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SOCIO-CULTURAL APOSTOLATE(INDIGENOUS DOCUMENTATION AND CULTURAL RESEARCH)
SLU GONZAGA CAMPUS
A Community Service Involvement ReportSubmitted to the SLU NSTP Office
In Partial Fulfillment of the Requirements inNSTP CWTS 2
PROJECT TERM ________Summer 2012
MAJOR ACCOMPLISHMENTS:Preparation of questionnaire
Project Facilitators
1. BSAc -5 students
2. BSMA -2 students
TOTAL -7 students
Supervising Instructor
MS. SENCIA PANTALEON
Apostolate Administration
Mr. Albert G. Guinguino, Jr.NSTP Coordinator
Dr. Maria Corazon O. BomogaoDean, School of Teacher Education
SOCIO-CULTURAL APOSTOLATE(SCA: INDIGENOUS DOCUMENTATION AND CULTURAL RESEARCH)
SLU GONZAGA CAMPUS
NAME COURSE/YEAR
CLASS CODE CONTACT NUMBER ACCOMPLISHED HOURS
Visacaya, Michael Angelo BSAc 4 7065 09261584492 68.07Alfonso, Melgy BSAc 3 7065 09479243926 62.75Fang-asan, VyanTantanee BSAc 2 7065 09352373137 74.00Gonayon, Clarizel BSAc 2 7065 09497163638 66.82Guay, Raquel BSAc 2 7065 09164723269 63.55Lee, Jenny Kymberly BSMA 4 7065 09215530301 71.75Pagada, Chariane BSMA 2 7065 09494584290 72.33
SOCIO-CULTURAL APOSTOLATE(SCA: INDIGENOUS DOCUMENTATION AND CULTURAL RESEARCH)
SLU GONZAGA CAMPUS
SUMMARY OF APOSTOLATE ATTENDANCE AND HOURS
Name and Attendance of Members
TO
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DA
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EN
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S I
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S IN
HO
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ES
S IN
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I. VISCAYA, Michael Angelo L. 31 68.07 0 0 0 0
II. ALFONSO, Melgy M. 31 62.75 0 0 0 0
III. FANG-ASAN, VyanTantanee D. 31 74.00 0 0 0 0
IV. GONAYON, Clarizel G. 30 66.82 1 1.5 0 0
V. GUAY, Raquel M. 31 63.55 0 0 0 0
VI. LEE, Jenny Kymberly B. 30 71.75 1 1.5 0 0
VII. PAGADA, Chariane G. 30 72.33 0 0 0 0
Attested by:
SENCIA PANTALEON Date(Attached is the activity monitoring report papers)
SOCIO-CULTURAL APOSTOLATE
(SCA: INDIGENOUS DOCUMENTATION AND CULTURAL RESEARCH)SLU GONZAGA CAMPUS
APOSTOLATE SWOT EVALUATION REPORT
StrengthStudent
Sustaining Action
WeaknessStudent
Corrective Action
Opportu-nities
Student Managing
ActionThreats
Student Managing
ActionMembers
are familiar with the
Cordilleran culture.
Members, who are
from different
provinces, shared ideas,
beliefs and stories
regarding one’s own
culture.
Some of the members are not
responsive.
They should have the
courage to ask
questions from the
other members of the group if they don’t
understand the process.As a group,
we also encourage others to speak out
their ideas, concerns, opinions
and thoughts.
Resources like the school
library are available.
Members used our
stock knowledge
in formulating
the question-naire. We
asked other
people who are
knowledge-able
enough about the
topic.
Instruc-tions from the higher
ranks were
vague.
The group chose to follow the
instructions from the NSTP
Coordinator because he
has the final
decision regarding the output.
Members are
industrious and hard-working.
Members consistently
exerted effort and
were determined to finish the task despite the cost of
going home late.
The cultural research
group lacks members.
The group divided and distributed the tasks
that can be done
individually.
Fortui-tous
events like heavy
rains and difficulty of transporta
tion.
Members should be efficient
enough to find
alternatives so that we can avoid wasting
time.
Members are
persistent until
accomplish-ments of require-ments.
Members should
always think positive
despite the probability
of not being able to
complete the require- ments on
time.
Members lack
volunteer-ism.
We took the initiative to
do our tasks despite its
difficulty and obstacles.
Late designa-
tion of aposto-
late, thus there is a
difficulty in time
manage-ment.
Members sacrificed time to the extent of
going home late and exerted effort in
analyzing and
understand-ding the require-ments of
the project.There is a Members
conflict among the members’ schedule.
who have free time exerted effort to
continue or process what can be done.
Lack of informa-
tion dissemina-tion to the
group regarding
the aposto-late and
announce-ments.
Members should
have an access to
other groups for
further updates in
NSTP.
Attested by:
SENCIA PANTALEON Date(Attached is the activity monitoring report papers)
SOCIO-CULTURAL APOSTOLATE
(SCA: INDIGENOUS DOCUMENTATION AND CULTURAL RESEARCH)SLU GONZAGA CAMPUS
CERTIFICATION AND GENERAL EVALUATION REMARKS
BY HOST/PARTNER INSTITUTION COMMUNITY
Complete name of In charge
Designation
Name of institution or community
Address
Contact Number
SAINT LOUIS UNIVERSITYNATIONAL SERVICE TRAINING PROGRAM (NSTP) OFFICE
SCHOOL OF TEACHER EDUCATIONGonzaga Campus, Gen. Luna Rd.,
2600 Baguio CityTel: (074) 4470664/09189193547/09163349807
CONCEPT PAPER
I. PROJECT CLUSTER: SOCIO-CULTURAL APOSTOLATEII. PROJECT NAME: SCA: INDIGENOUS DOCUMENTATION AND CULTURAL RESEARCH
III. VENUE: SLU GONZAGA CAMPUSIV. TERM AND DATE: SUMMER 2012V. RECIPIENTS: INDEGENOUS PEOPLE OF THE CORDILLERA ADMINISTRATIVE REGION
VI. LINKAGES: N/A
VII. RATIONALE:
This cultural research shows uniqueness in centralizing the presentation of the rich cultural heritage of each tribes and other concerns that helps revive, promote and propagate cultural importance, sensuality and sense of belongingness in the Cordilleran culture as a means of preserving the cultural identity of the Cordillera. It presents the impact of culture and people’s aspiration in the Cordillera Region.
Cordillera Administrative Region (CAR) is one of the prime tourist destinations here in the Philippines. Cordillera Region is the Philippines’ Premiere Highland Region. This region has many spectacular scenic views and enchanting cool places. It is also rich in historical and cultural heritage. This region is the home of the indigenous tribes called “Igorot”.
As early as 1608, Spaniards were able to set foot in the Cordillera with minimal influence. They establish commandancias in Benguet, Ifugao and Kalinga-Apayao but did not stay long enough to pacify the people of the hinterlands when the Americans came.
When the Americans set foot in the Cordillera wild lands, the new colonial government found the people still not pacified. The government decided to establish a separate political history under Act No. 1876 of the Philippine Commission, Mountain Province was divided into seven sub-provinces namely: Amburayan, Apayao, Benguet, Bontoc, Ifugao, Kalinga and Lepanto. Eight years later, Mountain Province was reconstituted into five provinces – Benguet, Ifugao, Bontoc, Kalinga and Apayao under Act No. 2772 that was promulgated on February 4, 1920.
Republic Act No. 4695 was enacted to split Mountain Province into four separate and independent provinces – Benguet, Ifugao, Kalinga-Apayao and Mountain Province on June 18, 1966.
On July 15, 1987 President Corazon C. Aquino issued Executive Order No. 220 which created the Cordillera Administrative Region that included Mountain Province, Benguet, Ifugao, Kalinga-Apayao and Abra, giving the regional formal autonomy as part of her political compromise to the Cordillera People’s Liberation Army.
In 1995, Kalinga-Apayao was split into two separate and independent provinces of Apayao and Kalinga with the enactment of Republic Act No. 7878. At present, a third organic act of the Cordillera is in the offing supported by the Cordillera Regional Development Council for the purpose of preserving Cordilleran culture, arts and traditions.
Preservation of culture is incorporated in the Indigenous People Rights Act. Chapter VI of the International Public Relations Association (IPRA) gives credence to preservation of the Indigenous culture, traditions and institutions, Section 31, 32 and 33 of the same chapter recognize cultural diversity, community intellectual rights and rights to religious cultural sites and ceremonies.
Although, most of the different ethno linguistic groups in Cordillera do not know much about their own places, people and culture. There is a great need to know one another’s culture as a means of fostering, understanding and forging unity among themselves to encourage Indigenous people to appreciate their own culture.
Conducting this cultural research will not only give us a broader understanding in arts and culture of Cordillera Region but this will also open up the hearts and minds of our fellow Filipinos that have stereotypes of “native” Filipinos in general. The primary reason why some fellow Filipinos have stereotypes of “native” Filipinos in general is the ignorance about the origins, customs, arts and traditions of the Igorots.
VIII. PROJECT GOALS/GENERAL OBJECTIVES
This cultural research aims to promote develop and sustain the Indigenous Cultural Heritage of the Cordillera and to cultivate the cultural values in line with the Louisian core value of Social Involvement.
IX. SPECIFIC OBJECTIVES
1. To make the results accessible to society and also to academics.2. To stimulate study and research into the aspects of Cordilleran thought, behavior and culture.3. To be able to expand thoughts regarding culture of different Cordilleran tribes.4. To fortify appreciation on the beauty of Cordilleran cultures and traditions.5. To help revive, promote and propagate the good in the Cordilleran culture as a means of preserving the
cultural identity of the Cordillera.
X. ACTIVITIES
Activities Date
1. General orientation May 2, 2012
2. Formulation of Concept Paper and Questionnaire May 3 – 9, 2012
3. Consultation with the NSTP Coordinator May 10, 2012
4. Research and Revisions May 11 – 14, 2012
5. Consultation with the NSTP Coordinator May 15, 2012
6. Finalization and General Evaluation May 16 – 19, 2012
Project Apostolate Committee:
ALFONSO, MELGY M. GUAY, RAQUEL M.
FANG-ASAN, VYAN TANTANEE D. LEE, JENNY KYMBERLY B.
GONAYON, CLARIZEL G. PAGADA, CHARIANE G.
VISCAYA, MICHAEL ANGELO L.
SENCIA PANTALEONSupervising Instructor
ALBERT GUINGUINO, JR.NSTP Coordinator
SAINT LOUIS UNIVERSITYNATIONAL SERVICE TRAINING PROGRAM (NSTP) OFFICE
SCHOOL OF TEACHER EDUCATIONGonzaga Campus, Gen. Luna Rd.,
2600 Baguio CityTel: (074) 4470664/09189193547/09163349807
PROCEDURES AND GUIDELINES
PROCEDURES
1. Constructing the rationale in connection with the designated apostolate. The rationale should contain the importance of the apostolate. After making the rationale, formulate the general and specific objectives.
2. Analyze the given paradigm and define the meaning of each cluster which is identity, education, significance, authenticity, livelihood, relationship and satisfaction. After defining the clusters, specify the probable practices or items that can illustrate or provide information to each of the cluster.
3. Construct the probable strategies on how to gather the necessary information that can help formulate the questionnaires.
4. Prepare the questionnaires per cluster based on the symbols indicated on the paradigm.5. Consult the Supervising Instructor, then the NSTP Coordinator for the approval of the polished
questionnaire. Note down additional corrections or revisions suggested.Rewrite the final output following the required format if any.
6. Let the final output be signed by the NSTP Coordinator. Recopy the paper to be given to the NSTP Coordinator and Supervising Instructor.
GUIDELINES
Do’sA. Analyzing the paradigm
1. Always be prepared for new ideas on the given topic.2. Recall things related to cultural research.3. Understand fully and clearly the paradigm to be able to relate it the group during discussion.4. Sort out relevant questions about culture based on the paradigm.
B. Questionnaire Making1. Every member must have the initiative to work on a given tasks and help others if tasks is
completed.2. Coordinate with group mates about meetings and activities to be taken. 3.3. Always bring sufficient NSTP papers every meeting to be used on questionnaire making.4. Formulate questions correctly and reliably.5. Do the work with best quality and be on time.6. Maintain proper conduct7. Be sensitive to the concern of others.
C. On or before consultation1. Make sure that what is presented is discussed by the group.2. Make sure every member knows the contents of the output to be presented.3. Anticipate questions and answers to those questions.4. Consult first the supervising instructor for advises before consulting to the coordinator.5. Wait and always be patient for your turn.6. Be confident enough to face the coordinator and speak louder and clear.7. Be ready to accept criticisms and shortcomings.8. Always bring out your journals or any piece of paper and take note pointers that will be given
by the coordinator.
DON’T’S A. Analyzing the paradigm
1. Do not depend on one member’s idea for the decision.2. Don’t over analyze the paradigm.3. Never go against each other’s ideas.4. Do not act and make decisions in behalf of the group without consulting them.
B. Question making1. Don’t concentrate on one aspect of culture.2. Never make questions that are not sensible.3. Don’t depend on one or two members’ works and actions.
C. On/before consultation1.Do not delay consultation.2.Do not disobey your supervising instructor or coordinator.3.Don’t be anxious.4.Don’t make unnecessary mannerisms and noise.5.Avoid whispering your answer when asked by the coordinator.