIFORNIA, SAN DIEGO the Politics of Representing the Past in Bolivia a Dissertation Submitted in Partial Satisfa
    UNIVERSITY OF CALIFORNIA, SAN DIEGO The Politics of Representing the Past in Bolivia A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Anthropology by Edward Fabian Kennedy Committee in charge: Professor Nancy Grey Postero, Chair Professor Jeffrey Haydu Professor Steven Parish Professor David Pedersen Professor Leon Zamosc 2009 Copyright Edward Fabian Kennedy, 2009 All rights reserved. The Dissertation of Edward Fabian Kennedy is approved, and it is acceptable in quality and form for publication on microfilm and electronically: ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Chair University of California, San Diego 2009 iii DEDICATION This dissertation is dedicated to my mother, Maud Roberta Roehl Kennedy. iv EPIGRAPH “Do not believe in anything simply because you have heard it. Do not believe in anything simply because it is spoken and rumored by many. Do not believe in anything simply because it is found written in your religious books. Do not believe in anything merely on the authority of your teachers and elders. Do not believe in traditions because they have been handed down for many generations. But after observation and analysis, when you find that anything agrees with reason and is conducive to the good and benefit of one and all, then accept it
    [Show full text]
  • DIÁLOGOS TRANSDISCIPLINARIOS EN LA SOCIEDAD DE LA INFORMACIÓN Se Autoriza La Reproducción Total O Parcial Del Contenido Citando Expresamente La Fuente
    era digital era digital era digitalera digital EDITOR Fundación REDES para el Desarrollo Sostenible COORDINADOR J. Eduardo Rojas CONSEJO EDITORIAL Guido Cortez Calla Heleen Weeda Jorge Alejandro Patiño Córdova Marcelo Guardia Crespo Ricardo M. Urquidi Teresa Sanjinés Lora EDICIÓN Claudia Sánchez y Sánchez DISEÑO DE TAPA Mauricio Daniel Hinojosa - M4 Estudio DIAGRAMACIÓN Ernesto Rodrigo Lira EQUIPO DE APOYO María Beatriz Piñeiro Pinelo - REDES Amparo Subieta - ADSIB Fundación REDES para el Desarrollo Sostenible en Bolivia Calle Víctor Sanjinés Nº 2895 Piso 1 Of. 3 La Paz, Bolivia [email protected] www.fundacionredes.org Producido por la Fundación REDES en Bolivia La Paz, Mayo de 2010. Todos los derechos reservados. La información publicada es de responsabilidad exclusiva de sus autores y no refleja necesariamente la posición de los editores ni auspiciadores de DIÁLOGOS TRANSDISCIPLINARIOS EN LA SOCIEDAD DE LA INFORMACIÓN Se autoriza la reproducción total o parcial del contenido citando expresamente la fuente. 2 Diálogos Transdisciplinarios en la Sociedad de la Información era digital era digital era digitalera digital PRESENTACIÓN INTERNACIONAL. Cosette Espíndola Castro (Brasil) ................................5 PRESENTACIÓN NACIONAL. Jorge Alejandro Patiño (Bolivia) ...........................................6 INTRODUCCIÓN. J. Eduardo Rojas ....................................................................................7 PRIMER MOMENTO: LA ERA DIGITAL 1. Reseña autorizada de: “La era digital en América
    [Show full text]