GABATINO, TRIXIE ANNE I.

GABATINO, TRIXI ANNE I.

GR. 12- SINCERITY

HUMSS

INTRODUCTION TO WORLD RELIGIONS AND BELIEF SYSTEMS

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4650154/

The nature and dynamics of world religions: a life-history approach

‘Slow Strategy’ Implementation for Affluent Environment

I. INTRODUCTION

            In line with the study of The Nature and Dynamics of World Religions: a life-history approach, history has occasionally rejected world religion-this aspect included extended cooperation, constrained socio-sexuality, and deferred gratification, as well as unfavorable cults and god's kind of religion. Religion was rejected on the basis of its principles and teachings, which are based on the inherent element. Faster life-history techniques arose as a result of this.

 

            Individuals, namely humans, adapt their life plan to the environment by phenotypic plasticity: in a harsh environment, will in general follow a "fast" strategy, more modest yet more unequivocal advantages, while in more prosperous environment, organisms evolve a "slow" strategy, seeking after bigger however less certain advantages. Individuals that employ the "fast strategy," on the other hand, have a slew of negative consequences.  According to psychosocial acceleration theory, when the environment is harsh, people are more interested in diversifying their sexual and emotional investments, finding multiple partners, sex without commitment, and shorter committed relationships. Additionally, individual who have negative attitude towards attachment and a lower emotional investment are associated, across cultures, with higher levels of ecological stress resulting to relatively few resources, low life expectancy, high child malnutrition, high fertility rate and high teen birth rates. Organisms that produce a large number of offspring spend a small amount of energy in each one and normally do not have any parental care. The offspring are left to fend for themselves, in the expectation that enough will survive.

            

        Furthermore, the incentives of cooperation are less assured, persons may discount time too quickly for future reciprocity to be beneficial, prospective spouses can fail, become incapacitated, or disappear, and the probability of error may be too high for those still struggling to survive.

In keeping with this concept, people who live in a harsh environment, underestimate the future more heavily. Laboratory studies confirm that children placed in an unpredictable environment have lower levels of delayed gratification. For instance, materialistic values and behaviors are higher when people experience economic insecurity as children. In the social domain, people who experienced harsh parenting styles, whose parents divorced during their childhood or who were socially excluded at school focus more on material goods and money.

            To sum up everything that has been stated so far the birth, success and potential decline of world religions are all dependent on extremely specific ecological conditions. In order to resolve these said concerns, we advocate that individuals employ a "slow strategy," to achieve affluent environment, which produces more beneficial outcomes, such as organisms with a small number of offspring disclosing that different sources of parental investment are stronger, more certain cooperation, and far less selfishness.

II. PURPOSE

            This paper will describe the problems of ‘fast strategy’ and assist in explaining the idea of “fast vs. slow” strategy. At the same time, to provide how we could help solve it by proposing a project proposal.

III. PROJECT DESCRIPTION

            A ‘slow strategy’ proposal encourage the individual the need to prioritize somatic effort (i.e. investment in future reproduction) over reproductive effort, parental effort over mating effort, and quality of offspring over quantity of offspring. This was supported by "psychological acceleration theory".  The principle of "if mortality is high: making strategies must be at the top". It also related faster interventions to faster physiological growth, which hampered short-term outcomes and contributed to a higher rate of late behavior progression in individuals.

IV. OBJECTIVES 

· The individuals are expected to have an affluent environment. 

· The individuals are expected to provide kindness and care for others.

· The individuals are expected to involve concerns with interpersonal fairness.

V. METHODOLOGY

            First and foremost, we must obtain consent. We will disseminate the information to people as soon as possible after the approval. We'd still need to find and employ a psychologist to assist us with the task to look at the connections between the environment and people's behavior.

VI. PROJECT NEEDS

· Approval

· Support of people in high positions

· Money- for hiring a psychologist

 

                                                                                                                                            

DISCIPLINE AND IDEAS IN THE APPLIED SOCIAL SCIENCES

https://core.ac.uk/download/pdf/56685084.pdf

New Solution-Oriented Social Science: Focusing on New Methodology of Addressing Major Social Issues 

I.  INTRODUCTION

            There are several purely scientific difficulties in applying social science successfully to the solution of social problems. One example would be Parsons' analysis of "The Problem of Controlled Institutional Change" his pure theory ignore internal tensions which constrained him to give this concept a much more salient position. Moreover, use is made of “class" concepts

There is a strong suggestion in Parsons' work that the conceptual requirements of even his own efforts in applied sociology were not well served by his own model of pure theory. All models of current pure theory do not satisfy the needs of applied social science, which must, above all, deal with social transformation. Therefore, an applied social science cannot be regarded as entailing the simple transfer of either the established propositions or the concepts of pure science to practical purposes. Even if a completely mature fundamental social science existed, the applied social sciences could be hindered if the former was not structured around concepts and models useful to the applied fields, and particularly if it did not focus on the issue of change.

 

            The applied social sciences also evolved on their own, increasing quickly but in a trial-and-error manner. The applied social sciences, in particular, are in desperate need of such a methodology. Because of this shortcoming, the definition and character of "applied social science" remain ambiguous, that arose dubious assumptions such as applied sociology is "nothing but" the application of generalizations, developed by pure sociology, to concrete and practical cases, two distinct models "engineering" and "clinical" that appears to be shaping the growth of applied social sciences. The engineers studied what they were told to study, whereas the clinicians independently identified the group's problems. Additionally, the “value-free” assumption said that social science, pure or applied, cannot formulate and specify ends for its client group.

 

            To address this, more solution-oriented social science is needed. This makes solving problems the object of social science, and focusing on other people's problems becomes the primary catalyst of the issues to be addressed. These solutions can be relevant to ordinary citizens as well as actors in government, non-profits, and for-profits.

 

II. PURPOSE

            To help us visualize the issues, this concept paper will discuss problems in applied social science. Moreover, explain how we could assist by proposing a project proposal.

 

III. PROJECT DESCRIPTION

            One of the social sciences greatest strengths is their ability to systematically identify and analyze problems. Social scientists need to recognize that problem-oriented social science needs to be complemented by more solution-oriented social science in order to build right methodology or models in addressing the issues.

 

IV.   OBJECTIVES

            If the project gets approved, we are expected to have new methods, tools and techniques in applying social science to several issues. Furthermore, will broaden the scope of the social sciences and establish social research that is exciting, relevant, and innovative.

 

V.   METHODOLOGY

            First we need to get approval with this project. Next need to social scientist need to work on issues that are important to a large number of people. Engaging with problems that matter to revitalize disciplinary development. Following that, need of viewing research in a new way. As the research context changes, responding to large issues requires research approaches that combine science (including social science), engineering, and design principles.

 

VI. PROJECT NEEDS

-          Approval

-          Social Scientist

-          Researcher

                                                                                                                                            

MEGATRENDS AND CRITICAL THINKING IN THE 21ST CENTURY CULTURE

https://www.dancker.com/blog/culture-21st-century-education

The Culture of 21st Century Education

I. INTRODUCTION

        The challenges for education in the twenty-first century are to find and build resources that improve teaching and learning. New technology and shifts in student demographics have a big impact on higher education's changing environment. To help learners achieve these elevating expectations, institutions are competing to provide support that fit the needs of these diverse groups. 

          Because of emerging technologies, knowledge is available exponentially. Younger generations, native to digital media, the traditional educational approach has remained unchanged in order to teach a wider range of skills that today's employers need to drive innovation.

          To achieve interconnected workforce that fills gaps in skills and to build young professionals who possess an agile mindset to think strategically a 21st Century Learning Model is needed.

II. PURPOSE

          The purpose of this case study to provide a set of critical knowledge and skills that will enable flexibility and adaptability. It focuses on developing analytic reasoning, complex problem solving, and teamwork skills.

III. PROJECT DESCRIPTION

          The concentrate of teaching is now on the teaching of the four Cs: critical thinking, communication, collaboration, and creativity instead of three Rs (reading, writing, and arithmetic).

IV. OBJECTIVES

          The objectives of 21st Century Learning is for students learn and to use the Four Cs and apply it in real life situation.

·        Critical Thinking

          Students will learn the ability to analyze how parts of a larger system interact with one another to produce a final result. Critical thinking impacts their effectiveness of reasoning and problem solving.

·        Communication

          The students will learn how to articulate thoughts and ideas through verbal, nonverbal, and written methods. Also, effective listening to interpret meaning and understand knowledge, values, attitudes, and intentions. Communication skills also include the usage of different types of media and technology, as well as the ability to assess their effect.

·        Collaboration

          Students learn how to collaborate efficiently and respectfully with a variety of people. Individuals must become versatile, make sacrifices, and respect contributions made by others to achieve an effective result, based on the idea that everyone on a team shares responsibility for the outcome.

·        Creativity

Students will learn the inception of a thought and demonstration of originality, a skill that is crucial to the future of work. It's an ability that can be developed by using various idea generation techniques to generate new ideas.

V. METHODOLOGY

          In order for students to succeed 21st century learning models, expectations, tests, curriculum, teaching, professional development, and learning environments must all be compatible. To Support a 21st Century Education we need to incorporate the following:

·        Project-Based Learning

          To offer students exposure to learning in specific, real-world contexts, a change to project-based lessons is needed. To better prepare students for the workplace, innovative learning strategies that include the use of supporting technologies, inquiry-and problem-based techniques, and higher-order thinking skills emerge.

·        Flexible Learning Spaces

          Classrooms may integrate a mix of mobile and tiered furnishings with a range of seating choices to accommodate the regular changes in learning modes and tasks during the day. Create a solution that maximizes the exchange of knowledge and ideas between students and educators. Large learning environments can host multiple learning styles simultaneously by being divided into designated learning zones. These provides a range of learning tools that students can interact with and manipulate to gain a deeper understanding of the lesson.

·        Technology integration

          Students are more engaged when technology is incorporated into flexible spaces. Technology, such as computers, mobile devices, and digital displays, can help students gather information and share content when used correctly.

 VI. CONCLUSION

        A successful 21st century, students need the knowledge and experience of self-directed and project-based learning, and to be able to effectively collaborate within diverse groups. Traditional educational approaches do not promote the creation of the skill sets required for skilled knowledge workers. Technology makes it easier, and the future for which we are training our students needs it. If this fails to deliver, it will lose its relevance in students' lives. 

 

                                                                                                                                            

COMMUNITY, ENGAGEMENT, SOLIDARITY AND CITIZENSHIP

https://ssir.org/articles/entry/community_engagement_matters_now_more_than_ever

Community Engagement Matters

I. INTRODUCTION

 

          With the increase in deepening and expanding public engagement globally, the value of community engagement has become crucial for well-functioning. Community participation is not only beneficial, but also essential and practical, as it is likely to contribute to more inclusive, sustainable policy decisions and increase the live ability of local communities when communities and government agencies have positive relationships.

 

          Disparities in education, health, economic opportunity, and access to justice continue to increase, and the resources available to confront those challenges have not kept pace with expanding needs. Data-driven practices raises the hope that leaders can make progress on this front. 

 

          Data-driven and evidence-based practices present new opportunities for public and social sector leaders to increase impact while reducing inefficiency. But in adopting such approaches, leaders must avoid the temptation to act in a top-down manner. Instead, they can plan and execute projects that actively involve community members in social change efforts.

 

II. PURPOSE

          The purpose of data-driven practices is to help leaders make progress in rolling out programs. These data-driven solutions will be feasible and sustainable with the active participation of people in the communities that they target to pursue social change. The results enable governments at all levels to apply data-driven approaches to issues related to education, health, and economic opportunity. 

 

III. PROJECT DESCRIPTION

          Data-driven practices include, most notably, evidence-based programs in which there is a proven correlation between a given intervention and a specific impact. But they also include collective impact initiatives and other efforts that employ data to design and evaluate solutions. 

 

IV. OBJECTIVES

·  Increase the chances of projects or solutions being widely accepted

 

·  Improve the efficiency of your solutions. Solutions that are realistic and meaningful are created by combining local knowledge from a diverse community.

 

·  Increase community interest in government and community organizations. Collaboration increases communication and understanding. Knowing what government, community citizens and leaders, and organizations can and cannot do may reduce future conflict.

 

V. METHODOLOGY

          Any data-driven solution's performance is dependent on leaders adapting to the complex system of forces that affect it. Rather than attempting to "plug and play" a solution, leaders should think about the cultural context in which it would be implemented. They should form a strong bond with the communities they represent and gain a thorough understanding of the many stakeholders that can influence the effectiveness of their efforts.

VI. CONCLUSION

          A community engagement matters in order to achieve social change. In its inclusive approach to the design and/or implementation of programs, community engagement is critical. Community participation allows for a greater understanding of a community's needs and desires due to the complexities of problems in any particular community–where conventional approaches have proven inadequate if non-inclusive in the extreme.

                                                                                                                                            

CREATIVE NONFICTION

https://scholarworks.rit.edu/cgi/viewcontent.cgi?article=1127&context=jcws

Cultivating Convergence through Creative Nonfiction: Identity, Development, and the Metaphor of Transfer

I. INTRODUCTION

          The creative nonfiction course can play in such development. Though discussion of transfer saturates the discourse of composition and rhetoric and education theory, creative writing appears somewhat isolated from the exchange. Creative nonfiction in terms of genre and curricular placement may provide opportunity for sustaining writerly identity across contexts, due to the persona/author relation fostered in the genre as well as workshop pedagogies often practiced in creative writing. To describe the way writers develop, and this of course is the aforementioned one of “transfer.” rather than transfer, through a different metaphor: convergence. The creative nonfiction course might be a particularly productive sponsor of such development. Without successful transfer it will lose their legitimacy. Writing transfer showed its achievement to be elusive.

          According to Elizabeth Wardle, “focusing on a limited search for ‘skills’ is the reason we do not recognize more evidence of 

‘transfer’; we are looking for apples when those apples are now part of an apple pie”. Instead of tracking discreet, unchanged skills or knowledge in controlled situations, researchers must be more pliable in their understanding of what “counts” as transfer to allow for the possibility of “reshaped knowledge” as “adaptive transfer”, “remixing”, repurposing, re-contextualizing, integrating,  and reverse transferring, and generalizing , to name a few relabeling attempts that move us beyond a narrow, linear view of what happens when people learn, especially about writing. The common sense maxim “all learning involves transfer from previous experience” sounds reasonable enough as a starting point, but its appealing simplicity belies the complexity of the phenomenon. Perhaps the "transfer model" is fatally limited in its ability to describe development and performance because in many cases we may not be talking about a process of transfer at all but rather a holistic development that resists analysis through such delineation. This study suggest that rather than "transfer" we consider development through a trope of "convergence".

II. PURPOSE

          The purpose of this study to see way of beginning a reconsideration of writerly development and the role the creative nonfiction course can play in such development. 

III. PROJECT DESCRIPTION

          This study used “convergence" coming together of knowledges with “a polyphony of experiences, inside and outside the classroom” in uncertain ways within an agent, combining and exceeding the individual contributing factors, to produce plenitude and a sustaining identity. 

IV. OBJECTIVES

- Development occurs

- Served as a space to facilitate a holistic synthesizing of educational experiences

- To promote an understanding of the creative nonfiction (and possibly other) creative writing courses as an essential part of the overall undergraduate curriculum that contributes to student development and success

V. METHODOLOGY

          Development occurs through the affordance of opportunities that exceed any one domain and encompass both classroom and extracurricular experiences; the personal and the social; cognition and emotion to effect transformation through and within “the whole student” in relation with emerging ecological contexts.

VI. CONCLUSION

          By shifting the focus of transfer to identity and the development of writerly self, we open up space in the conversation for creative writing to stake a claim that such classes can be pivotal in that development.

 

                                                                                                                                            

CREATIVE WRITING

https://scholarworks.rit.edu/cgi/viewconten.cgi?article=1223&context=jcws

Why Writing Matters

I. INTRODUCTION

          According to Nicholas Delbanco’s Why Writing Matter is said to be a love story because it is a genuine and heartfelt expression of one man's love of language, as well as the art and craft of writing. Why Writing Matters is said to be part of a memoir, an essay book, and a look at decades of writing pedagogy all rolled into one. It is a work that is motivated by a belief in the revolutionary power of words and the profound personal, cultural, and historical transitions that they can bring about. 

          Every sentence is well-crafted, and each word is used with reasonable care and skill. And, if there's one takeaway, it's that "mastery of written discourse is neither instinctual nor automatic." Delbanco's said the affirmation of his own progressing training in the specialty of writing, especially the continuous learning that gets through the demonstration of mindful reading: writing and reading. Why Writing Matters has a theme that is running through the tension between the "originality and imitation", and this tension pervades how we think about innovation and its origins.

II. PURPOSE

          This case study will seek to make an individual understand the concept of “originality and imitation” by explaining the importance of imitation as a tool of writing pedagogy that informs Delbanco’s view of writing. At the same time, to provide knowledge to the readers who are interested in the writing life.

III. PROJECT DESCRIPTION

          This study used Delbanco’s teaching philosophy – a note that stems from his espousal of imitation. It is an approach which underlines how everything to do with writing is “interlinked and has some prior resonance; all of us live with the past”, while also reinforcing that one of the fundamental duties of the writing teacher is to identify literary and cultural forebears: “… each line has antecedents, and every tale a shadow-companion. There are precedents and prior usage everywhere. We come from what went before."

IV. OBJECTIVES

          The objective of Why Writing Matters is to explain the concept of “originality and imitation”. Additionally, to discuss the passion for words.

This analysis also must answer the following:

·  What is particularly constructive mode of teaching is its ability to provide a framework which students might safely experiment as they seek to discover who they are as writers?

·  What is the process that perceived failures may stem not from any lack of ability?

V. METHODOLOGY

          Delbanco’s constant learning that comes through the act of attentive reading: “Writing and Reading". He has learned not only from those he has taught, but also from his experiences with teachers and mentors, which he considers to be a misunderstanding between teachers and students. He learned the importance of “attention to language … unswerving devotion to craft and a faith that writing, in times of trouble, might count”.

VI. CONCLUSION

          This study illustrates that there is indeed no better example of “why writing matters” than the ongoing political misuse of language and debate, and no greater optimism than that, through successful writing instruction, we can empower voices with the power and influence to combat such abuses.

                                                                                                                                            

DISCIPLINE AND IDEAS IN THE SOCIAL SCIENCES

https://theconversation.com/the-conversation-partners-on-2m-research-policy-project-to-mitigate-covid-19-pandemics-social-impacts-150476

The Conversation partners on £2m research-policy project to mitigate COVID-19 pandemic’s social impacts

I. INTRODUCTION

          The COVID-19 coronavirus pandemic is the most severe global health crisis of our time. But the pandemic is more than just a health crisis; it's also a socioeconomic crisis.  It has the potential to cause catastrophic social, economic, and political consequences in any country it touches, leaving deep and long-lasting scars.

          The Conversation has been at the forefront of reporting and explaining the latest studies on the virus to the general public since the first reported cases were announced, investigating the impacts and possible solutions in an open, evidence-based manner.

          In order to address this urgent problem, they bring editorial experience to the International Public Policy Observatory (IPPO), a two-year, £2 million project sponsored by the Economic and Social Research Council.

II. PURPOSE

          The aim of the study is to make informed decisions on how to deal with the pandemic's immediate social, economic, and public health effects. Moreover, to develop a best-practice approach to connecting the worlds of policy and social science and to help the UK respond to and recover from the pandemic, which will benefit the general population, especially marginalized and at-risk groups.

II. PROJECT DESCRIPTION

          The project is led by UCL’s Department of Science, Technology, Engineering & Public Policy (STEaPP), with whom The Conversation shares a London office.It brings together the expertise of partners including Cardiff University, Queens University Belfast, the University of Auckland, the University of Oxford, The Conversation, and leading think tanks, including the International Network for Government Science (INGSA).

IV. OBJECTIVES

          The objective of the project is to produce a dedicated website, evidence briefs and systematic reviews, ensuring output is dynamic and accessible.  Additionally, to discuss a better solution to the crisis.

This project also have the following goals:

·  To provide easy access to resources, data, and interpretation of international policy responses to COVID-19 for UK policymakers.

·   To have better decisions in combating the social, economic and public health impacts of the pandemic.

·   To provide policymakers with critical information about the research, the expertise learned, the solutions being tested, and what could succeed.

·   To create bridges between policy and science, with an emphasis on mitigating COVID-19's most severe social consequences and speeding the UK's recovery from the crisis.

V. METHODOLOGY

          The IPPO draws a data, analysis and evidence to deliver rigorous and accessible insights. It will crowdsource key questions and topics from policymakers and the public.

          By offering "Living Maps" of facts and policy that are revised on a daily basis to help cut through the enormous amount of social science and policy responses on COVID-19. This will provide a searchable archive of applicable analysis for COVID-19 policy decisions, as well as direct access to the most recent evidence.

VI. CONCLUSION

          The innovative international observatory will serve as a platform for bringing together the university's top policy experts. Allowing us to team together to overcome the pandemic's effects, as well as the climate crisis and other global challenges, and ensuring that world-class science will help inform our response, assist our recovery, and strengthen our resilience.

 

                                                                                                                                            

PHILIPPINE POLITICS AND GOVERNANCE

https://carnegieendowment.org/2019/01/10/philippine-politics-under-duterte-midterm-assessment-pub-78091

Philippine Politics Under Duterte: A Midterm Assessment

I. INTRODUCTION

          In Duterte’s presidency there are real changes in several areas. The first is the drug war, which has caused problems on the rule of law, the PNP's professionalism, and other facets of governance. Western governments expressed concern over the rampant vigilantism. Second, political institutions and norms are eroding. Third, is a portion of the government’s economic policies, particularly the increase in spending on infrastructure and a few populist social programs. Fourth, the Philippines' foreign policy has shifted to a stronger relationship with China and a retreat from the United States, the United Nations, and the international community's liberal norms. Finally, the prospect of constitutional amendments, including federalism, will be extremely important for the Philippines.

 

II. PURPOSE

          The Duterte government’s top priorities include combating illegal drugs and crime, promoting rapid infrastructure development, sustaining economic growth and making it more inclusive, enhancing peace and development in Mindanao, and reorienting the Philippines’ foreign relations. 

 

III. PROJECT DESCRIPTION

          Combating illegal drugs and crime, promoting rapid infrastructure development, sustaining economic growth and making it more inclusive, enhancing peace and development in Mindanao, and reorienting the Philippines' foreign relations are among the top priorities of the Duterte administration.

 

IV. OBJECTIVES

 

Duterte

- To improve the situation of the Philippines regarding the issue in illegal drugs.

 

US Government

- To have greater solidarity among “small-d” democrats in the Philippines. 

 

- To improve and expand the sharing of ideas and strategies for how to defend and strengthen democratic institutions and norms. 

 

- Develop effective responses to the Duterte government’s anti–human rights narrative and broaden the community of human rights supporters and activists

 

V. METHODOLOGY

          To support these goals, the government has significantly increased spending on infrastructure, raised the salaries of government employees, expanded existing social development programs, revived the stalled peace process with the Moro National Liberation Front (MNLF) and the Moro Islamic Liberation Front (MILF), entered into negotiations with the communist insurgents, and established a closer relationship with China.

 

VI. CONCLUSION       

          Duterte's presidency the overwhelming majority were extrajudicial killings by death squads and western governments expressed concern over the rampant vigilantism. Duterte remained widely popular with the Filipino public, however, and voters in May 2019 delivered a resounding endorsement of the president’s agenda by backing a slate of pro-Duterte candidates. Duterte maintained his hold on the House of Representatives, and, by taking control of the Senate, he removed what was the only effective check remaining on his administration.