DRRR but not exclusively associated with

 Disaster - serious and tragic event that highly localized hazards

causes loss of lives, human suffering,  Intensive risk - risk associated to high-
and great damages to properties and severity, mid to low-frequency events,
environment mainly associated with major hazards
- From French word “Desastre”  Acute onset - include events such as
meaning “bad star” earthquake, flood, hurricane or
 Hazard - a threat or harm that has the typhoon, tornado, fire, tsunami or
potential to cause damage to a storm surge, avalanche, volcanic
community eruption, extreme cold or blizzard, and
*Event is considered a disaster based on: heat wave
a. assessed cost of repairing or  Slow or gradual onset - include
rehabilitating the structures drought, famine, desertification,
b. public infrastructure that have been deforestation, and pest infestation
damage or destroyed  Super Typhoon Haiyan – “Bagyong
c. amount of income lost from work, Yolanda”; one of the most catastrophic
livelihood, and other economic disasters which killed over 6000 human
activities lives
 Philippines - world’s THIRD (3rd) most  According to the Centre for Research
prone to disaster according to World on Epidemiology of Disasters (CRED),
Disaster Report 2013 natural disasters affected an annual
- the estimated average number of average of 168.5 million people
typhoon every year is 20 between 2005 and 2014
 R.A. 10121 - The Philippine Disaster Risk TYPES OF HAZARD
Reduction And Management System; 1. Natural Hazards - phenomena that may
May 27, 2010 cause severe death toll, damages to
THE FOUR PHASE OF THE CDM CYCLE property, environment and socio-
1. Mitigation - Minimizing the effects of economic condition of communities
disaster a. Biological Hazard - directly linked to
2. Preparedness - Planning how to an organic origin caused by
respond exposure of living organisms to
3. Response - Efforts to minimize the toxic substances and
hazards created by a disaster microorganisms that cause sickness
4. Recovery - Returning the community to  Endemic disease - one that is always
normal present in a large part of the population
 Disaster risk - the potential loss in lives,  Epidemic disease - one affecting a
health status, livelihoods and various significant part of the population in
assets which are often challenging to which it is normally uncommon; has a
quantify; “the combination of the rapid growth or sudden rise in a
probability of an event and its negative particular region
consequences.”  Pandemic disease - an epidemic
a. Hazard - “a dangerous phenomenon, occurring worldwide, or over a very
substance, human activity or condition wide area, crossing international
that may cause loss of life, injury or boundaries and usually affecting a large
other health impacts, property damage, number of people
loss of livelihoods and services, social  Quarantine – “quaranta giorni” means
and economic disruption, or 40 days; began during the 14th century
environmental damage.” in an effort to protect coastal cities
b. Exposure - “people, property, systems, from plague epidemics. Ships arriving in
or other elements present in hazard Venice from infected ports were
zones that are thereby subject to required to sit at anchor for 40 days
potential losses.” before landing.
c. Vulnerability - “the characteristics and b. Geological Hazard - events that
circumstances of a community, system originated in solid ground count as
or asset that make it susceptible to the major precursor
damaging effects of a hazard.” c. Hydrometeorological Hazard -
 Extensive risk - risk associated with low- Involves phenomena that are of
severity, high frequency events, mainly
 atmospheric, hydrological or  Earthquake – shaking of the ground;
oceanographic in nature occur because of the pressure released
2. Human-Induced Hazards - sprouts from due to movement of earth’s plates
technological or industrial conditions 7 PRIMARY TECTONIC PLATES
which include infrastructure failures or  African, American, Eurasian, North
specific human activities American, Indo-Australian, Pacific, and
 Exposure - measured by the number of South American
people or types of assets in an area  Plate boundaries – the edges of the
 Sensitivity - also prevalent when we plates
talk about disaster risk  Mainshocks – strong earthquakes
 Adaptive Capacity - combination of the  Aftershocks - Occur at the same site of
assets present in a community; depend mainshocks and can last up to weeks or
on their access to and control over wide months depending on the size of
raging resources mainshock
 Vulnerability - comes in many types, EARTHQUAKE DEPENDS ON:
namely: a. Magnitude
a. Social vulnerability - situations such b. Distance from the epicenter
as lack of inclusion of women in c. composition of the soil
decision-making  Hypocenter - e location below the
b. Psychological vulnerability - trauma earth’s surface where the earthquake
of loss that may translate to an starts
unhealthy condition  Epicenter - location directly above the
c. Physical vulnerability - includes hypocenter
physical assets such as money and  Faults - fractures or discontinuity
houses created in the earth’s surface due to
EARTHQUAKE continuous movement of earth’s rocks
 Seismology - comes from the Greek 3 MAJOR TYPES OF FAULT
word “seismos” which means 1. Dip-slip fault – moves along the
earthquake; study of earthquakes and direction of the dip plane; involves
seismic waves that move through and downward movement on a sloping fault
around the earth as the fault’s two sides move apart
 Seismic Waves - Vibrations generated 2. Strike-slip fault – main movement of
by a sudden impulse in the earth such the blocks along this fault is horizontal;
as earthquakes involves sideways motion
A. Surface Waves - only travel through 3. Oblique slip fault – both dip-slip and
the earth’s crust and have lower strike-slip fault motion happen
frequency than body waves CLASSIFICATION OF EARTHQUAKES
1. Rayleigh wave - named for John  can be caused by natural forces or
William Strutt and Lord Rayleigh human activities
(1885); through rolling up like A. Natural Earthquakes
waves in oceans 1. Tectonic earthquake - caused by
2. Love wave - named after abrupt movement of earth along
Augustus Edward Love (1911); faults; most dangerous and
horizontal manner powerful kind of earthquakes
B. Body Waves - only travel in the 2. Plutonic earthquake - has a deep
earth’s interior; have higher focus, with depth of disturbance
frequency than surface waves. around 300 kilometer to 800 km
1. P-wave - Primary wave/ fastest 3. Volcanic earthquake - happens
kind of seismic waves; Pulling because of volcanic eruption. The
and pushing motion through intensity and magnitude of the
rocks earthquake depends on the power
2. S-wave - secondary wave/ the of the volcanic eruption
next wave we feel after the first  Magnitude - measures the energy
shaking of the ground; can only released by an earthquake and is
pass solids and do not travel assessed through seismograph;
directly to the earth’s surface measured using the Richter Scale,
named after Charles Richter who
developed it in 1935
  Intensity - Refers to the actual effects 6. Landslides - Because shaking of the
and damages made by an earthquake; ground , cliffs, and steep sloping areas
uses the 12-point Mercalli scale. tend to collapse, causing landslides
Magnitude Effects 7. Fire - Often follow after earthquake
2.5 or less Usually not felt, but can because of knocked down power lines
be recorded by the and broken gas lines
seismograph  Baguio - Philippines second most risk
2.5 – 5.4 Often felt, but only prone city and 7 th in whole Asia
causes minor damage
5.5 – 6.0 Slight damage to
buildings and other
structures.
6.1 – 6.9 May cause a lot of
damage in very
populated areas
7.0 – 7.9 Major earthquake.
Serious damage
8.0 or Great earthquake. Can
greater totally destroy
communities near the
epicenter.
SIGNS OF AN IMPENDING EARTHQUAKE
1. Animal behavior - They become
disturbed and very sensitive before an
earthquake hits.
2. Changes on atmospheric conditions -
Strange changes in color or glow of sky
(white, blue, and light orange) are said
to show that an earthquake is about to
hit.
3. Electromagnetic disturbance - There
are speculations that there is a
relationship between magnetic and
electrical charges in rock materials and
earthquakes
4. Boom sound - There are instances that
a trembling sound occurs before and
during earthquakes.
EARTHQUAKE RELATED HAZARD
1. Ground shaking – one of the most
common hazards of earthquakes; varies
depending on the topography, geologic
conditions, and bedrock type of an area
2. Liquefaction - process in which soft and
sandy soils can behave like a fluid; - the
soil particles no longer support all the
weight, and the groundwater pressure
begins to rise
3. Surface rupture - offset of the ground
surface when fault rupture extends the
earth’s surface
4. Tsunami - huge series of waves
generated by an earthquake; “harbor
waves”
5. Sinkholes - Natural shifts in the land can
cause sinkholes
CHEM 1. ELEMENTS- substances that can not
 Matter – made up of extremely be broken down into simpler
particles called atoms substance and contain only 1 type
 Atom - basic unit of matter and the of atom.
defining structure of elements; protons, 2. COMPOUNDS- substances that
neutrons, electrons made from 2 or more elements that
- came from the greek word are joined in fixed proportions.
“atomos” which means indivisible a. Iconic compounds - form
3 STATES OF MATTER through the electron transfer
1. Solid – particles are tightly packed; have (metal + non metal)
definite shape and volume b. Covalent compounds - form
2. Liquid - particles are tightly packed but through sharing of electrons
far enough apart to slide over one (non metal + non metal)
another; indefinite shape and definite SEPARATION TECHNIQUES
volume  those techniques that can be used to
3. Gas – particles are very far apart; separate two different states of matter
indefinite shape and volume 1. FILTRATION - used to separate
 Phase Change - process by which we heterogenous mixtures composed of
can change one state of matter into solids and liquids
another 2. DISTILLATION - used to separate
 Endothermic processes – need to homogenous mixtures (purification of
absorb heat to occur water)
a. Melting – solid to liquid 3. EVAPORATION - Can be used to
b. Vaporization – liquid to gas separate a solute from the solvent in a
c. Sublimation – solid to gas solution
 Exothermic processes – release energy 4. CRYSTALLIZATION - results in the
to occur formation of pure solid particles from a
a. Freezing – liquid to solid solution containing the dissolved
b. Condensation – gas to liquid substance
c. Deposition – gas to solid 5. CENTRIFUGATION - Process of
TYPES OF PHYSICAL PROPERTY OF MATTER separation of insoluble materials from a
1. Physical property – characteristics that liquid when normal filtration does not
don’t change the substance work well
- TYPES: solubility, density, mass, 6. CHROMATOGRAPHY - Separates
weight, volume, color, malleable components of a mixture based on
2. Chemical property – characteristics that ability of each component to be drawn
change the substance across the surface of another material.
- Flammable, explosive, corrosive 7. DECANTATION - Used to separate
 Macroscopic level - includes anything particulates from a solid by allowing
seen with our naked eye solids to settle to the bottom of the
 Microscopic level - includes atoms and mixture
molecules. Things that not seen with LESSON 2: MEASUREMENTS
our naked eye  Measurements – important in
3. Extensive property – depends on conducting experiments, recording data
sample size & observations, & making conclusions
4. Intensive property – does not depend  Precision - Refers to how close each
on the quantity of matter measurement is to one another
WAYS ON CLASSIFYING MATTER  Accuracy - Refers to the closeness of
 Mixtures - 2 or more substances that the average value to the actual/true
are mixed together but not chemically value
combined  Significant figures - Consist of all the
1. HETEROGENOUS MIXTURE- mixture digits known with certainty plus 1 more
that does not appear to be the same. digit that is certain or estimated
2. HOMOGENOUS MIXTURE- mixture that RULES IN EVALUATING SIGNIFICANT FIGURES
appears to be the same throughout 1. Non Zero Digits – all non zero digits are
 Pure substances - matter that always significant
has the exact same composition and 2. Captive Zeros – zeros between non zero
definite properties digits are significant
3. Leading Zeros – zeros to the left of the
first non zero are not significant
4. Trailing Zeros – zeros at the end of a
number and to the right of a decimal
point are significant
5. Final Zeros – zeros at the end of a
number that lies to the left of an
understood decimal point may or may
not be significant
 Density measurement - one of the
common measurements done in the
laboratory; involves getting mass,
volume & temperature
a. Mass - quantity of matter in the
object; determined by weighing the
object,
using balance
b. Volume - amount of space occupied
by a substance
c. Temperature - how hot or cold the
object is; commonly marked either
by degree Celcius or degree
Fahrenheit
 Density - ratio of the mass of an object
to the volume it occupies
- Density = mass/volume
READ-WRI used to get just a simple piece of
 Reading - comes from the Latin word information
“Legere” meaning “gathering up” or 3. Reading for detail - reading in a text
“collecting” with the intent to get the meaning
- cognitive process of decoding out of every word
symbols to derive meaning from a 4. Extensive reading - reading long
text; interaction between the text pieces of texts, although you may
and the reader read in detail through some parts
*In order to read, we must understand and skim through others
- the meaning of the letters or LITERARY GENRE
symbols of writing (ie. the English  Genre - broad term that translates from
alphabet) the French to mean 'kind' or 'type’;
- individual words refers to any works that share certain
- their meaning in connected speech characteristics
- their meaning in discourse 4 MAJOR GENRES OF LITERATURE
 Reading comprehension – main A. Poetry - conveys a thought, describes a
purpose of reading scene or tells a story in a concentrated,
 Comprehension – according to RAND lyrical arrangement of words
Reading Study Group (RRSG) it is the  Stanza – a verse that is the basic
process of simultaneously extracting building block of a poem; grouping of
and constructing meaning through lines related to the same thought or
interaction and involvement with topic, similar to a paragraph in prose
written language TYPES OF STANZA
ELEMENTS OF READING 1. Monostich – one-line stanza
1. Mental faculties 2. Couplet – two lines that rhyme
2. Background knowledge 3. Tercet – three lines; all rhyme or ABA
3. Skills pattern
4. Experiences  Terza rima - poem made up of tercets
THEORIES and concludes with a couplet
1. Bottom Up Theory – text-based; 4. Quatrain – four lines; 2nd and 4th
reading takes place when the text is rhyming
seen by the reader and the words in the 5. Quintain – five lines
printed text signals the processing in 6. Sestet – six lines
the brain 7. Septet – seven lines; “rhyme royal”
2. Top-Down Theory – knowledge-based; 8. Octave – eight lines in iambic
background knowledge (schema) pentameter
initiates the reading process when the 9. Isometric stanza – same syllabic beats
brain recognizes the symbols (words, or meter in every line
phrases, sentences, figures, and 10. Heterometric stanza – every line is a
pictures) on the printed text different length
3. Interactive Theory - reading process 11. Spenserian stanza – Edward Spenser’s
may be initiated by either the text or “The Faeri Queene”; nine lines, eight in
the reader iambic pentameter, final line in iambic
 Schemata – when activated, we are hexameter
able to recognize what we read or hear 12. Ballad stanza – rhyming quatrain
because it fits into the patterns of what 15 TYPES OF POETIC FORMS
we already know 1. Blank verse – written with a precise
COMMON STRATEGIES FOR READING meter that does not rhyme
 Subskills – different ways of reading; a 2. Rhymed poetry – rhyme, although
skill that is a part of a main skill scheme varies
1. Skimming - reading through a text 3. Free verse – lacks consistent rhyme
to get the gist of it, or to learn scheme, metrical pattern, or musical
about the overall idea; “gist form
reading” 4. Epic – narrative work of poetry;
2. Scanning - reading through a text adventures of characters
for specific information; involves 5. Narrative poetry – tells a story
getting the reader’s eyes to quickly 6. Haiku – three-line poetic form from
scuttle across a sentence and is Japan; 5-7-5 syllables
7. Pastoral poetry - concerns the natural adulthood; “a novel of education” or “a
world, rural life, and landscapes novel of formation.”
8. Sonnet – 14-line poem typically about 9. Speculative fiction - super genre that
love encompasses several different types of
9. Elegies – reflects upon death or loss fiction, from science fiction to fantasy to
10. Ode - tribute to its subject, although the dystopian; take place in a world
subject needs not to be dead different from our own
11. Limerick - five-line poem, single stanza, 10. Science fiction - speculative stories with
AABBA rhyme scheme; subject is a imagined elements that don’t exist in
short, pithy tale or description the real world.
12. Lyric poetry – concerns feelings and 11. Fantasy - speculative fiction stories with
emotion; epic and dramatic imaginary characters set in imaginary
13. Ballad - form of narrative verse that can universes; inspired by mythology and
be either poetic or musical; rhymed folklore and often include elements of
quatrains magic
14. Soliloquy - monologue in which a 12. Dystopian - genre of science fiction; set
character speaks to him or herself, in societies viewed as worse than the
expressing inner thoughts that an one in which we live
audience might not otherwise know 13. Magical Realism - depict the world
15. Villanelle - A nineteen-line poem truthfully, plus add magical elements
consisting of five tercets and a quatrain, 14. Realist Literature - set in a time and
with a highly specified internal rhyme place that could happen in the real
scheme; describe obsessions and other world; depict real people, places, and
intense subject matters stories to be as truthful as possible
B. Fiction - story that comes from a C. Drama - type of literature that is written
writer’s imagination, as opposed to one to be performed in front of an
based strictly on fact or a true story; audience; written in the form of a
short story, novella, or novel script, and the story is told through the
14 MAIN LITERARY GENRES OF FICTION lines of the characters played by actors
1. Literary Fiction - works with artistic TYPES OF DRAMA
value and literary merit; typically 1. Comedy - written to be entertaining or
character-driven, as opposed to plot- amusing for the audience
driven, and follow a character’s inner 2. Tragedy - described as serious and
story often includes a catastrophic ending
2. Mystery - detective fiction; follow a 3. Farce - subcategory of comedy; include
detective solving a case from start to ridiculous and slapstick comedic
finish situations to create humor for the
3. Thriller - dark, mysterious, and audience
suspenseful plot-driven stories 4. Melodrama - everything is
4. Horror - meant to scare, startle, shock, hyperbolized; originally referred to
and even repulse readers; focusing on dramas that included accompanying
themes of death, demons, evil spirits, music, now refer to plays that include
and the afterlife highly emotional situations to play on
5. Historical – takes place in the past; the feelings of the audience
transport readers to another time and 5. Musical Drama - plays in which
place—which can be real, imagined, or characters engage in dialogue but also
a combination of both include scenes in which the passion of
6. Romance - centers around love stories the character is so great he expresses
between two people; lighthearted, himself in song
optimistic, and have an emotionally 6. Tragicomedy - may be sad but will have
satisfying ending a happy ending, or it may be serious
7. Western - tell the stories of cowboys, with some elements of humor emerging
settlers, and outlaws exploring the throughout the whole play
western frontier and taming the D. Creative Nonfiction - deals with REAL
American Old West people, places, and events; must
8. Bildungsroman - stories about a include:
character growing psychologically and 1. Facts - No part of the story can be
morally from their youth into made up or fabricated.
 2. Extensive research - Both primary 4. Informativity – the quantity of new or
and secondary sources should be expected information in the text.
used throughout the research 5. Acceptability – how factual the pieces
process; for most accurate narrative of information are. Is the text
possible recognized?
3. Reporting - The writer should use 6. Situationality – the socio-cultural
said research to accurately appropriateness of the text.
document events or personal 7. Intertextuality – the connection of the
experiences. succeeding discourse to the previous
4. Personal experiences or opinions – one
can help create a more complete  Discourse - use of words to exchange
picture thoughts and ideas in an orderly and
5. Exposition or explanations - The organized manner
topic or experience(s) presented - an extended expression of thoughts
should be explained to the reader or ideas in the form of utterance,
ELEMENTS talk, speech, discussion, and
1. Storytelling / narration - should be told conversation
like a story, meaning that inciting TEXT DISCOURSE
incidents, goals, challenges, turning made up of sentences use of such sentences
points, and resolutions are present Made-up of sentences Made-up of sentences
2. Characters - Every creative nonfiction having property of having the property of
piece should have a main “character,” grammatical cohesion coherence
even though they must be real and Text analysis deals Discourse analysis
accurately presented. with cohesion investigates coherence
3. Setting/Scene development - should be Cohesion deals with Coherence deals with
brought to life with vivid descriptions the unity of ideas in a the sticking
and scenes filled with action and phrase or sentences togetherness of ideas
dialogue. in the sentences and
4. Plot structure - should have a plot, with paragraphs using
key events that make up the story cohesive devices
5. Figurative language - Figures of speech, Text is defined in Discourse is viewed as
such as similes or metaphors, can be terms of its being as a process
used to create an interesting work of physical product
creative nonfiction. Meaning is not found Meaning is derived
6. Imagery - essential to bring important in text through the reader’s
scenes alive for the readers interaction with the
7. Point of view - affects the entire text
storytelling process FORMS OF DISCOURSE
8. Dialogue - can really help the narrative 1. To inform readers what they should
and develop scenes. Rather than know about a given topic or subject by
reporting with “he said/she said”, providing descriptive and
including scenes with dialogue helps to comprehensive detail
place the reader directly in the scene 2. To persuade readers to accept a claim
9. Theme - should have a theme or central of fact, a certain point of view, or
idea that ties the whole work together; proposed solution to a problem
considered the main “message” of the 3. To entertain readers by providing a
work. source of amusement
 Text – presented in print form; original 4. To create more discourse by
words of a piece of writing or a speech encouraging and engaging readers to
CHARACTERISTICS OF A TEXT participate in the discussion
1. Cohesion – the connection of ideas at GENERAL MODES OF DISCOURSE
the sentence level. The parts are 1. Narration, or narrative discourse - used
connected. to tell a story or series of events, often
2. Coherence – the connection of ideas at in chronological order, and is generally
the paragraph level. The overall text has applied in fiction and non-fiction writing
meaning. 2. Description, or descriptive discourse -
3. Intentionality – dwells into the purpose used to describe a given subject by
and attitude of the author/writer. relating to the five senses so readers
 are able to visualize in their minds what 2. Scanning - looking for specific
that subject looks, sounds, feels, tastes, information and especially useful when
and smells like doing research
3. Exposition, or discourse exposition - 3. Skimming - looking for the main point
used to inform the readers about the of the reading and identifying the ideas
topic of discussion and is often done that develop it. Physically moving your
objectively as much as possible eyes rapidly along the page and tracing
4. Argumentation, or argumentative your finger along the lines of the text to
exposition - used to convince readers to speed up your reading
accept the writer’s claim, opinion, or 4. Contextualizing - Placing a text in its
solution by using evidence that historical, biographical, and cultural
reasonably supports it contexts
FACTORS IN ANALYZING DISCOURSE 5. Questioning to understand and
1. Culture the author had grown up in - remember - These questions are
everything from the beliefs, customs, designed to help readers understand a
and attitudes they had been taught - reading and respond to it more
that likely contributed to their biases 6. Comparing and contrasting - Exploring
2. Social environment the author had likeness and differences between texts
been involved in at the time of writing to understand better
that have influenced the perspective 7. Outlining - reveals the basic structure of
they were writing from the text; serves as the backbone or
3. Personal experiences of the author skeletal framework of the text showing
themselves – because human beings the flow of ideas in the text
experiences things differently an 8. Summarizing - recomposes the text to
author’s personal take on things might form a new text; putting ideas again- in
affect his/her interpretation of thing your own words and in a condensed
 Literary discourse - Generally concerns form
itself with the field of creative fiction 9. Evaluating an argument - Testing the
and nonfiction writing, whose texts are logic of a text as well as its credibility
often the subject of interpretation and and emotional impact
analysis a. Claim - asserts a conclusion- an
 Academic discourse - requires a idea, an opinion, a judgment, or a
different set of standards particular to POV
the fields of scholarly learning and b. Support - includes reasons (shared
higher education; use of formal beliefs, assumptions, and values)
language, citing facts and evidence as and evidence (facts, examples,
points of discussion, and the use of statistics, and authorities)
vocabulary and writing mechanics 10. Reflecting on challenges to your beliefs
expected in a particular field of study and values - Examining your personal
TYPES OF LITERARY DISCOURSE responses. The reading that you do
1. Poetic discourse - focuses on using might challenge your attitudes, your
language to form themes and convey unconsciously held beliefs, or your
ideas, while stringing together carefully positions on current issues
selected words in appealing patterns  Context clues - words, phrases, and
2. Expressive discourse - uses the sentences that surround an unfamiliar
personal narrative of the writer to word and help you recognize the
explain their point of view; also referred meaning of an unknown word
to as creative nonfiction COMMON TYPES OF CONTEXT CLUES
3. Transaction discourse - meant to direct 1. Synonyms - used when the text has
is readers to achieve something or to do words or phrases that are similar in
something properly, the latter of which meaning to the unknown word
often includes a detailed list of 2. Antonyms - words that reveal the
instructions on how opposite meaning in relation to the
CRITICAL READING STRATEGIES unknown word
1. Preview - Learning about a text before 3. Examples - specific details in a text that
reading it; Enables readers to get a are used to clarify the meaning of a
sense of what the text is about and how word
it is organized before reading it closely
4. Definition - usually signaled by a form
of the verb to be (am, is, are, was,
were) or by commas or dashes
5. Explanation - words or phrases that
explain the unfamiliar word's meaning
6. Situations - word used helps in
determining the meaning of the word
 Denotation - basic, precise, literal
meaning of the word that can be found
in the dictionary
 Connotation - positive, negative, or
neutral feelings, attitudes, ideas, or
associations with a word
 Text as a connected discourse - means
that all ideas in the text must be related
in the sense that they would express
only one main idea, or that the text
must have unity by combining all ideas
to emphasize central idea
PE b. Feathered shuttle - The length of
 Badminton – called battledore; played the feather is 62 mm to 70 mm
by two players who hit a feathered 3. Court - is 20 ft. wide, while the singles
shuttlecock back and forth with tiny court is 17ft wide.
rackets a. Back court - also called the rear
HISTORY OF BADMINTON court.
 During 18 Century, a game called b. Baseline - also called back line.
"Poona" was played in India. In the c. Long service line - in singles, the
1860s, it was adopted by British Army back boundary line. In doubles, the
officers stationed in India. The officers line is 2 ½ ft inside the back
took the game back to England, where boundary line.
it became a success at a party given by d. Mid court - the middle of the court
the Duke of Beaufort in 1873 at his from the short service line to the
estate called "Badminton" in back third, a distance of around 7 ½
Gloucestershire. ft.
 In 1934, the International Badminton e. Service court - area into which the
Federation was formed, with the initial service must be declined.
members including England, Wales, f. Short service line - the line 6 ½ ft
Ireland, Scotland, Denmark, Holland, from and parallel to the net.
Canada, New Zealand, and France. 4. Posts - should stand 1.55m (5ft. 1 in.) in
 In 1936, India joined as an affiliate. height from the surface of the court.
 In 1948, the first major IBF tournament 5. Net - The height of the net from the
was the Thomas Cup. floor is 1.524 (5ft.) in the center and
 In 1992, badminton became an Olympic 1.55 (5 ft. in.) at the post.
sport that introduced singles and BADMINTON TERMINOLOGIES, RULES, AND
doubles disciplines in Barcelona, Spain. REGULATIONS
 In 1966, Atlanta included badminton as 1. Alley – the extension of the court by 1
the only mixed doubles event in all ½ ft. on both sides for doubles play.
Olympic sports. 2. Back Alley – the area between the back
FACILITIES AND EQUIPMENT USED boundary line and the long service line
1. Racket - a sports equipment piece with for doubles
a handled frame, an open hoop, and a 3. Backcourt – the back third of the court,
network of strings stretched tightly; in the area of the back boundary lines.
used to strike a shuttlecock in a 4. Balk (Feint) – any deceptive movement
badminton match that disconcerts an opponent before or
a. Stringed area - the netted area of during the service.
the racket intended to hit the 5. Baseline – the back boundary line at
shuttlecock. each end of the court, parallel to the
b. Head - holds the string to form the net.
string bed. 6. Carry – an illegal tactic, also called a
c. Throat - (optional part) It is the ‘T’ sling or a throw, in which the shuttle is
shape portion between the shaft caught and held on the racquet and
and head that supports the base of then slung during the execution of a
the head. stroke.
d. Shaft - connects the handle to the 7. Center or Base Position – the location
head. in the center of the court to which a
e. Handle/ grip - the part where the singles player tries to return after each
player holds the racket. shot.
f. Butt cup - end portion of a 8. Center Line – a line perpendicular to
badminton racket. the net that separates the left and right
2. Shuttlecock - shall be made of natural service courts.
and/or synthetic materials; have 16 9. Clear – a shot hit deep to the
feathers fixed in the base; length of the opponent's back boundary line. The
feather is 62 mm to 70 mm. It weighs high clear is a defensive shot, while the
4.74-5.50g. flatter attacking clear is used
a. Cork - Its diameter is around 25mm- offensively.
28mm. 10. Court – the area of play, as defined by
the outer boundary lines.
 11. Drive – a fast and low shot that makes a that side every time they have an even
horizontal flight over the net. number of points. A player serves from
12. Drop – a shot hit softly and with finesse the left every time they have an odd
to fall rapidly. And close to the net on number of points.
the opponent's side.  In doubles, the server will start on the
13. Fault – a violation of the playing rules, right-hand side and keep serving while
either in serving, receiving, or during alternating sides with their team-mate,
play. so long as they keep winning points.
14. Flick – a quick wrist and forearm 2. Scoring System
rotation that surprises an opponent by  The opposing team shall play the best
changing an apparently soft shot into a of three games.
faster passing one; used primarily on  The serving side can add a point to its
the service and at the net. score.
15. Forecourt – the front third of the court,  At 20 all, the side that gains a 2-point
between the net and the short service lead first wins that game.
line.  At 29 all, the side scoring the 30th point
16. Half-Court Shot – a shot hit low and to wins that game.
midcourt, used effectively in doubles  The side winning a game serves first in
against the up-and-back formation. the next game.
17. Kill – a fast downward shot that cannot 3. Interval and Change of Ends
be returned; a "put away."  Players shall change ends:
18. Let – a legitimate cessation of play a. at the end of the first game.
allow a rally to be played. b. prior to the beginning of the third
19. Match – a series of games to determine game, if there’s any.
a winner. c. When the leading score reaches 11
20. Midcourt – the middle third of the points, players have a 60-second
court, halfway between the net and the interval. A 2-minute interval
back boundary line. between each game is allowed.
21. Net Shot – a shot hit from the forecourt  In the third game, players change ends
that just clears the net and then falls when the leading score reaches 11
rapidly. points
22. Push Shot – a gentle shot played by 4. Singles
pushing the shuttle with little wrist  At the beginning of the game (0-0) and
motion, usually from the net or when the server’s score is even, the
midcourt to the opponent's midcourt. server serves from the right service
23. Racquet (Racket) – an instrument used court. When the server’s score is odd,
by the player to hit the shuttlecock. the server serves from the left service
24. Rally – the exchange of shots while the court.
shuttle is in play.  If the server wins a rally, the server
25. Serve (Service) – a stroke used to put scores a point and then serves again
the shuttlecock into play at the start of from the alternate service court.
a rally.  If the receiver wins a rally, the receiver
26. Service Court – it's an area into which scores a point and becomes the new
the service must be delivered, differs server. They serve from the appropriate
for singles and doubles play. service court – left if their score is odd
27. Shuttlecock (Shuttle) – the official name and right if it is even.
for the object that the players must hit. 5. Doubles
28. Smash – a hard-hit overhead shot that  A side has only one ‘set’.
forces the shuttle sharply downward.  The service passes consecutively to the
Badminton's primary attacking stroke. players as shown in the diagram.
RULES AND REGULATIONS  If the serving side wins a rally, the
 The Laws of Badminton and serving side scores a point and the
Competition Regulations in the BWF same server serves again from the
Statutes provide detail on every aspect alternate service court.
of the game of badminton.  If the receiving side wins a rally, the
1. Serving receiving side scores a point. The
 In singles, the server starts from the receiving side becomes the new serving
right service court and will serve from side.
 The players do not change their
respective service courts until they win
a point when their side is serving.


PERDEV Biology, Physics, and Calculus, among
 Lipa Business Institute – founded in July others.
1947 3. Accountancy, Business, and
 B. Morada Avenue, Lipa City – rented Management (ABM) - focuses on the
buildings where classes were held basics of Marketing, Entrepreneurship,
 65 Students - initially enrolled in Accounting, and Finance. Students who
Secondary Course choose this strand will be equipped
 School Year 1948-1949 - administrators with knowledge on how to design
decided to acquire a bigger building not Business Plans and how to go through
far from its former site business-financing.
- paved the way for the complete 4. Humanities and Social Sciences
Secondary Course and Collegiate (HUMSS) - provides a college pathway
Courses such as Liberal Arts, Junior for students whose interests are on the
Normal Education, Commerce and Arts, Humanities, and other Social
One – Year Secretarial Course Science courses. Its specialized subjects
 Ms. Glecy B. Mojares – wife of Mr. include Creative Writing; Word Religion
Carlos R. Mojares who is now the new and Belief Systems; and Trends,
president Networks, and Critical Thinking among
 Ms. Marjorie M. Abiera and Ms. others.
Beverly M. Mendoza – daughters of 2 PROGRAMS FROM TECHNICAL VOCATIONAL
Mr. and Mrs. Mojares TRACKS
 School Year 2009-2010 - the institution 1. Home Economics (HE) - focuses on the
was authorized to offer a bachelor following areas: Bread and Pastry
degree in Computer Engineering Production, Cookery, Food and
 2011-2012 - began offering pre – school Beverages, Front Office Services,
and elementary education through Housekeeping, Tour-guiding,
Silvercrest School Bartending, Commercial Cooking, and
 2015 - LCC Silvercrest Senior High Events Management.
School department was established in 2. Information and Communications
compliance with the Basic Education Technology
Act of 2013 (R.A. 10533). (ICT) - focuses on specialized subjects
 Basic Education Act of 2013 (RA 10533) that include Computer Programming,
- expands the basic education system by Technical Drafting and Illustration,
adding 2 years of Senior High School among others.
consisting of Grades 11 and 12 THE OFFICIAL SEAL
 Senior High School - in alignment with  exclusively intended to portray and
the College Readiness Standards by the represent the spirit, message, and
Commission on Higher Education viewpoint of schools to the entire
(CHED) and the 21st century skills which educational community; make the
include: Information, Media and educational institution recognizable and
Technology skills, Learning and communicate the education-related
Innovation skills, Effective services to students while conveying
Communication skills, and Life and the true identity of the school
Career skills THE LCC SEAL
4 ACADEMIC TRACKS 1. Equilateral Triangle – stands for equal
1. General Academic Strand (GAS) - perfection of human person and the 3
designed to provide students with a core values a learner must possess with
pathway to college particularly for his education at LCC
those whose interests are not aligned 2. Core Values
with the other tracks / strands.  Leadership - Dedicated in developing
2. Science, Technology, Engineering, and future leaders of our country, we
Mathematics (STEM) - provides a strongly value INTEGRITY, RESPECT and
college pathway for students whose SOCIAL RESPONSIBILITY
interests are on applied sciences  Competence - Driven by EXCELLENCE,
namely on the fields of engineering, we always aim for continuous
health, and computer technology. Its IMPROVEMENT and INNOVATION
specialized subjects include Chemistry,  Commitment - Together, we proactively
and passionately deliver QUALITY
 education and services, exercise 2. Mr. Aldwin R. Jose, RPm, MA –
DEPENDABILITY, and maintain a lasting Director, Marketing, Linkages & Career
RELATIONSHIP OF TRUST Placement
3. Torch with Flame – the vision of LCC 3. Dr. Lolita M. Amargo – Director,
education to provide enlightenment to Community Extension
all the students. 4. Ms. Gilyn C. Quinto, Rpsy – Human
4. Book – represents academic excellence Resource Development Officer
5. Gray – the color represents a positive FINANCE AND INTERNAL AFFAIRS
attitude, believing that learners will be a 1. Ms. Angeles M. Dimatatac, MBA –
dynamic leader of society. Head, Accounting Office
6. Laurels – represents excellence and 2. Ms. Vangeline B. Bitang – Purchasing
quality of education as demonstrated Officer
by the rich achievements of the STUDENT AFFAIRS & SERVICES
institution in over a period of its 1. Ms. Cristel A. Panaligan – Director,
existence. Culture and Sports Activities and
7. White Tassel/Cord – represents Involvement Program
recognition of achievement, honor and 2. Mr. Aldwin R. Jose, RPm, MA –
purity. Director, Student Services and
8. Two (2) Dots – signify the holistic Scholarships
balance of learners, cultivating 3. Ms. Cleofas A. Khoo, RGC, MSGC –
knowledge, skills and values needed to Director, Admissions, Guidance, and
be responsible and competent Counseling
individuals 4. Dr. Edna C. Sanchez – Dean, College of
THE LCC SILVERCREST SEAL Criminology / Prefect of Discipline
1. Three Stars – the 3 core values a 5. Dr. Lolita M. Amargo – Director, Alumni
Silvercrester must possess. Affairs
2. Torch w/ Flame – light of knowledge CAMPUS FACILITY SERVICES
which dispels the darkness of ignorance 1. Ms. Mary Jane B. Manalo – Building
to achieve the victory in global and Facilities Administrator
education 2. Mr. Alan M. Espiritu – Safety and
3. Book – knowledge and learning Security Offices
competencies a Silvercrester will ACADEMIC AFFAIRS
develop and gain. 1. Dr. Dina Catalina C. Dayon - Vice
4. Yellow – signifies the wealth, believing President for Academic Affairs /
that every learner is considered a gift Chairperson Academic Council /Dean of
from God Graduate School
5. Laurels – represents success and BASIC EDUCATION DIVISION (LCC SILVERCREST)
achievement. 2. Ms. Ashly Marie B. Revillosa, MAED –
LCC ORGANIZATION Prinicpal, Pre and Grade School
BOARD OF TRUSTEES 3. Ms. Rosalinda B. Mercado, MAEd –
1. Glecy B. Mojares – President / Principal, Junior High School
Chairperson 4. Mr. Eric S. Masupil – Principal, Senior
2. Beverly M. Mendoza – Board High School
Secretary / Vice President for Student 5. Mr. Lino P. Balantac, MAEd – Assistant
External Affairs Principal, Senior High School
3. Dr. Marjorie M. Abiera – Member / HIGHER EDUCATION DIVISION
Vice President for Finance and Internal 1. Mr. Kristoffer Alain C. Sarmiento, MBA
Affairs – Dean, College of Computer Studies /
4. Dr. Joe Vincent J. Abiera – Member / Director, TVET Program
Vice President for Administration and 2. Dr. Linda E. Platero – Dean, College of
Corporate Affairs Education and Liberal Arts
5. Patrick D. Mendoza – Member / Vice 3. Dr. Edna C. Sanchez – Dean, College of
President for Campus Facility Services Criminology
ADMINISTRATION AND CORPORATE AFFAIRS 4. Mr. Lavinia T. Malabuyoc, MAN –
1. Mr. Enrique A. Guavez – MIS Dean, College of Nursing
Administrator 5. Ms. Lara Melissa I. Julian, CHP, MIHM –
Dean, College of International Tourism
and Hospitality Management
 6. Ms. Rosalie E. Balhag, CPA – Dean, 19. Ma. Saira T. Soriano – STEM 12 St.
College of Business Education and Theodore
Accountancy PART-TIME FACULTY MEMBERS
7. Engr. Jerwin L. Olarte – Dean, College 1. Lino P. Balantac
of Computer Engineering 2. Dante S. Banog
8. Ms. April D. Acielo – Director, Research 3. Elricko L. Colendra
and Development 4. Veejay C. Dalisay
ACADEMIC SUPPORT 5. Marvin P. Panganiban
1. Ms. Mariciel M. Yapbuan, MBA –  Self or Personal Identity- is how we
College Registar regard ourselves and the way we and
2. Dr. Marebel U. Dela Cruz, RL, MALS – others relate to or behave toward one
Chief Librarian another; middle of awareness,
3. Dr. Jeanette Rosales, MD – School emotional needs, and desires, in
Physician phrases of which we replicate and act
SENIOR HIGH SCHOO; OFFICERS, FACULTY, upon our social circumstances
AND STAFF  Self-concept - trendy period used to
1. Mr. Eric S. Masupil, MAEd – Principal consult how a person thinks
2. Mr. Lino P. Balantac, MAEd – Assistant approximately, evaluates, or perceives
Principal themselves
3. Mary Ann D. Aradanas – Office  Baumeister (1999) - presents the
Assistant subsequent self-idea definition
STRAND COORDINATORS  Self-idea - “The individual’s notion
1. Ms. Joan Natividad – ABM & GAS approximately himself or herself, along
2. Ms. Kriselyn O. Acosta – HUMSS with the person's attributes and who
3. Ms. Mary Grace B. Andaya – HE & ICT and what the self is”.
4. Ms. Kysia G. Perono – STEM  LEWIS (1990) - shows that the
FULL-TIME FACULTY MEMBERS improvement of an idea of self has
1. Kriselyn O. Acosta – HUMSS 12 St. aspects
MAcarius  Kuhn (1960) - examined self-image
2. Cherry Lee M. Africa – ABM 11 St. using the twenty statements test
Alexis  Personality traits - disposition to
3. Christian Jude O. Agravante – STEM 11 behave consistently in a particular way,
St. Agnes while personality is a broader term that
4. Mary Grace B Andaya – HE 12 St. Felix comprises traits, motives, thoughts,
5. John Arvin L. Bonos – GAS/ICT 11 St. self-concept, and feelings
Timothy; GAS/ICT 12 St. Joseph  Johari Window - framework for
6. Agnes M. Capis – STEM 11 St. Irene understanding conscious and
7. Rhona F. Gonzales – HUMSS 11 St. unconscious prejudices and helps to
Leonard improve self-awareness and
8. Glydel D. Lalunio – STEM 11 St. understanding of others; creation of
Christopher two psychologists, Joseph Raft and
9. Gellie V. Lasana – STEM 12 St. Harrington Ingham
Magdalene FOUR AREAS OF UNDERSTANDING
10. Gilbert B. Lucero – HUMSS 11 St. 1. Open Area - Anything you know about
Irenaeus yourself and are willing to share with
11. Joan C. Natividad – ABM 12 St. Regina others
12. Karl Louie G. Olave – STEM 12 – St. 2. Blind Area - Anything you do not know
Cecilia about yourself, but that others have
13. Lerie Jean S. Paet – ABM 11 St. become aware of
Celestine 3. Hidden Area - Anything you know about
14. Kysia G. Perono – STEM 12 St. Blaise yourself and are not willing to share
15. Christian Janiero R. Punzalan – ABM 12 with others
St. Laura 4. Unknown Area - Any aspect unknown
16. Nardito C. Quinones, Jr. – STEM 12 St. to you or anyone else
Isidore THE UNIQUE SELF
17. Michelle B. Rago – HE 11 St. Catherine 1. Characteristics- This refers to unique
18. Froilan D. Salonga – STEM 11 St. features or qualities typically describing
Matthias
 you as an adult including your 1. Sensorimotor stage: birth to 2 years;
developmental changes During at this age child does not have
2. Habits- This refer to special or unique any mental images if it cannot see
activities that you find yourself anything therefore it does not exist
interested and for some it is quite 2. Preoperational stage: 2 to 7 years; In
difficult to do this stage the child has made some
3. Experiences- This refers to significant progress detaching themselves to real-
experiences that contributed to yourself world mostly they are imaginative.
and had impact in your life that change 3. Concrete operational stage: 7 to 11
your beliefs to become a better years; This stage child manifests logical
individual thinking; considered a major turning
 Whole person development - a point in the child's cognitive
progressive process through which the development because it marks the
intellectual, physical, professional, beginning of logical or operational
psychological, social, and spiritual thought
capacities of an individual can be 4. Formal operational stage: ages 12 and
holistically enhanced up; This stage sees emergence of
 Capacity - refers to three areas scientific thinking, formulating abstract
including attitude, performance, and theories and hypotheses when faced
potential with a problem
 Attitude - degree of concern  Social and Emotional development -
 Performance and potential - level of during middle and late Adolescence are
practice and competence intertwined. As adolescents connect
 Physiological development - defined as with others, they bring with them
encompassing a broad range of emotions that may affect the people
biological Page 7 5 systems and they connect with
associated biochemical and hormonal  Spiritual development - can mean
processes. many things to the person that affects
 Prof. Tanner – a child development values, beliefs, and traditions especially
expert who was able to identify stages with their faith; raises awareness to
of puberty strengthen our faith and nurture our
 Tanner stages - a guide to physical spiritual nature.
development although each person has
different puberty timetable

SIGNS AND SYMPTOMS OF PUBERTY

 Acne - caused by the build-up of oils on
the skin and clogging of pores caused by
changing hormones
 Body odor - During puberty, larger
sweat glands grow which makes body
more prone to body odor
 Mood changes - usually happens to girls
due to hormonal changes and several
causes like physical changes, friends
and school might be some reason
 Cognitive development - refers to the
ability to think and reasoning. It is the
development of knowledge, skills,
problem solving and dispositions, which
help children to think about and
understand the world around them
which also include Brain development
 Jean Piaget’s Theory of Cognitive
development - uggest that intelligence
changes as the children grows
PIAGET'S THEORY OF COGNITIVE
DEVELOPMENT