Journal articles: 'University of the Philippines. Graduate School'

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Obliopas, Riomar, Felix Afable, and Jovito Madeja. "Talent Management: a Philippine State University Graduate School Experience." Indian Journal of Science and Technology 12, no. 42 (November 20, 2019): 1–4. http://dx.doi.org/10.17485/ijst/2019/v12i42/147908.

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Agatep, John Lenon E., and Roy N. Villalobos. "Research Capabilities among Selected Graduate School Students in Philippines." Science Insights Education Frontiers 6, no. 2 (August 30, 2020): 691–705. http://dx.doi.org/10.15354/sief.20.or037.

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With the increasing demand for quality research to cope up with the industry trends, understanding the need among researchers should primarily be established to further improve capacity and practices over the production of theoretical knowledge. Essential to support is the notion of exploring issues then stimulate the concern. This study established the concern on research capabilities among Graduate School student-respondents at President Ramon Magsaysay State University conducted during the First Semester School Year 2018-2019. The study made used of descriptive research design with survey questionnaire as the main research instrument. The data was processed using descriptive and inferential statistical tools. The study concludes that respondents perceived their capabilities in writing research proposal and publishable research paper both as “Moderately Capable”. The respondents perceived the availability of facilities, time, training, funding, other resources and support from agency in doing research as “Moderately Available”. The analysis of variance test revealed that there is significant difference on the research capabilities of respondents in writing research proposal when grouped according to position and highest educational attainment; significant in writing publishable research paper when grouped according to sex, position and research seminars/trainings attended; significant in the availability of facilities, time, training, funding, other resources and support from agency in doing research when grouped according to sex, position and research seminars/trainings attended.

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Celarta, Cristina B., and Francisco D. Esponilla II. "Industrial education competencies: Valuing students stakeholder’s role in the academe." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 46–56. http://dx.doi.org/10.18844/cjes.v16i1.5507.

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Over the years, the Technological University of the Philippines sustains the rank as a highly performing State University in the Philippines in terms of the employability of the graduate students. This qualitative research aimed to explore the relevance of competencies of the graduates of Industrial Education from the school year 2013 to 2017. Convenience sampling techniques were employed in the selection of the respondents. A validated survey questionnaire was utilised to investigate the necessary educational competencies and their relevance to the current labour market. The gathered data were treated statistically using frequency counts, percentage, mean and ranking. Results revealed the relevance of the educational competencies to the current industrial curricula and the importance of academic–industry stakeholders. Hence, the results of the study can be utilised as a basis for the enhancement of collaboration among the academic-industry stakeholders and curriculum development in the aspect of the knowledge-based and competency-based academic performance for productivity. Keywords: Academic–industry stakeholders, collaboration, curriculum development, educational competency, industry competency.

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Iringan, Emolyn M., and Inicia C. Bansig. "Implementation of Outcomes—Based Education in the Graduate School Level at St. Paul University Philippines." World Journal of Educational Research 6, no. 2 (April 2, 2019): 188. http://dx.doi.org/10.22158/wjer.v6n2p188.

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The study assessed the implementation of Outcomes-Based Education (OBE) in the Graduate School level at St. Paul University Philippines for the past four years. The study employed the mixed approach, covered faculty and students as its participants, and utilized a validated survey tool for data gathering. Quantitative data were analyzed using mean, frequency and percentage count, rank, standard deviation, and independent t-test while the qualitative responses were analyzed through thematic analysis. Results show that students, both for master and doctoral programs, consistently rated the implementation of the OBE approach along instructional design, learning activities, and assessment strategies as “very high”. Administrative support, teachers’ commitment and students’ acceptance of the OBE approach are the top three key factors that facilitated OBE implementation. The administrators’ periodic feed-backing mechanism and close monitoring scheme from the top level to the program level as well as the teachers’ adequate knowledge and commitment to OBE hastened the implementation of the approach. Students considered the instructional activities as very relevant and meaningful as these provided learning contexts where their specific skills and competencies are concretized. Students’ heavy workload in their work stations and their limited exposure to various technologies are some of the barriers to the implementation of OBE.

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Bansig, Inicia C. "Implementation of the Blending Learning Approach: The Case of SPUP Graduate School." Frontiers of Contemporary Education 2, no. 1 (June 21, 2021): p75. http://dx.doi.org/10.22158/fce.v2n1p75.

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This study aims to assess the implementation of the Blended Learning Approach (BLA) at the Graduate School level at St. Paul University Philippines. The study utilized the mixed research approach. More specifically, the study utilized the quantitative approach particularly the descriptive causal-comparative research design as it assessed the implementation of the BLA and associated factors. The qualitative approach dealt with the responses of the participants regarding their views on the strengths of the BLA and the challenges they encountered in the implementation of the BLA. The study utilized the questionnaire method in gathering the data and covered the faculty and students as the study participants. The tools used for data analysis tools include the frequency and percentage counts, t-test, F-test, and thematic analysis. The results reveal that the participant’s assessment of the extent of implementation of the BLA along the four learning areas is “high”. Most specifically, they rated the aspect on Assessment and Evaluation as “very high”, Methods, Learning Resources, and Modality as “High”.

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Cornillez Jr., Eduardo Edu C., Sofio Rocky T. Caminoc, Belinda R. Basas, Benedicto T. Militante Jr., and Ramelito R. Paler. "Tracer Study of Teacher Education Graduates of the Eastern Visayas State University-Tanauan Campus, Philippines." European Journal of Education and Pedagogy 2, no. 3 (July 26, 2021): 186–93. http://dx.doi.org/10.24018/ejedu.2021.2.3.143.

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The study's purpose was to examine the employment characteristics of teacher education graduates from the classes of 2013 to 2017. Specifically, to explore a graduate's perception of the extent of the relevance of their chosen program curriculum learning areas to employment, and the extent of the use of competencies and values they learned at university. A survey study design that is descriptive was utilized in the study with a random sample of 179 graduates identified as the primary study respondents. Based on the results, the majority of respondents were employed with permanent or regular employment status and worked locally within the region. Graduates' initial and current employment levels were professional, technical, or supervisory, and they were hired within 1 to 6 months of graduation. Salaries and benefits were the major factors in changing the first job careers of graduates. Moreover, graduates perceived the extent of the curriculum offered as relevant, and the general education and teaching practicum learning areas were found to be the most relevant areas that contribute the most to their employment. Communication, human relations, and self-assurance skills are the most useful workplace competencies and values. Students' university preparation has greatly aided their employment. Similar research may be undertaken in the future, which should include other school-related and employability variables not covered in the study.

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Deblois, Evan Carlo. "The Employment Profile of Graduates in a State University in Bicol Region, Philippines." Journal of Education, Management and Development Studies 1, no. 1 (June 26, 2021): 33–41. http://dx.doi.org/10.52631/jemds.v1i1.10.

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The conduct of a tracer study is a potent tool that documents the profile of the graduates which gives implications of how well pre-service training is given. This study focused on the employment profile of the graduates of Bicol University Gubat Campus, Philippines from 2015 to 2017 and analyzed the congruence of courses taken and the employment of the graduates. It gathered feedback from the employers of the graduates as to extent of the competencies they demonstrated in the performance of the job assigned to them. The study covered the seven (7) courses offered namely: Bachelor in Secondary Education, Bachelor of Elementary Education, AB in Peace Studies, BS in Computer Science, BS in Entrepreneurship, BSBA major in Microfinance, and Bachelor of Agricultural Technology. Using the descriptive data analysis method, the study probed on the frequency of responses of its key informants/subjects. Data generated were taken from two sets of instruments administered to both graduates and their employers. Results revealed that the graduates are employable. Most of the graduates were in jobs that are highly congruent with their school training. However, the college must still take measures to improve the skills of the graduates.

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Opiniano, Jeremaiah M. "A two-nation Asian phenomenological study: Roles and purposes of graduate journalism education through the lens of global journalism." Pacific Journalism Review : Te Koakoa 23, no. 2 (October 17, 2017): 26–50. http://dx.doi.org/10.24135/pjr.v23i2.27.

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This phenomenological study sought to describe the essence of the roles and purposes of graduate journalism education through the eyes of 16 Asian students from three graduate journalism schools in Japan and the Philippines. This article is anchored in the theory of reflective practice. Responses of students produced a Bridge of Traits of Graduate Journalism Education that illustrates these roles and purposes of graduate studies. This Bridge of Traits also entered into the theory-and-practice discussions, not to mention that this bridge represents respondents’ efforts to connect their personal, academic and professional milieus and aspirations as journalists. Making these connections is done within the realm of journalism’s theory-practice continuum, which, as respondents surprisingly articulated, is important, complementary and applicable. Respondents’ views offer hope that university-based journalism programmes can run viable graduate journalism programmes implementing several elements in pedagogy and substance that espouse a spirit of critical reflective practice in journalists. They aspire to new perspectives and approaches in the teaching, study and practice of journalism.

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Cagasan, Editha, Beatriz Belonias, and Maria Efrelij Cuadra. "Graduate Students' Perceived Contribution of Scholarship Grants to Academic Success." Science and Humanities Journal 13, no. 1 (December 15, 2019): 99–113. http://dx.doi.org/10.47773/shj.1998.121.8.

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To improve the production of high-level human resources that can spearhead efforts to attain national development, many countries, including the Philippines, have provided scholarship grants to interested professionals for them to pursue advanced degrees. This study aimed to find out graduate students' perceived contribution of scholarship grants to their academic success. We gathered data through a survey of 46 scholars who pursued graduate studies at the Visayas State University. To supplement the survey data, we conducted a focus group discussion with seven scholars who were not among the survey respondents. Results showed that participants considered their scholarship grants as contributors to their academic success. These grants motivated them to perform well academically and finish their respective degrees within the time allotted for their study. The scholarship grants provided funds for their school and living expenses, thus encouraging them to complete their degrees on time. Since their scholarships facilitated their completion of graduate degrees, they said it also contributed to their career development. Their scholarship also enabled them to improve their knowledge and skills, opened better career opportunities, and boost their selfconfidence to apply for jobs with higher compensation. They also considered their scholarship as a plus factor in their job applications.

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Santiago, Andrea, and Fernando Roxas. "The case of the unhappy teachers." CASE Journal 11, no. 3 (September 10, 2015): 382–86. http://dx.doi.org/10.1108/tcj-05-2015-0012.

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Synopsis This case presents the staffing problem of Manuel Garcia, president of Saint Catherine School (SCS). He needed to incentivize quality teachers to stay with the school but he faced three challenges. First, the school is located in a far flung city in Mindanao, Philippines. Second, the city is economically depressed and the parents are price-sensitive. Third, the school is dependent on tuition revenue and collections barely cover school expenditures. Manuel would have to find creative solutions and defend his decision to the teachers and the Board of Trustees. Research methodology The researchers relied on primary data to write the case although the Chairman opted that the school name and all the characters names be disguised. The researchers interviewed individually the Chairman of the Board, President, Vice Chancellor for Academics, University Registrar, Finance Director, and Human Resource Manager of the school. The researchers also interviewed faculty members as a group. The information on the exhibits were culled from reports presented by the administrative team. Relevant courses and levels The short case is a learning tool for students taking a degree in educational leadership and management. It can be used as part of an integrating module for graduate students. By this time, students would have had prior lessons in financial, trend, and ratio analysis. The case can also be used to reinforce lessons in the following courses at the undergraduate or graduate level: human resource management, data-driven decision making, financial resource management, educational policy, and even communication. Further, the case is suited for school administrators attending executive development programs. Running a school is more than managing the curriculum. There is a business side that has to be considered. This case helps teachers-turned-administrators consider the financial implications of human resource management decisions. In this instance, salaries and benefits.

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MAROHOMBSAR, ASLIMA M. "Modular Approach: Its Effect on Learners’ Reading Attitude and Proficiency in the New Normal." International Journal of Linguistics Studies 1, no. 1 (July 15, 2021): 16–51. http://dx.doi.org/10.32996/ijls.2021.1.1.3.

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In March 2020, the coronavirus disease (COVID-19) pandemic forced schools in the Philippines to stop face-to-face learning activities and abruptly shift to modular approach. In practical sense, the modular approach situates Filipino students to learn in the comfort of their homes. Reading attitude is the feeling that results in the adoption or avoidance of positive reading habits. Along this line of thinking, the study was conducted to determine the effects of modular approach on the reading attitude and reading proficiency of Grade 3 learners in Mindanao State University- Integrated Laboratory School. The research employed a descriptive correlational research design. A standardized test questionnaire was used to gather data and distributed to 128 both learners and parents in Grade 3. Results divulged that majority of the respondents aged 10 years old. Majority of respondents’ parents’ educational attainment was high school graduate. Further the relationship between the learners’ profile and perceived effect of modular approach and their profile showed that the learners’ perceptions are not significantly related to their profile. However, the modular approach does not affect their reading attitude and reading proficiency. To address the modular approach problem encountered by the respondents, an Enhanced English Reading Module is hereby recommended.

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Pagulayan, Editha S., Jay Emmanuel L. Asuncion, Antonio I. Tamayao, Rudolf T. Vecaldo, Maria T. Mamba, and Febe Marl G. Paat. "The value of economic and cultural capital to college readiness among Filipino senior high school graduates." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 174. http://dx.doi.org/10.11591/ijere.v10i1.20963.

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Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life.

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Raftery, Judith R. "La Girl Filipina: Paz Marquez Benitez, Brokering Cultures." Journal of the Gilded Age and Progressive Era 9, no. 2 (April 2010): 232–43. http://dx.doi.org/10.1017/s1537781400003960.

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A 1910Normal School Yearbookfeatured six young women in basketball uniforms. Sixteen-year-old Paz Marquez, the tallest among them and the captain of the team, looks out unsmilingly. In the early years of the century, photographs of women's basketball teams appeared in hundreds of normal-school yearbooks across the American landscape, but this photo came from the normal school in Manila. Two years later, sharing another American ritual, the former team captain graced the cover of the weekly magazineRenacimiento Filipino, this time dressed in a luxurious gown befitting the Queen of the Carnival. That same year, 1912, Paz Marquez graduated with a B.A. in the first class from the College of Liberal Arts at the newly formed, secular University of the Philippines. Participating in commonplace American events, Paz Marquez (later Benitez) acted as a bridge, a link, between two cultures. Over the next decades, Paz continued in this role. In addition, however, she also became a cultural broker, as she confronted the conundrum that the use of English as the official language had imposed on Filipino culture. In these ways, Paz illustrates the complicated and intriguing story of U.S. nation-building from an intimate and distinctly Philippine viewpoint.

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Callena, Eleonor, Bonifacio Gabales, Rosalinda Tutor, Shirley Villanueva, Christopher Gonzales, Angel De Vera, Sheila Caberte, Virginia Barbara Nillas, Jay Acerbo, and Anastacio Pantaleon. "Predictors of Passing Probability in the Licensure Examination for Selected Programs in the University of Southeastern Philippines." Southeastern Philippines Journal of Research and Development 24, no. 1 (March 29, 2019): 1–16. http://dx.doi.org/10.53899/spjrd.v24i1.12.

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Performance of higher education institutions in licensure examinations is reflective of the effectiveness of their curricular programs. This study employed a causal design to evaluate graduatesâ€™ academic attributes that can potentially determine the likelihood of passing the state-administered board examinations. Considered predictor variables are ratings in University admission test, average high school and college general point averages as well as course grades in major and professional courses. The test of significance of these variables was derived from a binary logistic regression. Results of the evaluation indicated that performance indicators varied across programs. The implications on studentsâ€™ academic attributes, the institutionâ€™s admission and retention policy, assessment practices and quality assurance mechanisms are discussed.

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Paat, Febe Marl G., Antonio I. Tamayao, Rudolf T. Vecaldo, Maria T. Mamba, Jay Emmanuel L. Asuncion, and Editha S. Pagulayan. "Does Being Gritty Mean Being College-Ready? Investigating the Link between Grit and College Readiness among Filipino K-12 Graduates." International Journal of Learning, Teaching and Educational Research 19, no. 9 (September 30, 2020): 160–74. http://dx.doi.org/10.26803/ijlter.19.9.9.

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This study challenges the basic assumption that college readiness is accounted to senior high school (SHS) graduates’ cognitive abilities. It proffers that certain non-cognitive personality traits like grit may influence the college readiness of SHS graduates in a non-Western context. The study used descriptive-correlation design to examine the relationship between grit and college readiness of 7,533 K-12 graduates enrolled in one public university in the north-eastern part of the Philippines. The results reveal that K-12 graduates admitted in the respondent-university are “mostly gritty,” and a more significant proportion of them are college-unready. The students' grittiness is exemplified in the Filipinos' grit-related concepts such as sigasig (persistence of effort) and tiyaga (constancy in work) that are pursued because of their concept of “relational self.” The test of the relationship shows that grit has a positive influence on the college readiness of SHS graduates. This finding proves that cognitive traits may not be a good factor in making SHS graduates admitted and successful in college. Essentially, some non-cognitive traits like grit are as vital as intellectual abilities in influencing college readiness. Given these results, it is imperative that educators and school administrators of the K-12 program need to develop further not only the intellectual abilities of the students under their care but also to give equal emphasis and development among elementary and secondary students as it is a valid and essential personal trait to better prepare them for a college education.

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Manalo, Maria Fidelis C. "Knowledge toward Cancer Pain and the Use of Opioid Analgesics among Medical Students in their Integrated Clinical Clerkship." Palliative Care: Research and Treatment 2 (January 2008): PCRT.S924. http://dx.doi.org/10.4137/pcrt.s924.

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Introduction Among the focal issues of barriers to pain management include the physicians’ lack of knowledge about cancer pain and negative attitudes towards opioids. Many physicians and educators attribute this, at least in part, to limited exposure to pain and palliative care education during medical school. Aim The researcher investigated the medical students’ knowledge about cancer pain and the use of opioid analgesics. Methods The subjects were a sample of 50 students of the University of the Philippines College of Medicine in their integrated clinical clerkship year. Descriptive statistics (frequencies, means, standard deviation, rating scales) were used to determine mean knowledge score and level of confidence with opioid use. The study also identified specific areas where students exhibited good or poor knowledge of opioids. Results Approximately sixty-nine (69%) of the study respondents mentioned that pain management was given to them during their Anesthesiology lectures while a few recalled that they had these lectures during their Family Medicine rotation in Supportive, Palliative and Hospice Care. More than a third (35%) of the respondents admitted to not being confident with morphine use at present. The top three reasons cited as limitations in choice of opioids for cancer pain include fear of addiction, lack of adequate knowledge and experience and fear of side effects and complications. Out of a maximum of 13 correct answers, the mean knowledge score of the medical students was 6.6 ± 2.9. Less than 16% of the respondents had adequate knowledge on cancer pain and opioid use. Conclusions The results show that basic knowledge of the role of opioids in cancer pain management among medical students in their integrated clinical clerkship year at the University of the Philippines is poor. The findings imply a need to look into making revisions in the medical curriculum to include a training program that will enable all students to graduate with basic competency in pain management and palliative care.

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Magulod, Gilbert. "Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction." Journal of Technology and Science Education 9, no. 2 (March 1, 2019): 184. http://dx.doi.org/10.3926/jotse.504.

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In order to better prepare university students as proficient, versatile and productive information and industrial technologists in the 21st century, the need to implement instructional strategies and activities naturally align with their predispositions will make them better learners. This study examined the learning style preferences, study habits and level of academic achievement of students enrolled in applied science courses of Cagayan State University at Lasam, Philippines. The study employed descriptive correlational research design to a total of seventy-five respondents who were purposively sampled. Two sets of standardized instruments were utilized by the researcher. Results of the study revealed that the students of applied sciences courses preferred visual, group and kinesthetic as major learning styles while they manifest a moderate level of study habits. They also have a good level of academic achievement. Test of difference revealed that academic performance, father's occupation and type of high school graduated from spelled significant differences in their perceptual learning styles. They also spelled differences in their study habits when grouped according to academic standing in high school, writing skills, mothers’ education, and test anxiety. Finally, there were significant relationships between learning styles, study habits and academic performance of students in applied science courses. The implications of the study can guide instructors plan and deliver suitable instructional interventions.

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Pontejos, Alfredo Q. Y. "Carlos F. Dumlao, MD (1950-2018)." Philippine Journal of Otolaryngology-Head and Neck Surgery 33, no. 2 (November 13, 2018): 65. http://dx.doi.org/10.32412/pjohns.v33i2.291.

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Carlos F. Dumlao, ‘Caloy’ as he is fondly called by friends, was born in Bayombong, Nueva Vizcaya on November 4, 1950. He studied in the Bayombong Central School for elementary, then the Nueva Vizcaya High School, graduating valedictorian from both schools. He took his B.S. Pre-Med in the University of the Philippines (U.P.) Diliman, finishing in 1970. He then entered the U.P. College of Medicine and graduated in 1975. He is a brod in the Mu Sigma Phi Fraternity where I got to know him. He was one-year senior and he would always have a helping hand to anyone in need. He looked fearsome because of his bulk and stance but deep inside he had a soft heart and was very humble, for a guy who happened to be a son of a governor. Faith would have that we would be together again in the Department of Otolaryngology in the Philippine General Hospital. He was my immediate senior and helped and taught me the rudiments of surgery. He was one of the "fastest guns alive" that he could finish a laryngectomy in an hour. Because of the prodding of Dr. Mariano B. Caparas, he took up the challenge of practicing in Baguio with the objective of establishing a training program there. The first few years were a challenge to him because he was not welcome there. The senior surgeons frowned on the fact that he performed head and neck surgery, particularly thyroidectomy. But he persisted and even befriended them. He succeeded in forming a Department of Otolaryngology - Head and Neck Surgery in the Baguio General hospital. He gave much of his time and talent to that department and has produced a good number of diplomates and fellows. He was unpretentious. What you see is what you get. He was also a true friend and a dedicated family man. He was faithful to Josie, his wife and his children Janie, Dessy, Biboy, Joboy and Popo. One measure of success of a leader is the number of successors you have produced. He has done well in this. He has given much of himself to Baguio General Hospital, the Philippine Society of Otolaryngology – Head and Neck Surgery (PSO-HNS) Northern Luzon Chapter and to the PSO-HNS as a whole. His legacy will live on in his graduates in Baguio General Hospital and through his son Popo who just passed the Philippine Board of Otolaryngology – Head and Neck Surgery diplomate board examinations. Caloy, you have left you mark in Northern Luzon, particularly in Baguio City. May you rest in peace in God’s bosom.

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Bansiong, Apler J., and Janet Lynn M. Balagtey. "Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance." Journal Of Research, Policy & Practice of Teachers & Teacher Education 10, no. 2 (November 9, 2020): 1–17. http://dx.doi.org/10.37134/jrpptte.vol10.2.1.2020.

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This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.

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Lapeña, José Florencio F. "From Alma Ata to Dakar: Health for All, Education for All." Philippine Journal of Otolaryngology-Head and Neck Surgery 27, no. 1 (June 29, 2018): 4–5. http://dx.doi.org/10.32412/pjohns.v27i1.541.

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Like the Alma Ata declaration1 of “health for all by the year 2000,” the Dakar framework for action2 and “education for all by 2015” will not be achieved as envisioned. Of the many determinants and barriers to universal access to health and education, the intersection of health with education itself represents a major barrier. The social determinants of health3 can themselves pose barriers to education. Maternal and infant mortality and morbidity, homelessness, hunger and malnutrition, poor sanitation, lack of security and life-sustaining resources impact on both health and education, and “damaged brains and bodies” cannot learn optimally.Health education aims to address these barriers in a special manner and on several levels, beginning with pre-school formal and non-formal community-based health education of children, their parents and community health workers, through formal kindergarten to grade 12 education of schoolchildren (the Philippine Government K-12 implementation) as well as nonformal education of out-of-school youth (Cf: the “Kareton Klassroom” concept of 2011 CNN Heroof the Year Efren Peñaflorida). Tertiary undergraduate, graduate and postgraduate education in health professions and allied medical professions is the unique mission of the University of thePhilippines Manila, as the National Health Sciences Center. Together with other public and private institutions, government and non-government organizations and the private sector (including the Philippine Society of Otolaryngology Head and Neck Surgery, the Philippine College of Surgeons, and the Philippine Medical Association), tertiary health education should aim to makean impact on all other levels of health education in particular, and education in general. This effect should happen during the process of education, and not just after — a synchronous multilevel model that is well-entrenched in the medical and health care professions. Consultants teach residents and medical students, residents teach medical students and health workers, medical students teach health workers, and so on, as all teach patients and their care-givers also. Inequitable access to health is a major barrier to educational access (and vice versa), and solutions to lower or eliminate this barrier will hinge on acquiring adequate and accurate information on universal health coverage, people-centered/point-of-care services, public policy, leadership and governance.4 Moreover, information on psychosocial, socio-cultural, economic, ecological-environmental and political contexts and realities, especially in such a geolinguistically diverse country as the Philippines is of utmost importance to any leader in health, in education and in health education. The quality of information, as reflective of reality rather than merely representative of rhetoric, is just as important (but even more difficult to acquire). Otherwise, any solutions conceived of and developed will fall far short of their targets or entirely miss the mark. The interpretation of such information should likewise remain faithful to the original contexts. Therefore, the acquisition and utilization of such information should involve a cooperative, participatory, inter-disciplinary and multi-level effort among various stakeholders, including the people (beneficiaries) themselves. Our research efforts should take these into consideration, as should the dissemination of these efforts, primarily (in our case) through the Philippine Journal of Otolaryngology Head and Neck Surgery. Many of us perform multiple educational roles in academic andtraining institutions, and in our respective subspecialty interest andstudy groups. Our teaching and training programs, as well as ouradvocacies, should benefit health, education, and health education in the Philippines, and the people that we ultimately serve. Let us learn from the past, so that we can move into the future. As educational leaders, it is of paramount importance to be well informed of what has transpired, so that being inspired, leaders and stakeholders together can positively transform their situations in life and their realities.

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Gocotano, Thessalou E., Mae Anthoneth L. Jerodiaz, Jenny Claire P. Banggay, Harold B. Rey Nasibog, and Marivel B. Go. "Higher Education Students’ Challenges on Flexible Online Learning Implementation in the Rural Areas: A Philippine Case." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 262–90. http://dx.doi.org/10.26803/ijlter.20.7.15.

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The COVID-19 Pandemic has led Higher Education Institutions (HEIs) in the Philippines to replace on-campus learning with flexible learning. This paper explores the students' challenges on flexible online learning implementation of the university in the rural area based on their background and experience. This employed quantitative and qualitative methods through a survey and an interview respectively sought to gather data from 639 university students. Data were analyzed with descriptive statistics and narrative analysis. Results revealed that most mothers are high school graduates, while fathers enjoy an elementary-level and belong to under low-income families. Most students possess just mobile phones and use mobile data as their primary internet access source, ranging from moderate to poor connection. Also, the majority are not fully equipped with enough skills in digital media. For challenges, students experienced the unavailability of a network, economic instability, digital divide, the shortage of digital devices, distractive learning environment, expensive internet data, health-related problems, lack of resources, lack of digital literacy skills, and loss of motivation .Hence, even if flexible online learning is the best solution for the university to replace face-to-face classes, it is not best applicable and suitable to all students living in rural areas or other places with an unstable network and students who belong to financially unstable families. Administrators and educators have to consider alternative learning modes that suit students' backgrounds during the pandemic, like using non-digital technologies.

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Cabanias, Juanito O. "Evaluation of the Conduct of Executive Communication Course for Graduate School of Business Students of the College of Business Administration and Accountancy of De La Salle University-Dasmariñas, City of Dasmariñas, Cavite, Philippines." Advanced Science Letters 24, no. 4 (April 1, 2018): 2264–68. http://dx.doi.org/10.1166/asl.2018.10931.

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PhDRL, John Kit S. Masigan,. "Lived Experiences of Foreign Students towards the Development of a Language Adjustment Assessment Tool." World Journal of Educational Research 6, no. 2 (March 5, 2019): 125. http://dx.doi.org/10.22158/wjer.v6n2p125.

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As part of internationalization of higher education, student mobility has expanded over the past decade. Particularly, at St. Paul University Philippines, internationalization is established by hosting foreign students from Basic Education Unit to the Graduate School. Reviewed literature shows that foreign students across countries face a range of unique acculturation difficulties brought by language difference. However, none of these focused solely on language adjustment of foreign students. The researcher considered this particular space in sociolinguistics as a potential niche to occupy, with the aim of explicating the lived experiences of foreign students to develop a language adjustment assessment tool. This study used hermeneutical phenomenology in understanding the lived experiences of foreign students on language adjustment. Considering data saturation in the qualitative phase, the researcher involved 18 college foreign students using semi-structured one-on-one interview. The data were subjected to thematic structural analysis to find emerging themes. Based on such themes, the researcher developed a language adjustment assessment tool in the quantitative phase, which was pilot-tested to 76 medical foreign students and finally administered to 51 college foreign students using purposive-convenient sampling. Cohens Kappa was used to assess the instrument’s validity while Cronbach’s Alpha for reliability. Based on the findings of the study, more enablers affecting language adjustment of foreign students were identified than constraints. Moreover, four major themes emerged including Language-related General Living Adjustments, Language-related Academic Adjustments, Language-related Socio-Cultural Adjustments, and Language-related Psychological Adjustments. The developed language adjustment assessment tool was also evaluated to be fairly valid and reliable.

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Delprete, Piero G. "Timothy J. Motley (4 June 1965–28 March 2013) and his passion for Ethnobotany and Pacific Islands flora." Phytotaxa 206, no. 1 (May 1, 2015): 5. http://dx.doi.org/10.11646/phytotaxa.206.1.3.

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Timothy Jay Motley was born June 4th, 1965, to Roy and Joan (née Schaeffer) Motley, in Paxton, Illinois, USA. He grew up on a farm in east-central Illinois, and attended Armstrong-Ellis Grade School. He entered Eastern Illinois University in Charleston, Illinois, where he completed a Bachelor of Science in 1987 and a Master of Science in Botany in 1989, having written a dissertation on Sweet Flag (Acorus calamus). In 1996 he earned a Ph.D. in Botany at the University of Hawaii, Manoa; his dissertation on evolutionary and reproductive biology of Labordia (Loganiaceae). While in Hawaii, he developed a particular interest for the Pacific islands flora and for ethnobotany, two passions that he pursued for the rest of his life. Shortly after finishing his doctorate, he worked at The New York Botanical Garden (NYBG) as Post-Doctoral Research Associate (1997−1998), Assistant Curator (1998−2004), Acting Chair (1999−2000; 2001−2002), and Project Head of Conservation Genetics in Island Systems (1998−2006) in the Lewis B. and Dorothy Cullman Program for Molecular Systematics Studies. While working for NYBG, he travelled widely in regions where his projects would take him, mostly in the South Pacific, and visited the Kingdom of Tonga, Rapa Iti, Bora Bora, Papua New Guinea, Guam, Pohnpei, Fiji, Mauritius, Reunion, Vanuatu, Philippines, Jamaica, New Zealand, New Caledonia, Hawaii, and Tahiti. In 2006, he was hired as the J. Robert Stiffler Distinguished Professor of Botany and Associate Professor in the Department of Biological Sciences, Old Dominion University, and as the Director of Science at the Norfolk Botanical Garden, Norfolk, Virginia. During this period, he continued his expeditions to study and collect plants in the South Pacific and beyond, including Ecuador, the Galapagos Archipelago, Singapore, Brunei Darussalam, Mexico, the Louisiade Archipelago, and yearly field trips to underexplored regions of China. Sadly, after suffering a sudden cardiac arrest, he passed away on March 28, 2013, at age 47, at the peak of his career, leaving his wife, young son, and numerous colleagues and friends. His numerous ongoing projects, which are currently being continued by his graduate students and colleagues around the world, assure that his scientific legacy, his loving character, and his integrity will never be forgotten.

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Andreev, Alexandr Alexeevich, and Anton Petrovich Ostroushko. "Vasili Ivanovich RAZUMOVSKY (to the 160th anniversary since the birth)." Vestnik of Experimental and Clinical Surgery 10, no. 1 (August 8, 2017): 87. http://dx.doi.org/10.18499/2070-478x-2017-10-1-86.

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Vasili Ivanovich Razumovsky, a Russian and Soviet surgeon, doctor of medicine (1884), Professor (1887), Honored scientist of the RSFSR (1934), one of the founders and the first rector of Saratov (1909-1912), Tbilisi (1918) and the Baku state University (1919), Hero of Labor (1923), holder of the order of St. Prince Vladimir III and IV degrees, St. Anne's I, II and III degree, St. Stanislaus 3 degrees. Vasili Ivanovich Razumovsky was born March 27, 1857. In 1875, after graduating from high school with a gold medal goes to the medical faculty of Kazan University, from which he graduated in 1880. In 27 years he successfully defended his doctoral thesis on the topic: "the question of atrophic processes in the bones after cutting the nerves." In 1885 he was appointed prosector in 1886 – assistant Professor, in 1887, is an extraordinary Professor in the Department of operative surgery, in 1894 – ordinary Professor, Department of hospital surgery, in 1896 – was transferred to the Department of faculty surgical clinic, 1905 – Dean of the medical faculty of Kazan University. In the years 1909-1912, the first rector of the organized Imperial Saratov University. After the February revolution V. I. Razumovsky was appointed the chief surgeon of the Caucasian front. In 1917 he organized in Tiflis was one of the first in the USSR, the trauma of the institutions involved in the organization and construction of the Caucasian-Russian (Tbilisi) and Azerbaijan University (Baku) and becomes its first rector. In 1920 V. I. Razumovsky returned to Saratov and head of the Department of General surgery of medical faculty of Saratov University. In 1923 received the Title of Hero of Labor (1923). In 1930 V. I. Razumovsky retired and lived in the Philippines, working as a consultant. In 1934 he became the Honored science worker of the RSFSR. 7 July 1935 Razumovsky died. Was a knight of the order of St. Prince Vladimir III and IV degrees, St. Anne's I, II and III degree, St. Stanislaus 3 degrees. In honor named after V. I. Razumovsky Saratov state medical University (2009), to which it is a monument (2009), 2nd city clinical hospital, street in the resort of Essentuki, street in Baku, the ship "Surgeon Razumovsky" (1961). Plaques installed in Essentuki and Baku. In Essentuki historical Museum to them. V. P. Shpakovsky created a memorial room of the scientist.

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ICHIKAWA, Atsunobu. "Graduate School and University-Industry Cooperation." Journal of Jsee 41, no. 4 (1993): 11–16. http://dx.doi.org/10.4307/jsee1953.41.4_11.

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Uchida, Makoto. "GRADUATE SCHOOL OF MARITIME SCIENCES, KOBE UNIVERSITY." Journal of The Japan Institute of Marine Engineering 51, no. 5 (2016): 556. http://dx.doi.org/10.5988/jime.51.556.

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Ravago, Joan C., Gina O. Gonong, and Joel M. Torres. "Drafting the Discourse Structures of the Graduate School Academic Colloquium." Studies in Pragmatics and Discourse Analysis 1, no. 1 (December 31, 2020): 20–36. http://dx.doi.org/10.48185/spda.v1i1.86.

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Using the data transcriptions from the communicative events obtained from four participating universities, 33 graduate students, and 26 panel of experts, this paper examines several colloquium events in the Philippines to identify any existing “global” structure of discourse categorized into semantic and schematic superstructures (van Dijk, 1980). Results show that the semantic macrostructure of a colloquium is reflective of its collective goal, and that the participants focus on the improvement of graduate students’ paper. In addition, the discourse of the colloquium has a stable schematic superstructure that is always followed in realizing the collaborative end of the colloquium. Each phase consists of both obligatory and optional features that define/reflect the institution’s identity and practice. Understanding these structures may help candidates of graduate school degrees surpass the challenging task of writing theses and dissertations with an advantage.

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Ozcan, Mehmet, Muslum Gok, Merve Yilmaz, Ebru Bodur, Yasemin Aksoy, A. Kevser Piskin, Yesim Oztas, and Z. Gunnur Dikmen. "PP-04 HACETTEPE UNIVERSITY GRADUATE SCHOOL OF HEALTH SCIENCES BIOCHEMISTRY POST-GRADUATE PROGRAMME." Turkish Journal of Biochemistry 43, s4 (September 1, 2018): 19–20. http://dx.doi.org/10.1515/tjb-2018-43s437.

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Trino Tapia, Ederson De Los. "Capacity of Higher Educational Institutions in Delivering Graduate Programs in Public Administration." Policy & Governance Review 4, no. 2 (May 17, 2020): 140. http://dx.doi.org/10.30589/pgr.v4i2.277.

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The concern on capacity has become an intriguing study to examine the capacity of state universities and colleges (SUCs) and local universities and colleges (LUCs) in the Philippines to deliver quality graduate programs. This paper is a comparative assessment on the capacity of to deliver graduate programs in Public Administration of four HEIs in the National Capital Region (NCR), namely: Pamantasan ng Lungsod ng Maynila (PLM), Polytechnic University of the Philippines (PUP), University of the Philippines-National College of Public Administration (UP-NCPAG), and the University of Makati (UMak) using indicators in six capacity areas, to wit: Human Resources, Knowledge Management Resources, Physical/Material Resources, Organizational/Leadership Resources, Networking/Linkage Resources, and Cross-border Services employing a qualitative, multi-source case study research design such as direct observations, documents or archival records, verbal reports from key informants (key informant interviews or KII), survey questionnaire, and Focus Group Discussions (FGDs). The results show that UP-NCPAG is very strong in four capacity areas; PUP is strong in all capacity areas; UMak is very strong in two capacity areas, strong in two capacity areas, but moderate in two capacity areas; and PLM is very strong in one capacity area, strong in three areas, but moderate in two areas.

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MARUYAMA, Hitoshi. "Graduate School of International University of Health and Welfare." Rigakuryoho kagaku 15, no. 4 (2000): 155–60. http://dx.doi.org/10.1589/rika.15.155.

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Morris, Sir Peter J. "University of Melbourne Medical School: reflections of a graduate." Medical Journal of Australia 197, no. 5 (September 2012): 301–2. http://dx.doi.org/10.5694/mja12.11191.

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Okihara, Takumi. "Graduate School of Natural Science and Technology, Okayama University." Seikei-Kakou 25, no. 11 (October 20, 2013): 532–33. http://dx.doi.org/10.4325/seikeikakou.25.532.

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ITO, Akihiro. "Analytical Instrument Facility, Graduate School of Science, Osaka University." Journal of the Mass Spectrometry Society of Japan 65, no. 6 (2017): 301–3. http://dx.doi.org/10.5702/massspec.s17-55.

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Saotome, Chikako. "Medical innovation at Kyoto University Graduate School of Medicine." Folia Pharmacologica Japonica 144, no. 1 (2014): 28–33. http://dx.doi.org/10.1254/fpj.144.28.

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NAKAHARA, Shingo. "Department of Physics, Graduate School of Science, Kobe University." Review of High Pressure Science and Technology 25, no. 1 (2015): 64–65. http://dx.doi.org/10.4131/jshpreview.25.64.

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Mori, Wataru. "The University of Tokyo: The Graduate School Reformation Project." Higher Education Policy 6, no. 2 (June 1993): 46. http://dx.doi.org/10.1057/hep.1993.24.

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HIYAMA, Takashi, and Mitsuyo KISHIDA. "Graduate School Action Scheme for Internationalization of University Students." Journal of JSEE 56, no. 3 (2008): 123–28. http://dx.doi.org/10.4307/jsee.56.3_123.

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KAWAHARA, Genta. "The Action and Plan in School/Graduate School of Engineering Science, Osaka University." Proceedings of Mechanical Engineering Congress, Japan 2016 (2016): W261004. http://dx.doi.org/10.1299/jsmemecj.2016.w261004.

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Villareal, Ruben L. "POST-GRADUATE TRAINING IN HORTICULTURE AT THE UNIVERSITY OF THE PHILIPPINES AT LOS BAÑOS." Acta Horticulturae, no. 204 (June 1987): 93–97. http://dx.doi.org/10.17660/actahortic.1987.204.12.

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NARA, Isao, and Masahiko FUJIMURA. "Graduate School of Medical Sciences, Hiroshima University Faculty of Medicine." Rigakuryoho kagaku 15, no. 4 (2000): 127–31. http://dx.doi.org/10.1589/rika.15.127.

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KAKURAI, Shuichi. "An Introduction to Kitasato University Graduate School of Medical Sciences." Rigakuryoho kagaku 15, no. 4 (2000): 133–37. http://dx.doi.org/10.1589/rika.15.133.

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Yamashita, Kiichi. "Yamashita Laboratory, Graduate School of Science and Engineering, Kagoshima University." Journal of Japan Institute of Electronics Packaging 13, no. 1 (2010): 78. http://dx.doi.org/10.5104/jiep.13.78.

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Nagaoka, Isao. "Foundation of Juntendo University Graduate School of Medicine Alumni Association." Juntendo Medical Journal 63, no. 5 (2017): 318. http://dx.doi.org/10.14789/jmj.63.318.

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SAKAGUCHI, Yui. "Quantum Magnetism, Graduate School of Material Science, University of Hyogo." Review of High Pressure Science and Technology 22, no. 4 (2012): 309–10. http://dx.doi.org/10.4131/jshpreview.22.309.

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SATA, Yusuke. "Department of Physical Science, Graduate School of Science, Hiroshima University." Review of High Pressure Science and Technology 25, no. 3 (2015): 249–50. http://dx.doi.org/10.4131/jshpreview.25.249.

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HASEGAWA, Yoshinao. "Macroscopic Quantum Phenomena Laboratory, Graduate School of Science, Tohoku University." Review of High Pressure Science and Technology 26, no. 3 (2016): 264–65. http://dx.doi.org/10.4131/jshpreview.26.264.

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Mitsuyama, Masao. "Kyoto University graduate school of medicine: tradition and modernity harmonized." Journal of Molecular Medicine 87, no. 10 (June 3, 2009): 1009–13. http://dx.doi.org/10.1007/s00109-009-0487-7.

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Noprianto, Eko. "Factors Affecting Library Anxiety of Graduate School Students in Gadjah Mada University." Record and Library Journal 5, no. 2 (December 22, 2019): 207. http://dx.doi.org/10.20473/rlj.v5-i2.2019.207-217.

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Background of Study: The library has an important role in supporting the process of education and research in a university. Students need a library as a place to study, discuss, work on assignments, or do research. But sometimes students who visit the library feel uncomfortable and confused about the condition they are facing that is usually known as library anxiety.Purpose: This study aims at identifying library anxiety among Graduate School Students in Gadjah Mada University, and examine several factors considered to affect library anxiety, namely barriers to service by librarians, affective, library comfort, knowledge of the library, mechanical/technological, information retrieval, regulation, resources.Method: This is aquantitative deductive research, using a survey approach. The population were Graduate School Students at Gadjah Mada University, with a total sample of 60 students taken by purposive sampling technique. Data were collected using questionnaires. The data were analyzed using smartPLS 3.0.Finding: The results showed that 95% of Graduate School students at Gadjah Mada University experienced library anxiety. There are 8 factors that affecting library anxiety of Graduate School Students in Gadjah Mada University, namely barriers to service by librarians, affective, library comfort, knowledge of the library, mechanic/technology, information retrieval, regulation, resources.Conclution: The library anxiety experienced by Graduate School students in Gadjah Mada University is 100% influenced by those 8 factors tested in this study.

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Duffy, Meghan E., and Diane G. Symbaluk. "Sociology Graduate School Requirements and Competitive Advantage." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 11, no. 1 (January 23, 2019): 1–19. http://dx.doi.org/10.29173/cjfy29405.

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This study examines the admission requirements of Canadian Master of Arts in Sociology programs. A content analysis was performed on a sample of 58 programs based on information provided on department and university websites. Admission requirements centred on high grade point averages, strong letters of support and prior academic and research experience as indicated in a Curriculum Vitae, samples of work or a statement of intent. Results revealed admission preferences for applicants with minimum entrance grades of 80%, an honours degree, prior courses in research methods, statistics and social theory, and a demonstrated research focus. In addition to maintaining high grades, our findings suggest that undergraduates planning to pursue a Master’s degree in sociology should aim to incorporate substantive courses early on in their programs of study and take advantage of other opportunities to develop research skills, networks and training.

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Journal articles on the topic 'University of the Philippines. Graduate School'

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