Journal articles on the topic 'Maranao language'

One of the most significant local languages in Mindanao is the Maranao language. It has been featured in popular literary masterpieces of Mindaonaon and played an important part in its culture and history. Using a semi-structured interview guide, the researcher explored the existence of Filipino words in the Maranao language as well as comparing both languages in terms of structure and meaning through the interview conducted with three Maranao native language speakers. The objective of this study is to provide an example of the Maranao language’s overall lexicographic components, patterns and meanings. Results revealed that nouns, adverbs, adjectives, and verbs make up the majority of the researcher’s established Maranao terms collected during this examination. Additionally, “hard consonants” are aspirated in Maranao syllables, which enhance the sound of the vowels that follow. When it comes to words that are used in counting, the Maranao language, like all other languages, makes use of the technique of adding new words to the root words, which alters the meaning of the word and creates a different quantity or way of counting. In addition, words are stressed but in a way that creates a down step accent rather than a stress accent. Additional encouragements for writers, students, professors, and other language experts are required in order to use Maranao as a medium in education, literatures, publications, research, and many other sectors.

Aspirated obstruents are rare in Austronesian languages, one exception being the southern Philippine language Maranao, as reported by Lobel and Riwarung [Oceanic Linguist. 48, 403–438 (2009)]. In Maranao, aspirated consonants occur as a reflex of a cluster of a former voiced stop and a homorganic obstruent (*bp > p’, *dt > t’, *ds > s’, *gk> k ’). The most obvious correlate to non-Maranao speakers is a dramatic raising of the following vowel, which also occurs after voiced obstruents, but not after historic single voiceless obstruents—e.g., /təkaw/ [təkaw] ‘startled’ (earlier *təkaw) vs. /tək’aw/ [təkʰɣw] ‘thief’ (earlier *təɡkaw) However, native Maranao speakers regard the raising as a property of the consonants, not the vowels. We examined the correlates of the apparent aspiration. The vowel raising is realized robustly and consistently, with some overlap in F1/F2 space among contrastive vowels. However, aspirated and unaspirated stops also show differences in VOT and in measures of breathiness of the following vowel, albeit with somewhat less consistency. Differences between /s/ and /s’/ were not evident except for realizations of following vowels. We explore the role of pharyngeal expansion due to voicing in the development of these Maranao segmental realizations.

This paper describes the grammar of Mëranaw (ISO 639-3: mrw). Mëranaw, or more commonly known as Maranao, is a Philippine language prevalently spoken in almost all parts of Lanao del Sur province and in some areas in Lanao del Norte, Maguindanao, and North Cotabato. The primary goal of this study is to provide a grammar of the Mëranaw language that entails linguistic features of the language covering its morphological features. The participants of this study were the three identified professional and native speakers living in Marawi City. The elicited materials consist of the 615-word list and 775-sentence list from UP Department of Linguistics were transcribed and analyzed using the Basic Linguistic Theory. It was found that morphologically speaking, Mëranaw language has a rich culture of affixation as prefixes, suffixes, infixes, and circumfixes are all present to create new words. These affixations include the prefix p-, mak-, and tomi- and the suffix -an. Moreover, the infix ka- -an and circumfix p- -n, miaka- -e. This is to form another lexical category of a given Mëranaw word that most likely entails to tells the time certain Mëranaw verbs take place. Furthermore, this grammar sketch aims to provide a concrete reference for Mother Tongue–Based Multilingual Education (MTB-MLE) as the Mëranaw language is one of the languages being taught. It further implies language description and documentation as the basis for language revitalization and at the same time culture preservation.

There are languages in Southern Philippines that are closely related where speakers are mutually intelligible especially on the case of Maranaw and Iranun. The purpose of this qualitative study employing content analysis is to identify the mutual intelligibility of the two Danao languages-the Maranaw and Iranun. The analysis of the study was anchored from the framework of Austin (1962) on illocutionary acts in terms of verdictives, exercitives, commissives, behavitives, and expositives. Results revealed that these languages showed their closeness and easy understanding when speakers converse. In expositives for example, the word affirms, confirms, and not have the same equivalent in both languages. The same with commissives for vow, promise, and pledge. Almost the same in behavitives, however, during the interview, an Iranun speaker used a distinct word that is not intelligible among the Maranaw speakers. For, verdictives and exercitives, both languages used the same terminologies with the same meaning and used in the same contexts and situations. Furthermore, this paper emphasizes preservation of the rich cultural heritage. Though, these Danao languages are not considered endangered, but because of the scarcity of literatures, findings of this study could fill those gaps.

The aim of this study is to do a contrastive analysis of the dominant errors of Communication Arts 2 students’ use of cohesive devices in English essays. Its four specific objectives are (1) to know the demographic profile of the respondents in terms of academic program, age, available English reading materials and references at home, first language, gender, length of stay in college, number of English courses taken in college and types of school the respondents graduated from; (2) to determine the dominant errors the respondents commit in the use of cohesive devices in essay; (3) to reveal if there is a connection between the respondents’ profile and their use of cohesive devices; and (4) to design an instructional material that will help improve the students’ writing performance. The respondents in the study included fifty-three (53) freshmen college students aged 16-29, taking different academic programs. All of them were enrolled in Communication Arts 2 at STI College for the academic year 2013-2014. They were composed of 37 male students and 16 female students. The research findings are as follows: Academic program of the respondents. The majority of the respondents are HRS students that are 20 out of 53 or 37.7%, followed by 14 (26.4%) BSIT students. Whereas, the least frequency is accounted for is BSCS with only 3.8%; Age. The study reveals that 13 (24.5%) of the respondents are 17 years old; 12 (22.5%) of the respondents are 19 years old; 7 (13. 2%) of the respondents are 18 years old. The least age brackets are 16, 26 and 29 years old. These only accounted for 1.19% of the respondents; Available English reading materials and references at home. The study reveals that 36 (67.9%) of the respondents have a dictionary at home; (66%) of the respondents have a magazine at home; 31 (58.5%) of the respondents have a newspaper at home. Whereas, only 6 (11.3%) of the respondents have a thesaurus at home; Gender. There are more males than females among the respondents in this study. 37 (69.8%) of the respondents are males while 16 (30.2%) are females; First Language. The study reveals that 48 (90.6%) of the respondents use Tagalog as their first language; 3 (5.7%) use Bisaya as their first language; 1 (1.9%) uses Maranao as his first language; 1 (1.9%) uses Waray as his first language; Length of stay in college. The study reveals that 17 (32.1%) of the respondents have been staying in college for 3 semesters and 16 (30.2%) of the respondents have been staying in college for 2 semesters. Only 3 (5.7%) respondents have been staying in college for 7 semesters and 3 (5.7%) have been staying in college for 8 semesters; the Number of English courses taken. The study reveals that that 21 (39.6%) of the respondents have taken two (2) English courses and 18 (34.0%) of the respondents have taken one (1) English course. Only 1 (1.9%) respondent has taken five (5) English courses; Types of school the respondents graduated from. The study reveals that 32 (60.4%) of the respondents graduated from public high schools, while 21 (39.6%) graduated from private high schools; The study reveals that 51 (96.2%) of the respondents committed error in using reference; 43 (81.1%) of the respondents committed error in using conjunction; 15 (28.3) of the respondents committed error in using lexical cohesion; 7 (13.2%) of the respondents committed error in using ellipsis; 2 (3.8%) of the respondents committed error in using substitution. Thus, errors in using references and conjunction are frequently committed by the respondents. In addition, the study reveals that there is no statistical connection between the respondents’ demographic and scholastic profile (academic programs; age; gender; first language; length of stay in college; a number of English courses taken in college; type of school they graduated from) and their use of cohesive devices. The study also reveals that except for thesaurus and lexical cohesion there is no statistical connection between the respondents’ available English reading materials and references at home and the errors committed in the use of cohesive devices. The following inferences are made in the light of the above-mentioned findings: The analysis of the data shows that the respondents’ profile does not affect their writing performance. That means students commit mistakes in the use of cohesive devices regardless of their academic program, age, first language, gender, length of stay in college, number of English courses taken in college, and types of school from which they graduated from. In addition, the available English reading materials and references at home such as a dictionary, journal, newspaper, textbook, and magazine do not have a significant connection with the respondents’ errors in using cohesive devices. However, the findings reveal that there is a significant connection between the respondents with a thesaurus at home and the errors they committed in their essays; All the errors made in learning the L2 could be attributed to ‘interference’ by the L1. Contrastive Analysis could not predict all learning difficulties, but was certainly useful in the retrospective explanation of errors; Differences between two languages affect the way a person produces in the target language because differences among languages cause learning difficulties, and on the other hand, similarities among languages make for ease of learning; The researcher realized that a well-designed instructional material can be used to help improve the students’ writing performance. The following recommendations were made due to the abovementioned findings and conclusions: The Instructors should use supplementary writing materials. They may adapt existing ones or design new ones. The Library should include supplementary writing materials for the students to help and motivate them in writing. The Textbook Authors should adapt their production of English textbooks in order to address the extensive writing materials and activities of the students. The Instructional Designers should include more exercises in the syllabi they make to help the students improve their ability to properly use cohesive devices in writing. The School Administrators should consider this study as an eye-opener regarding the need to raise the level of teaching effectiveness of the faculty, students’ academic performance, and sufficiency in writing materials. The Future Researchers could use error analysis in the use of cohesive devices to make their study profound and wider in scope.

This article attempts to fill a research gap on the development of Islam in Mindanao, Southern Philippines, in the 19th century, where Muslim traditions in the region were well established and connected with Muslim intellectuals in other Islamic worlds. This relates mainly to a set of primary sources of Islamic manuscripts recently discovered by scholars such as Gallop, Fathurrahman, and Kawashima in the Mindanao area, which previously belonged to a local Maranao ‘ulamā’, named Shaykh Aleem Ulomuddin Said. This collection of manuscripts is written in three languages: Malay, Arabic, and Maranao, which contains various fields (al-Qur’ān studies, ḥadīth, tafsir, tasawuf, prayer, and ajimat, akidah and theology, and Arabic morphology). Using a qualitative approach and philological research methods, the findings of this study indicate that these Islamic manuscripts show the close relationship of Mindanao Muslim networks during the 18th and 19th centuries with their other Malay counterparts, such as those in Aceh, Banten, Cirebon, and Minangkabau. It also confirmed its network with the wider Islamic world in the Middle East region (Mecca, Medina, and Yemen) through the Sufi order of Shaṭṭārīyah, and influenced the intellectual tradition until the 19th century. Artikel ini mencoba mengisi gap research yang sangat terbatas tentang perkembangan Islam di Mindanao, Filipina Selatan pada abad ke-19 dimana tradisi Muslim di wilayah tersebut sudah mapan dan terhubung dengan intelektual Muslim di dunia Islam lainnya. Ini terutama berkaitan dengan satu set sumber utama manuskrip Islam yang baru-baru ini ditemukan oleh cendikiawan seperti Gallop, Fathurahman, dan Kawashima di daerah Mindanao, yang sebelumnya milik seorang ‘ulamā lokal Maranao, yang bernama Syaikh Aleem Ulomuddin Said. Koleksi manuskrip ini ditulis dengan tiga bahasa yaitu bahasa Melayu, Arab, dan Maranao yang berisi berbagai bidang (studi al-Qur’ān, ḥadīth, tafsir, tasawuf, doa dan ajimat, akidah dan teologi, serta morfologi Arab). Dengan menggunakan pendekatan kualitatif dan metode penelitian filologi, temuan penelitian ini menunjukkan bahwa manuskrip-manuskrip Islam ini menunjukkan hubungan erat jaringan Muslim Mindanao selama abad ke-18 dan 19 dengan rekan-rekan Melayu mereka lainnya seperti di Aceh, Banten, Cirebon, dan Minangkabau. Hal ini juga menegaskan jaringan mereka dengan dunia Islam yang lebih luas, lebih khusus lagi dengan wilayah Timur Tengah (Mekah, Madinah, dan Yaman) melalui tarekat Sufi Shaṭṭārīyah, dan berpengaruh terhadap tradisi intelektual sampai abad ke-19.

This book is about neology, with a focus not on the products of lexical creation (neologisms, word coinages etc.), but rather on the opinions expressed by language users about potential new word forms / meanings. The key innovation of the study is that it analyses a representative corpus of written contributions from five different discussion forums in Esperanto (including opinions on competing technical terms, problematic dictionary entries, etc.). As stated by the author - Mélanie Maradan - the purpose of the study is to facilitate the work of 'language managers', that is to say those (often self-appointed) language experts who have taken upon themselves the task of maintaining the norms and standards of Esperanto. Throughout the book Maradan prefers this term to 'language planner'. It strikes this reviewer that this is an attempt to appropriate the theory and practices ofbmarketing studies, since the analogy of commercial business and ‘human resource management’ are a leitmotif that permeates many other sections of this work.

Class itications in the sciences of the Arabic language abounded ,especially in the fourth Century AH and the science of morphology had a share of those class I if cations ,due to the matunity of linguistic studies in the century ,in addition ti the abudance of explantions on thise class ifi cations ,and an example of AL-shafi'a in the science of mor phology and its explanations ,and mara'al –Arwah in mor phology ,these explanations were distinguished by alarge number of objections responses ,and morphological comments This research deals with the morphological objections of ibn kamal pasha(died94AH) in the book: AL-falah fi sharh alMarah ,which is an explanation of al-marah in morphology by Ahmed bin masoud ( died 700AH) .ibn kamal pasha adopted someof the foundations in his objections including hearing ,and logy, and reasoning He was successful in many objection issues and he mostly followed the Arabig scholars who preceded him on the grounds that hearing and languages (dialects) fall within the limits of morphological anomalies due to their departure form analogy.

Train educational game music is a game of playing musical instruments such as tambourines, harps, saron, maracas, and guitars in the form of train cars which are varied with songs. This study aims to determine the effect of the musical train educational game media on the language development of children aged 5-6 years. The research method used is a quantitative method. The subjects in this research trial were five children aged 5-6 years and 30 PAUD teachers. The results of trials conducted on five children aged 5-6 years, namely before the trial was 26% and increased to 91% after the media trial train educational game. music. This shows that the train educational game music can improve language development and early reading skills of children aged 5-6 years. The validation results from material experts are 90%, media experts are 75%, and the feasibility assessment of 30 PAUD teachers is 93%. From this research, it shows that the train educational game tool music that has been tested on a small scale is valid and feasible. It shows the train game music is effective and has an effect on children's language development and can be applied and has an attraction for early childhood in learning.

The article presents a many-sided analysis of a pamphlet by Giovanni Marana translated by Antiochus Kantemir into Russian in 1726. In the first part of the article, we describe various editions of Marana’s pamphlet and establish the one that became the source for Kantemir’s translation. This source is found out to be the publication of the pamphlet in one of the “Élite des bons mots” collections. Next, the correspondence between the text of the translation and the French text is analyzed, the deviations and errors in the Kantemir’s text are revealed and their explanation is given. It is concluded that the surviving manuscript of the translation was made from an earlier one and was not the final version of the text. The manuscript of the translation was published in 1868 as a part of the collected works by Antiochus Kantemir and was subjected to a considerable revision. The second part of the article is devoted to comparing the text of the manuscript and the published text, describing spelling and punctuation corrections, as well as mistakes made during the publication of the manuscript. The contradictions in introduced spelling corrections are noted. In the third part of the article, the technique of translation, ways of transferring lexical and syntactic units to Russian are analyzed. Kantemir uses a large number of borrowed words to describe the everyday life in Paris and France, however, mainly Slavic word-building models are used for translating the behavioral sphere vocabulary. The fourth part of the article describes the stylistic key of translation. While making the language of translation closer to the language of the French original, the translator left Russian as a basis, which he slavicised in two ways: first, with a small number of “background slavonicisms”, evenly distributed throughout the text; secondly, with “slavonicisms-inclusions”, creating points of stylistic tension. It is concluded that the degree of slavicisation of the text is not great.

Este trabajo caracteriza al documental interactivo como un formato audiovisual nativo transmedia. Esta forma de expresión narrativa particular a menudo aglutina y concentra los diferentes medios, formatos y plataformas a través de la metáfora y navegación interactivas. El documental interactivo cumpliría entonces una serie de requisitos para ser considerado como “formato nativo transmedia”, y esta hipótesis se demuestra a partir de la selección de un conjunto de proyectos representativos analizados a tal efecto. En primer lugar, se define y caracteriza el concepto de narrativa transmedia. A continuación, se realiza una aproximación al concepto de no ficción interactiva y transmedia, para focalizar el objeto de estudio en la forma adecuada de expresión narrativa del documental interactivo. En tercer lugar, se identifica una muestra reducida de proyectos provenientes de diferentes países. De la muestra reducida de proyectos se ha elegido el proyecto Sexo, maracas y chihuahuas (Minimal Films, RTVE.ES, TVC, Labyrinz Studio, 2016) para ser analizado como caso de estudio. En las conclusiones del artículo se exponen los resultados, indicadores y estructuras clave detectadas a partir del análisis cualitativo de la muestra. Las tres estructuras detectadas como formato nativo transmedia del documental interactivo son la “estructura línea de tiempo”, la “estructura contenedor” y la “estructura mosaico”. En los diferentes proyectos analizados predomina un tipo de estructura o una mezcla entre ellas.

The Maranaos predominantly inhabit Lanao del Sur in Mindanao in the Southern part of the Philippines. It is observed from the related literature that the Maranao language has numerous Arabic words. However, these Arabic words were not identified in the Maranao language, for this reason, this research focuses on identifying the Arabic words that are used by the Maranaos in their communication. The main objective of this study is to investigate the Arabic vocabulary utilized in Maranao language. The methods used in this research is that the native Maranao and native Arab examined the Arabic words in a Maranao dictionary. The findings revealed that there are over 600 Arabic words used by the Maranaos which is explained as a socio-political influence of the coming of Arabs in the Philippines in the 7th century and onward centuries. Keywords: Arabs; Maranaos; the Philippines; Arabic language; Maranao language

This research came to its realization during my PhD studies in Brunei Darussalam. Since the past decade, it has been theorized that the Malay language of Nusantara region, now Malaysia, Indonesia, Borneo, Philippines, Singapore, Southern Thailand and other Southeast Asian nations originated from the Austronesian (Malayo-Polynesian) language family. The Malay language is spoken by the Malays in Southeast Asia. However, due to the sporadic nature of Southeast Asia consisting of chains of numerous islands and islets, the Malay language has developed and evolved across various localities, islands, and regions. In Philippines alone, there are 7, 641 islands and islets and the country is home to more than 150 languages, which all evolved from the Austronesian (Malayo-Polynesian) language family. The Maranao language is one of the major languages of the Philippines. Maranao is the lingua franca of the Maranaos in Mindanao island. Whereas, Bahasa Melayu or Malay is the language of the Malays in Brunei Darussalam. To pave the pace with the agenda of the research, the research was carried out using ethnography as a research method to find out the similar words between the Maranao language and Bahasa Melayu. Geographically, Brunei Darussalam is strategically closer to Mindanao, Philippines. Keywords: Bahasa Melayu, Brunians, ethnographic research, Maranao language, Malay

One of the most significant local languages in Mindanao is the Maranao language. It has been featured in popular literary masterpieces of Mindaonaon and played an important part in its culture and history. Using a semi-structured interview guide, the researcher explored the existence of Filipino words in the Maranao language as well as comparing both languages in terms of structure and meaning through the interview conducted with three Maranao native language speakers. The objective of this study is to provide an example of the Maranao languages overall lexicographic components, patterns and meanings. Results revealed that nouns, adverbs, adjectives, and verbs make up the majority of the researchers established Maranao terms collected during this examination. Additionally, hard consonants are aspirated in Maranao syllables, which enhance the sound of the vowels that follow. When it comes to words that are used in counting, the Maranao language, like all other languages, makes use of the technique of adding new words to the root words, which alters the meaning of the word and creates a different quantity or way of counting. In addition, words are stressed but in a way that creates a down step accent rather than a stress accent. Additional encouragements for writers, students, professors, and other language experts are required in order to use Maranao as a medium in education, literatures, publications, research, and many other sectors. KEYWORDS: applied linguistics, lexicography, native speakers, Maranao language

In almost all societies, people find the speech of others an irresistible target of criticism. This study aimed to analyse how language can be a source of conflict between Maranaos and Bisaya-speaking residents in Iligan City and Cagayan de Oro City. Data were gathered using the qualitative method of research involving twenty respondents. The findings revealed that when Bisaya-speaking locales hear individuals speak Maranao language they become cautious and distrustful. The Maranaos shared the same reaction. Both groups tend to withdraw and avoid possible interaction for fear of being misunderstood and offensive. There were instances when the Maranaos, to avoid criticism and conflict, would try to speak fluently in Bisaya hiding the Maranao accent. Since interaction is inevitable between the two groups, this study documented words used that violated the maratabat of Maranaos. Maratabat is the Maranaos’ deep sense of personal honor, dignity, self-esteem, and reputation. This is one aspect that makes them different from the other ethnic groups in Southern Philippines. This study concludes that language can be a source of conflict for the Maranaos especially when their maratabat which gives them a sense of pride and honor that is violated.

This is an experimental study on the effect of storytelling through video and the lecture method in which both approaches used English and Maranao versions to the 100 Grade II pupils in Balo-I District, Lanao del Norte Division, Philippines, SY 2011-2012. The study utilized the two-group experimental design of research.The tool for teaching was the story entitled “The Greatest Treasure” which was adapted from www.bookbox.com (retrieved, 2011) and was translated to the Maranao version for the other group of respondents. A researchermade test in Maranao and English versions were used in comparing the effects of the bilingual approaches in teaching. The statistical tools used in analyzing the data were frequency count, mean, paired, and independent t-test. The findings revealed that majority of the respondents in the video group both in English and Maranao versions scored very high in the post tests compared to the traditional lecture method. These implied that there were significant differences in academic achievements of video and lecture groups in Maranao and English versions. It was concluded that pupils can comprehend well if storytelling will be done using the latest technology and if also presented both in English and in their own native language or mother tongue. Conclusively, the use of video technology is effective in story telling as an innovative strategy in teaching. Keywords - video storytelling, bilingual approach, innovative strategy

This paper describes the grammar of Mëranaw (ISO 639-3: mrw). Mëranaw, or more commonly known as Maranao, is a Philippine language prevalently spoken in almost all parts of Lanao del Sur province and in some areas in Lanao del Norte, Maguindanao, and North Cotabato. The primary goal of this study is to provide a grammar of the Mëranaw language that entails linguistic features of the language covering its morphological features. The participants of this study were the three identified professional and native speakers living in Marawi City. The elicited materials consist of the 615-word list and 775-sentence list from UP Department of Linguistics were transcribed and analyzed using the Basic Linguistic Theory. It was found that morphologically speaking, Mëranaw language has a rich culture of affixation as prefixes, suffixes, infixes, and circumfixes are all present to create new words. These affixations include the prefix p-, mak-, and tomi- and the suffix -an. Moreover, the infix ka- -an and circumfix p- -n, miaka- -e. This is to form another lexical category of a given Mëranaw word that most likely entails to tells the time certain Mëranaw verbs take place. Furthermore, this grammar sketch aims to provide a concrete reference for Mother Tongue–Based Multilingual Education (MTB-MLE) as the Mëranaw language is one of the languages being taught. It further implies language description and documentation as the basis for language revitalization and at the same time culture preservation. KEYWORDS: applied linguistics, Maranao, Mëranaw, language documentation, grammar sketch, Philippines

Resumo Apesar do quantitativo de moradias produzidas por inúmeros programas estatais, a prática da construção popular sem formalização ou participação de técnicos da área continua prevalecendo em todo o país como alternativa habitacional dos despossuídos. Resultado de pesquisa sobre moradia popular no Maranhão, este texto parte dos modos de vida das camadas populares rurais e urbanas do estado para demonstrar que, além de fornecerem abrigo e qualificarem espaços de vida, tais construções representam exercícios de autonomia e resistência social que enfrentam pressões sistêmicas variadas. Diferentemente dos procedimentos impositivos da política habitacional estatal, as decisões familiares para autoprodução da moradia estão intrinsecamente relacionadas com especificidades socioespaciais que caracterizam a arquitetura vernacular e, ao levarem em conta regime de posse da terra, estrutura familiar, práticas produtivas e acesso à renda, os construtores demonstram capacidade de concepção e gerenciamento na produção de seus espaços, aspectos a considerar nas análises acadêmicas e em parcerias profissionais, evitando criminalização e subordinação das práticas populares.

Abstract Public education for women in Maranhão is addressed, from the period that includes the publication of the Diretório dos Índios, during the Pombaline government, in the 18th century, to the beginning of the 19th century, from 1822 to the 1830s. The results indicate a need for greater attention to the effects of the publication of the Diretório dos Índios on female public schooling and record information about the first public female teachers in Maranhão in the 19th century. The study concludes by relativizing the current statement in historiography that attributes to the Lei das Escolas de Primeiras Letras [Law of First Language Schools], of 1827, the initial demarcation of female public schooling in Brazil.

The American Broadcasting Company (ABC) Family Network show Switched at Birth tells two stories—one which follows the unique plot of the show, and one about the new openness of television executives toward integrating more people with a variety of visible and invisible physical embodiments, such as hearing loss, into television content. It first aired in 2011 and in 2017 aired its fifth and final season.The show focuses on two teen girls in Kansas City who find out they were switched due to a hospital error on the day of their birth and who grew up with parents who were not biologically related to them. One, Bay Kennish (Vanessa Marano), lives with her wealthy parents—a stay-at-home mom Kathryn (Lea Thompson) and a former professional baseball player, now businessman, father John (D.W. Moffett). She has an older brother Toby (Lucas Grabeel) who is into music. In her high school science class, Bay learns about blood types and discovers her parents’ blood types could not have produced her. The family has professional genetic tests done and discovers the switch (ABC Family, “This Is Not a Pipe”).In the pilot episode, Bay’s parents find out that deaf teen, Daphne Vasquez (Katie Leclerc), is actually their daughter. She lives in a working class Hispanic neighbourhood with her hairdresser single mother Regina (Constance Marie) and grandmother Adrianna (Ivonne Coll), both of whom are of Puerto Rican ancestry. Daphne is deaf due to a case of meningitis when she was three, which the rich Kennishes feel happened because of inadequate healthcare provided by working class Regina. Daphne attends an all-deaf school, Carlton.The man who was thought to be her biological father, Angelo Sorrento (Gilles Marini), doesn’t appear in the show until episode 10 but becomes a series regular in season 2. It becomes apparent that Daphne believes her father left because of her deafness; however, as the first season progresses, the real reasons begin to emerge. From the pilot onwards, the show dives into clashes of language, culture, ethnicity, class, and even physical appearance—in one scene in the pilot, the waspy Kennishes ask Regina if she is “Mexican.” As later episodes reveal, many of these physical appearance issues are revealed to have fractured the Vasquez family early on—Daphne is a freckled, strawberry blonde, and her father (who is French and Italian) suspected infidelity.The two families merge when the Kennishes ask Daphne and her mother to move into their guest house in order get to know their daughter better. That forces the Kennishes into the world of deafness, and throughout the show this hearing family therefore becomes a surrogate for a hearing audience’s immersion into Deaf culture.Cultural Inclusivity: The Way ForwardShow creator Lizzy Weiss explained that it was actually the ABC Family network that “suggested making one of the kids disabled” (Academy of Television Arts & Sciences). Weiss was familiar with American Sign Language (ASL) because she had a “classical theatre of the Deaf” course in college. She said, “I had in the back of my head a little bit of background at least about how beautiful the language was. So I said, ‘What if one of the girls is deaf?’” The network thought it was wonderful idea, so she began researching the Deaf community, including spending time at a deaf high school in Los Angeles called Marlton, on which she modelled the Switched at Birth school, Carlton. Weiss (Academy of Television Arts & Sciences) says of the school visit experience:I learned so much that day and spoke to dozens of deaf teenagers about their lives and their experiences. And so, this is, of course, in the middle of writing the pilot, and I said to the network, you know, deaf kids wouldn’t voice orally. We would have to have those scenes only in ASL, and no sound and they said, ‘Great. Let’s do it.’ And frankly, we just kind of grew and grew from there.To accommodate the narrative structure of a television drama, Weiss said it became clear from the beginning that the show would need to use SimCom (simultaneous communication or sign supported speech) for the hearing or deaf characters who were signing so they could speak and sign at the same time. She knew this wasn’t the norm for two actual people communicating in ASL, but the production team worried about having a show that was heavily captioned as this might distance its key—overwhelmingly hearing—teen audience who would have to pay attention to the screen during captioned scenes. However, this did not appear to be the case—instead, viewers were drawn to the show because of its unique sign language-influenced television narrative structure. The show became popular very quickly and, with 3.3 million viewers, became the highest-rated premiere ever on the ABC Family network (Barney).Switched at Birth also received much praise from the media for allowing its deaf actors to communicate using sign language. The Huffington Post television critic Maureen Ryan said, “Allowing deaf characters to talk to each other directly—without a hearing person or a translator present—is a savvy strategy that allows the show to dig deeper into deaf culture and also to treat deaf characters as it would anyone else”. Importantly, it allowed the show to be unique in a way that was found nowhere else on television. “It’s practically avant-garde for television, despite the conventional teen-soap look of the show,” said Ryan.Usually a show’s success is garnered by audience numbers and media critique—by this measure Switched at Birth was a hit. However, programs that portray a disability—in any form—are often the target of criticism, particularly from the communities they attempting to represent. It should be noted that, while actress Katie Leclerc, who plays Daphne, has a condition, Meniere’s disease, which causes hearing loss and vertigo on an intermittent basis, she does not identify as a deaf actress and must use a deaf accent to portray Daphne. However, she is ASL fluent, learning it in high school (Orangejack). This meant her qualifications met the original casting call which said “actress must be deaf or hard of hearing and must speak English well, American Sign Language preferred” (Paz, 2010) Leclerc likens her role to that of any actor to who has to affect body and vocal changes for a role—she gives the example of Hugh Laurie in House, who is British with no limp, but was an American who uses a cane in that show (Bibel).As such, initially, some in the Deaf community complained about her casting though an online petition with 140 signatures (Nielson). Yet many in the Deaf community softened any criticism of the show when they saw the production’s ongoing attention to Deaf cultural details (Grushkin). Finally, any lingering criticisms from the Deaf community were quieted by the many deaf actors hired for the show who perform using ASL. This includes Sean Berdy, who plays Daphne’s best friend Emmett, his onscreen mother, played by actress Marlee Matlin, and Anthony Natale who plays his father; their characters both sign and vocalize in the show. The Emmett character only communicates in ASL and does not vocalise until he falls in love with the hearing character Bay—even then he rarely uses his voice.This seemingly all-round “acceptance” of the show gave the production team more freedom to be innovative—by season 3 the audience was deemed to be so comfortable with captions that the shows began to feature less SimCom and more all-captioned scenes. This lead to the full episode in ASL, a first on American mainstream television.For an Hour, Welcome to Our WorldSwitched at Birth writer Chad Fiveash explained that when the production team came up with the idea for a captioned all-ASL episode, they “didn’t want to do the ASL episode as a gimmick. It needed to be thematically resonant”. As a result, they decided to link the episode to the most significant event in American Deaf history, an event that solidified its status as a cultural community—the 1988 Deaf President Now (DPN) protest at Gallaudet University in Washington. This protest inspired the March 2013 episode for Switched at Birth and aired 25 years to the week that the actual DPN protest happened. This episode makes it clear the show is trying to completely embrace Deaf culture and wants its audience to better understand Deaf identity.DPN was a pivotal moment for Deaf people—it truly solidified members of a global Deaf community who felt more empowered to fight for their rights. Students demanded that Gallaudet—as the premier university for deaf and hard-of-hearing students—no longer have a hearing person as its president. The Gallaudet board of trustees, the majority of whom were hearing, tried to force students and faculty to accept a hearing president; their attitude was that they knew what was best for the deaf persons there. For eight days, deaf people across America and the world rallied around the student protestors, refusing to give in until a deaf president was appointed. Their success came in the form of I. King Jordan, a deaf man who had served as dean of the College of Arts & Sciences at the time of the protest.The event was covered by media around the world, giving the American Deaf community international attention. Indeed, Gallaudet University says the DPN protest symbolized more than just the hiring of a Deaf president; it brought Deaf issues before the public and “raised the nation’s consciousness of the rights and abilities of deaf and hard of hearing people” (Gallaudet University).The activities of the students and their supporters showed dramatically that in the 1980s deaf people could be galvanized to unite around a common issue, particularly one of great symbolic meaning, such as the Gallaudet presidency. Gallaudet University represents the pinnacle of education for deaf people, not only in the United States but throughout the world. The assumption of its presidency by a person himself deaf announced to the world that deaf Americans were now a mature minority (Van Cleve and Crouch, 172).Deaf people were throwing off the oppression of the hearing world by demanding that their university have someone from their community at its helm. Jankowski (Deaf Empowerment; A Metaphorical Analysis of Conflict) studied the Gallaudet protest within the framework of a metaphor. She found a recurring theme during the DPN protest to be Gallaudet as “plantation”—which metaphorically refers to deaf persons as slaves trying to break free from the grip of the dominant mastery of the hearing world—and she parallels the civil rights movement of African Americans in the 1960s. As an example, Gallaudet was referred to as the “Selma of the Deaf” during the protest, and protest signs used the language of Martin Luther King such as “we still have a dream.” For deaf Americans, the presidency of Gallaudet became a symbol of hope for the future. As Jankowski attests:deaf people perceived themselves as possessing the ability to manage their own kind, pointing to black-managed organization, women-managed organizations, etc., struggling for that same right. They argued that it was a fight for their basic human rights, a struggle to free themselves, to release the hold their ‘masters’ held on them. (“A Metaphorical Analysis”)The creators of the Switched at Birth episode wanted to ensure of these emotions, as well as historical and cultural references, were prevalent in the modern-day, all-ASL episode, titled Uprising. That show therefore wanted to represent both the 1988 DPN protest as well as a current issue in the US—the closing of deaf schools (Anderson). The storyline focuses on the deaf students at the fictitious Carlton School for the Deaf seizing one of the school buildings to stage a protest because the school board has decided to shut down the school and mainstream the deaf students into hearing schools. When the deaf students try to come up with a list of demands, conflicts arise about what the demands should be and whether a pilot program—allowing hearing kids who sign to attend the deaf school—should remain.This show accomplished multiple things with its reach into Deaf history and identity, but it also did something technologically unique for the modern world—it made people pay attention. Because captioning translated the sign language for viewers, Lizzy Weiss, the creator of the series, said, “Every single viewer—deaf or hearing—was forced to put away their phones and iPads and anything else distracting … and focus … you had to read … you couldn’t do anything else. And that made you get into it more. It drew you in” (Stelter). The point, Weiss said, “was about revealing something new to the viewer—what does it feel like to be an outsider? What does it feel like to have to read and focus for an entire episode, like deaf viewers do all the time?” (Stelter). As one deaf reviewer of the Uprising episode said, “For an hour, welcome to our world! A world that’s inconvenient, but one most of us wouldn’t leave if offered a magic pill” (DR_Staff).This episode, more than any other, afforded hearing television viewers an experience perhaps similar to deaf viewers. The New York Times reported that “Deaf and hard-of-hearing viewers commented by the thousands after the show, with many saying in effect, “Yes! That’s what it feels like” (Stelter).Continued ResonancesWhat is also unique about the episode is that in teaching the hearing viewers more about the Deaf community, it also reinforced Deaf community pride and even taught young deaf people a bit of their own history. The Deaf community and Gallaudet were very pleased with their history showing up on a television show—the university produced a 30-second commercial which aired within the episode, and held viewing parties. Gallaudet also forwarded the 35 pages of Facebook comments they’d received about the episode to ABC Family and Gallaudet President T. Alan Hurwitz said of the episode (Yahr), “Over the past 25 years, [DPN] has symbolised self-determination and empowerment for deaf and hard of hearing people around the world”. The National Association of the Deaf (NAD) also lauded the episode, describing it as “phenomenal and groundbreaking, saying the situation is very real to us” (Stelter)—NAD had been vocally against budget cuts and closings of US deaf schools.Deaf individuals all over the Internet and social media also spoke out about the episode, with overwhelmingly favourable opinions. Deaf blogger Amy Cohen Efron, who participated in 1988′s DPN movement, said that DPN was “a turning point of my life, forcing me to re-examine my own personal identity, and develop self-determinism as a Deaf person” and led to her becoming an activist.When she watched the Uprising episode, she said the symbolic and historical representations in the show resonated with her. In the episode, a huge sign is unfurled on the side of the Carlton School for the Deaf with a girl with a fist in the air under the slogan “Take Back Carlton.” During the DPN protest, the deaf student protesters unfurled a sign that said “Deaf President Now” with the US Capitol in the background; this image has become an iconic symbol of modern Deaf culture. Efron says the image in the television episode was much more militant than the actual DPN sign. However, it could be argued that society now sees the Deaf community as much more militant because of the DPN protest, and that the imagery in the Uprising episode played into that connection. Efron also acknowledged the episode’s strong nod to the Gallaudet student protestors who defied the hearing community’s expectations by practising civil disobedience. As Efron explained, “Society expected that the Deaf people are submissive and accept to whatever decision done by the majority without any of our input and/or participation in the process.”She also argues that the episode educated more than just the hearing community. In addition to DPN, Uprising was filled with other references to Deaf history. For example a glass door to the room at Carlton was covered with posters about people like Helen Keller and Jean-Ferdinand Berthier, a deaf educator in 19th century France who promoted the concept of deaf identity and culture—Efron says most people in the Deaf community have never heard of him. She also claims that the younger Deaf community may also not be aware of the 1988 DPN protest—“It was not in high school textbooks available for students. Many deaf and hard of hearing students are mainstreamed and they have not the slightest idea about the DPN movement, even about the Deaf Community’s ongoing fight against discrimination, prejudice and oppression, along with our victories”.Long before the Uprising episode aired, the Deaf community had been watching Switched at Birth carefully to make sure Deaf culture was accurately represented. Throughout season 3 David Martin created weekly videos in sign language that were an ASL/Deaf cultural analysis of Switched at Birth. He highlighted content he liked and signs that were incorrect, a kind of a Deaf culture/ASL fact checker. From the Uprising episode, he said he thought this quote from Marlee Matlin’s character said it all, “Until hearing people walk a day in our shoes they will never understand” (Martin). That succinctly states what the all-ASL episode was trying to capture—creating an awareness of Deaf people’s cultural experience and their oppression in hearing society.Even a deaf person who was an early critic of Switched at Birth because of the hiring of Katie Leclerc and the use of SimCom admitted he was impressed with the all-ASL episode (Grushkin):all too often, we see media accounts of Deaf people which play into our society’s perceptions of Deaf people: as helpless, handicapped individuals who are in need of fixes such as cochlear implants in order to “restore” us to society. Almost never do we see accounts of Deaf people as healthy, capable individuals who live ordinary, successful lives without necessarily conforming to the Hearing ‘script’ for how we should be. And important issues such as language rights or school closings are too often virtually ignored by the general media.In addition to the episode being widely discussed within the Deaf community, the mainstream news media also covered Uprising intensely, seeing it as a meaningful cultural moment, not just for the Deaf community but for popular culture in general. Lacob wrote that he realises that hearing viewers probably won’t understand what it means to be a deaf person in modern America, but he believes that the episodeposits that there are moments of understanding, commonalities, and potential bridge-building between these two communities. And the desire for understanding is the first step toward a more inclusive and broad-minded future.He continues:the significance of this moment can’t be undervalued, nor can the show’s rich embrace of deaf history, manifested here in the form of Gallaudet and the historical figures whose photographs and stories are papered on the windows of Carlton during the student protest. What we’re seeing on screen—within the confines of a teen drama, no less—is an engaged exploration of a culture and a civil rights movement brought to life with all of the color and passion it deserves. It may be 25 years since Gallaudet, but the dreams of those protesters haven’t faded. And they—and the ideals of identity and equality that they express—are most definitely being heard.Lacob’s analysis was praised by several Deaf people—by a Deaf graduate student who teaches a Disability in Popular Culture course and by a Gallaudet student who said, “From someone who is deaf, and not ashamed of it either, let me say right here and now: that was the most eloquent piece of writing by someone hearing I have ever seen” (Emma72). The power of the Uprising episode illustrated a political space where “groups actively fuse and blend their culture with the mainstream culture” (Foley 119, as cited in Chang 3). Switched at Birth—specifically the Uprising episode—has indeed fused Deaf culture and ASL into a place in mainstream television culture.ReferencesABC Family. “Switched at Birth Deaf Actor Search.” Facebook (2010). <https://www.facebook.com/SwitchedSearch>.———. “This Is Not a Pipe.” Switched at Birth. Pilot episode. 6 June 2011. <http://freeform.go.com/shows/switched-at-birth>.———. “Not Hearing Loss, Deaf Gain.” Switched at Birth. YouTube video, 11 Feb. 2013. <https://www.youtube.com/watch?v=F5W604uSkrk>.Academy of Television Arts & Sciences. “Talking Diversity: ABC Family’s Switched at Birth.” Emmys.com (Feb. 2012). <http://www.emmys.com/content/webcast-talking-diversity-abc-familys-switched-birth>.Anderson, G. “‘Switched at Birth’ Celebrates 25th Anniversary of ‘Deaf President Now’.” Pop-topia (5 Mar. 2013). <http://www.pop-topia.com/switched-at-birth-celebrates-25th-anniversary-of-deaf-president-now/>.Barney, C. “’Switched at Birth’ Another Winner for ABC Family.” Contra Costa News (29 June 2011). <http://www.mercurynews.com/tv/ci_18369762>.Bibel, S. “‘Switched at Birth’s Katie LeClerc Is Proud to Represent the Deaf Community.” Xfinity TV blog (20 June 2011). <http://xfinity.comcast.net/blogs/tv/2011/06/20/switched-at-births-katie-leclerc-is-proud-to-represent-the-deaf-community/>.Chang, H. “Re-Examining the Rhetoric of the ‘Cultural Border’.” Essay presented at the American Anthropological Association Annual Meeting, Philadelphia, Dec. 1988.DR_Staff. “Switched at Birth: How #TakeBackCarlton Made History.” deafReview (6 Mar. 2013). <http://deafreview.com/deafreview-news/switched-at-birth-how-takebackcarlton-made-history/>.Efron, Amy Cohen. “Switched At Birth: Uprising – Deaf Adult’s Commentary.” Deaf World as I See It (Mar. 2013). <http://www.deafeyeseeit.com/2013/03/05/sabcommentary/>.Emma72. “ABC Family’s ‘Switched at Birth’ ASL Episode Recalls Gallaudet Protest.” Comment. The Daily Beast (28 Feb. 2013). <http://www.thedailybeast.com/articles/2013/02/28/abc-family-s-switched-at-birth-asl-episode-recalls-gallaudet-protest.html>.Fiveash, Chad. Personal interview. 17 Jan. 2014.Gallaudet University. “The Issues.” Deaf President Now (2013). <http://www.gallaudet.edu/dpn_home/issues.html>.Grushkin, D. “A Cultural Review. ASL Challenged.” Switched at Birth Facebook page. Facebook (2013). <https://www.facebook.com/SwitchedatBirth/posts/508748905835658>.Jankowski, K.A. Deaf Empowerment: Emergence, Struggle, and Rhetoric. Washington: Gallaudet UP, 1997.———. “A Metaphorical Analysis of Conflict at the Gallaudet Protest.” Unpublished seminar paper presented at the University of Maryland, 1990.Lacob, J. “ABC Family’s ‘Switched at Birth’ ASL Episode Recalls Gallaudet Protest.” The Daily Beast 28 Feb. 2013. <http://www.thedailybeast.com/articles/2013/02/28/abc-family-s-switched-at-birth-asl-episode-recalls-gallaudet-protest.html>.Martin, D. “Switched at Birth Season 2 Episode 9 ‘Uprising’ ASL/Deaf Cultural Analysis.” David Martin YouTube channel (6 Mar. 2013). <http://www.youtube.com/watch?v=JA0vqCysoVU>.Nielson, R. “Petitioned ABC Family and the ‘Switched at Birth’ Series, Create Responsible, Accurate, and Family-Oriented TV Programming.” Change.org (2011). <http://www.change.org/p/abc-family-and-the-switched-at-birth-series-create-responsible-accurate-and-family-oriented-tv-programming>.Orangejack. “Details about Katie Leclerc’s Hearing Loss.” My ASL Journey Blog (29 June 2011). <http://asl.orangejack.com/details-about-katie-leclercs-hearing-loss>.Paz, G. “Casting Call: Open Auditions for Switched at Birth by ABC Family.” Series & TV (3 Oct. 2010). <http://seriesandtv.com/casting-call-open-auditions-for-switched-at-birth-by-abc-family/4034>.Ryan, Maureen. “‘Switched at Birth’ Season 1.5 Has More Drama and Subversive Soapiness.” The Huffington Post (31 Aug. 2012). <http://www.huffingtonpost.com/maureen-ryan/switched-at-birth-season-1_b_1844957.html>.Stelter, B. “Teaching Viewers to Hear with Their Eyes Only.” The New York Times 8 Mar. 2013. <http://www.nytimes.com/2013/03/09/arts/television/teaching-viewers-to-hear-the-tv-with-eyes-only.html>.Van Cleve, J.V., and B.A. Crouch. A Place of Their Own: Creating the Deaf Community in America. DC: Gallaudet University Press, 1989.Yahr, E. “Gallaudet University Uses All-Sign Language Episode of ‘Switched at Birth’ to Air New Commercial.” The Washington Post 3 Mar. 2013 <http://www.washingtonpost.com/blogs/tv-column/post/gallaudet-university-uses-all-sign-language-episode-of-switched-at-birth-to-air-new-commercial/2013/03/04/0017a45a-8508-11e2-9d71-f0feafdd1394_blog.html>.

This paper examines the manner of reconciling the concepts of Public Administration as a discipline and the contemporary actual realities in the Philippines as carried out by the National College of Public Administration and Governance of the University of the Philippines, Diliman. As a center of academic excellence and bestowed with the mandate of advancing nation-building into which utterance of identity is an implicit element, there is no other academic institution where expectations to advance the development of a ‘grounded’ public policy is so high than the said College. The paper studies the research direction of the NCPAG vis a vis its role in strengthening Philippine Public Administration both as discipline and praxis by developing approaches that are culturally and socially grounded in the Philippine society. The paper however limited its scrutiny to the epistemological element of the researches. Through content analysis, the article analyzed the theoretical frameworks used in the dissertations covered by the study and tries to answer the question of whether or not there is an attempt to develop, let alone to utilize in its analysis of phenomena, an indigenous theory. Initial results of the study had been juxtaposed to the academic orientation, research interests, and history of the College. References Books: Abueva, J. (1995). The Presidency and the Nation-State. In P. Tapales & N. Pilar (Eds.), Public Administration by the Year 2000: Looking Back into the Future (pp. 575-582). Quezon City: College of Public Administration. Abueva, J. (2007). From IPA to NCPAG: Some Reflections. In C. Alfiler (Ed.), Public Administration plus Governance: Assessing the Past, Addressing the Future (pp. 675-684). Quezon City: National College of Public Administration and Governance. Alfiler, M. C. Public Administration plus Governance: Assessing the Past, Addressing the Future. Quezon City: National College of Public Administration and Governance, 2007. Cariño, L. (2007). Traditional Public Administration to Governance: Research in NCPAG, 1952-2002, Public Administration plusGovernance: Assessing the Past, Addressing the Future (pp. 685-706). Quezon City:National College of Public Administration and Governance. Reyes, D. (1995). Life Begins at Forty: An Inquiry on Administrative Theory in the Philippines and the Structure of Scientific Revelations. In P. Tapales & N. Pilar (Eds.), Public Administration by the Year 2000: Looking Back into the Future (pp. 18-73). Quezon City: College of Public Administration. Tapales, P. & Pilar, N. Public Administration by the Year 2000: Looking Back into the Future. Quezon City: National College of Public Administration and Governance, 1995. Journal Articles: Abueva, J. “Ideals and Practice in the Study of Public Administration and Governance.” Philippine Journal of Public Administration 52, nos. 2-4 (2008): 119-138. Brillantes, A. & Fernandez, M. “Is There a Philippine Public Administration? Or Better Still For Whom is Philippines Public Administration.” Philipine Journal of Public Administration 52, nos. 2-4 (2008). Brillantes, A. & Fernandez, M. “Theory and Practice of Public Administration in the Philippines: Concerns for an Identity Crisis.” Asian Journal of Political Science 21, no. 1 (2013): 80-101. Brillantes, A. & Montes, R. “Federalism: Logical Step After Devolution?” Philippine Journal of Public Administration 51, nos. 1-4 (2007): 1-32. Cariño, L. “From Traditional Public Administration to Governance Tradition.” Philippine Journal of Public Administration 50, nos. 1-4 (2006): 1-22. Cariño, L. “Is There a Philippine Public Administration?” Philippine Journal of Public Administration 30, no. 4 (1986): 375-381. Corpuz, O. “Is There a Philippine Public Administration?” Philippine Journal of Public Administration 30, no. 4 (1986): 368-374. Dela Cruz, L. “Research Directions and Trajectory of the University of the Philippines Asian Center.” Scientia 4, no. 1 (2015): 48-67. Dela Cruz, L. “The Language of the Self: A Critical Assessment of Filipino Philosophy Theses Exploring the Filipino Self in University of the Philippines – Diliman.” Scientia 4, no. 2 (2015): 144-171. De Guzman, R. “Is There a Philippine Public Administration?.” Philippine Journal of Public Administration, 30, no. 4 (1986): 375-382. Domingo, M.O. “Indigenous Leadership and Governance.” Philippine Journal of Public Administration 48, nos. 1 & 2 (2004): 1-32. Englehart, J. “The Marriage between Theory and Practice.” Public Administration Review 61, no. 3 (2001): 371-374. Haque, M. S. “Theory and Practice of Public Administration in Southeast Asia: Traditions, Directions, and Impacts.” International Journal of Public Administration 30 (2007): 1297-1326. Hodder, R. “The Philippine Legislature and Social Relationships: Toward the Formalization of the Polity?” Philippine Studies 53, no. 4 (2005): 563-598. Llanera, T. “Ethnocentrism: Lessons from Richard Rorty to Randy David.” Philippine Sociological Review 65, special issue (2017): 135-149. Nolasco, L. “Prehistory and Early History of Philippine Public Administration.” Philippine Journal of Public Administration 55, nos. 1 & 2 (2011): 21-46. Penalosa, M. C. “Administrative Reform and Indigenization.” Philippine Journal of Public Administration 58, no. 2 (2014): 195-223. Rafael, E. “Philippine Problems are Problems of Modernity, Not of Transition.” Philippine Sociological Review 65, special issue (2017): 151-175. Reyes, D. “The Identity Crisis in Philippine Public Administration Revisited.” Philippine Journal of Public Administration 23, no. 1 (1979): 1-19. Reyes, D. “The Study of Administrative History: Philippine Public Administration as an Historical Discipline.” Philippine Journal of Public Administration 52, nos. 2-4 (2008). Ricote, E. “Philippine Public Administration as a Field of Study, Enduring and Emerging Areas, Challenges, and Prospects.” Philippine Journal of Public Administration 52, nos. 2- 4 (2008): 167-194. Sampaco-Baddiri, M. “New Institutionalism and Public Administration.” Philippine Journal of Public Administration 55, nos. 1 & 2 (2011): 1-20. Sto. Tomas, P. & Mangahas, J. “Public Administration and Governance.” Philippine Journal of Public Administration 50, nos. 1-4 (2006): 54-89. Thornhill, C. & Van Dijk, G. “Public Administration Theory: Justification for Conceptualisation.” Journal of Public Administration 45, no. 1.1 (2010): 95-110. Wilson, W. “The Study of Administration.” Political Science Quarterly 2, no. 2 (1887): 197-222. Unpublished Dissertations Abad-Sarmiento, L. (2005). An Assessment of the Administrative Capability of Local Governments in the National Capital Region in Implementing the Gender Mainstreaming Policy. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Abdon Jr., N.B. (November 2000). Religiosity, Ethical Practice and Performance: The Case of the Bureau of Internal Revenue. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Abdulrachman, S.M. (June 1991). The Relationship Between Religious Beliefs and Public Responsibility: A Case Study Among Maranao Muslim Public Administrators. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Alcid, R.G. (March 2007). E-Governance Perspective to Strengthen the Policy and Institutional Framework for ICT in the Philippines. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Ati, M.P. (December 1996). Process Assessment of the Implementation of Integrated Approach to Local Development Management in Davao City. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Bajao, A.R. (2009). Philippine Counterinsurgency Programs From Marcos to Arroyo: A Study in National Security Administration. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Bambalan, G.C. (2005). Elements of Sustainability in Philippine Forest Governance: An Analysis of the Community-Based Forest Management and Integrated Forest Management Programs in Isabela, Quirino, Aurora, and Negros Oriental, Philippines. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Bautista-Cruz, C. (April 2007). Strengthening Institutional Capacity for Disaster Reduction: The Cases of the Local Governments of Marikina, Pasig, and Pateros. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Boceta, N.M. (March 2003). The Development and Regulatory Functions of the Philippine Coconut Authority: 1973-2000. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Buendia, E.E. (May 2001). Democratizing Governance in the Philippines: Redefining and measuring the State of People’s Participation in Governance. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Caraan, H.S. (2010). Public-Private Sectors’ Role in the Clean Administration of Labor Justice: Transforming a Problematic Confluence into a Confluent Solution. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Carmona, C.V. (November 2003). Judicial Review of Economic Policies: Implications on Policymaking and Implementation. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Clavejo, L.A. (April 2008). Strategies for Crisis Management: The Responses of China to SARS and Avian Flu Pandemics and Lessons for the Philippines. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Co, E.A. (July 1997). Management Policy Formulation: The Generics Act of 1988. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Cuaresma, J.C. (April 13, 2008). Institutionalization of Geographic Information System for RPTA in Seven Philippine Local Government Units: Enabling and Hindering Factors. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Dimzon, C. (October 2003). An Evaluation of the Pre-Departure Orientation Seminar Program for Women Overseas Household Workers: Implications for Good Governance. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. De Vera III, J.E. (July 1999). A Comparative Study of Policy Decisions on Population Management in Selected Local Legislative Bodies in Pangasinan and Cebu. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Domingo, M.Z. (November 2004). Good Governance of Civil Society Organizations and the Role of Boards. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Domingo-Almase, A.D. (March 2007). A Saga of Administrative Thought in Presidential Rhetoric: An Analysis of the State of the Nation Addresses and Speeches of Philippine Presidents, 1935-2006. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Doncillo, H.V. (June 1995). Beneficiaries and Business Sector Participation, Administrative Capability and Effectiveness of a Solid Waste Management Service: The Case of Metro Cebu. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Dumrichob, S. (June 1990). An Assessment of a Rural Employment Program: The Case of the Program for Rural Employment Creation in Thailand. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Eclar, V.B. (April 1991). Analysis of Policies and Factors Affecting Successful Commercialization of Technologies. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Espinoza-Abadingo, L.M. (April 1990).The Administration of Elections in the Philippines: A Study of the Commission on Elections. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Ferrer, O.P. (May 2006). Community Governance: Understanding Community Processes and Initiatives. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Francisco, R.B. (March 2007). Sound Development Management in Urban Renewal and Slum Upgrading: The Case of National Government Center (West Side) Commonwealth Avenue, Quezon City. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Gaffud, R.B. (March 1995). Strengthening Market Leverage of People’s Enterprise and Promoting Self-Reliance: A Framework for Collaboration Between Cooperatives and Local Governments. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Garcia, J.G. (November 1995). Academe-Based Extension Services for Agricultural Development: A Study of the Administration of a Comprehensive UPLB Project. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Garcia Jr., M.F. (November 1995). Reorganization of the Philippine Fisheries Research System. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Gavino Jr., J.C. (1992). A Critical Study of the Regulation of the Telephone Utility: Some Options for Policy Development. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Genato-Rebullida, M.G. (April 1990). Church Development Perspective: Policy Formulation and Implementation. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Gonzales, B.V. (2009). The Development Promise of Corporate Social Responsibility in Education: Energy Development Corporation’s Role in Improving School Performance. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Gonzales, E. (1972-1990). The Philippine Agrarian Reform Program. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Hofer, D.K. (April 2005). Local Government Unit Bond Flotation for Financing Development in the Philippine Setting: Case Studies and Vital Lessons Learned. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Imdad, M.P. (2010). Dynamics and Perspectives of Aid Management in the Philippines: Achievements, Challenges, and the Way Forward. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Jimenez, G.P. (2005). Selected Credit Programs for Farmer-Based Postharvest Enterprise: An Assessment. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Lamarca, F.J. (April 1992). The Tobacco Contract Growing Project of the National Tobacco Administration in the Province of La Union: An Assessment of Administrative Capability, Participation, Trading Practices and Effectiveness. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Legaspi, P.E. (March 1990). The Genesis, Viability, and Effectiveness of Community Organizations: The Case of Pangasinan Credit Cooperatives. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Legayada, B.L. (October 1992). Career Advancement of Women Managers in the Philippine Bureaucracy: A Case Study of Region VI. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Librea, R.C. (January 2010). Mainstreaming Human Rights-Based Approach in Selected Development and Governance Projects. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Macaayong, H.W. (May 1992). Small and Medium Enterprises Development: A Study on Program Administration and Effectiveness in the Province of Lanao Del Sur. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Mallari, N.H. (1994). Political Economy of Philippine Public Enterprises. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Maxino-Yorobe, G.A. (November 1995). Administrative Factors in Agricultural R and D Projects. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Legaspi, P.E. (March 1990). The Genesis, Viability, and Effectiveness of Community Organizations: The Case of Pangasinan Credit Cooperatives. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Morato, E.A. (2004). Policies and Strategies for Promoting Entrepreneurship and Enterprise Development. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Moreno, F. (2004). Good Governance in Microcredit Strategy for Poverty Reduction: Focus on Western Mindanao. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Navarro, R.L. (April 1992). Public-Private Partnership in Development Administration: GO-NGO Collaboration in Agricultural Development. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Noval, M.G. (June 1994). Measuring and Accessing the Quality, Equity, and Efficiency of Public Hospitals in the Philippines. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Ogbinar, E.R. (1990). The Role of Government in the Development of the Philippine Maritime Industry and in the Promotion of Maritime Safety. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Oguejiofor, A.C. (March 2010). Challenges to Microfinance as a Poverty Reduction Strategy: Evidences from the Philippines. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Ortiz, J.I. (March 2002). Participatory Development Planning; The Bondoc Development Program Experience. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Paje, R.P. (June 1999). Decentralizing Philippine Environment and Natural Resources Management: An Analysis of the Devolution of Community-Based Upland Development Programs. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Panganiban, E.M. (1990). Toward a Democratic-Efficient Framework of Local Government in the Philippines: Some Policy Criteria. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Prakash, I.G. (October 2006). Partnership Among Government, Private Sector and Civil Society: Improving Services in the Philippine Disability Sector. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Pujiono (1998). An Assessment of the Administrative Capability for Disaster Preparedness of Three Municipalities. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Reyes, D. (June 1995). A Search for Heritage. An Analysis of Trends and Content of Public Administration Literature at UP College of Public Administration, 1952-1992. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Reyes, J.C. (June 1993). Administration for Research Utilization: An Analysis of Five Agricultural Research Organizations. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Reyes, R.E. (October 2008). Corporate Governance and the Clark Development Corporation: A Case Study. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Rodriguez, A.S. (October 2001). An Operational Model to Institutionalize Knowledge Management in the Philippines: Lessons on Knowledge Management Practices From the 5th Countryn Programme for Children. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Rodriguez, M.P. (June 2002). A Privatized Corporation in Transition: A Study of Organization Culture. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Salvosa, C.R. (April 2007). Assessing Governance Performance of Selected Primary Cooperatives in the Philippines. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Sam, R.A. (2002). Farmers’ Cooperatives in Conflict-Ridden Areas: The Maguindanao Experience. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Sanchez, L.V. (July 1990). The Katarungang Pambarangay: Justice at the Grassroots. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Serrano, C.P. (June 1990). The Administrative Capacity of the Iskolar ng Bayan Program (STFAP): An early evaluation. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Serrano, D.J. (July 2005). Dynamics of Policy Formulation: The Passage of the Ecological Solid Waste Management Act. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Serrona, E.R. (October 1992). The Northern Samar Integrated Rural Development Project: A Study in Rural Development Administration. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Sonsri, G. (October 2005). Analysis of Motivational Factors Influencing the Performance of Municipal Government Employees in Public Service Delivery: The Case of Two Selected Metropolitan Municipalities in Thailand. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Subramanian, K.S. (June 1993). Financial Administration of Indian Railways. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Swaminathan, R. (July 1993). State Interventions in Integrated Urban Development: A Study of the Program, Resource, and Institutional Dimensions of Two ADB Assisted Projects in Indonesia. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Tabion, G.S. (March 1993). The Capability of the Barangay as a Management Unit to Absorb Devolved Functions: Case Studies of 15 Barangays in the Province of Tarlac. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Tabunda Jr., C.C. (2010). The Comprehensive Agrarian Reform Program: The Experiences of Three Municipalities in Cavite – Challenges and Future Directions. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Tanggol, S.D. (November 1992). Autonomous Region in Muslim Mindanao: Towards a More Effective, Responsive, and Implementable Policy. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Tigno, J.V. (October 2003). Governance and Public Policy in the Philippines: RA 8042 and the Deregulation of the Overseas Employment Sector. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Torres, J.I. (April 2007). Socially Responsible Improvements in Working Conditions: Implications on Policy and Programs. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Villamejor-Mendoza, M.V. (October 2003). Regulation in the Philippine Electricity Industry: Lessons of the Past and Implications on Governance. (Unpublished doctoral dissertation). University of the Philippines, Quezon City, Philippines. Electronic Source: NCPAG. (n.d.). National College of Public Administration and Governance History. Retrieved November 30, 2019, from http://www.ncpag.up.edu.ph