Freeport Historical Society

Adaptation pathways are responsive planning tools intended to help decision-makers incorporate uncertainty of a future scenario while optimizing the use of their resources. In this project, an adaptation pathway was generated for a developed barrier island community, Dauphin Island, Alabama, USA. The project period was October 2019 to April 2022, with community engagement beginning in January 2020. Initial meetings were held with the community to identify vulnerable locations and co-develop adaptation strategies that were evaluated throughout the project. The effectiveness of adaptation strategies to reduce damage was estimated with a process-based numerical model, XBeach, which simulated inundation and morphological change due to Hurricane Nate (2017) and several sea-level rise scenarios. Depending on the Dauphin Island priority area, “damage” was defined as saltwater contamination in a freshwater lake, sand deposits on Dauphin Island’s main through route, or decreased sediment volume. When damage was sustained for a given strategy and sea-level rise scenario, a “tipping point” was reached and triggered the implementation of another strategy. Adaptation pathways were generated for two focus locations, with one location having two tipping points resulting in two pathways. This project revealed adaptation pathways are dependent on definitions of tipping points and location even within the same community. Community engagement revealed vulnerable locations that were previously unrealized and identified ‘reasonable’ or ‘unreasonable’ adaptation strategies based on community needs and desires. While the pathways produced for Dauphin Island are likely not transferrable to other locations, both findings are key to effective application of the adaptation pathways approach and generating a pathway accepted by the community.

Technical-professional skills of learners serve as essential competencies that support their readiness for higher education and future employment. This study focused on technicalprofessional skills and learning habits of Grade 11 learners in Cabangan and San Felipe Districts, Schools Division of Zambales, during the School Year 2025–2026, towards an enhanced technicalprofessional instructional program. This study employed a quantitative-descriptive and correlation research design. Total population sampling was used to determine the respondents, which included 172 Grade 11 learners and 32 Senior High School teachers. Data were gathered through a validated researcher-designed questionnaire with reliability coefficients of α = .95, .95, .92, and .94. Descriptive statistics and correlation analysis were utilized to interpret the findings. Findings revealed that Grade 11 learners perceived themselves as moderately skilled in task performance, technical knowledge, practical application, and problem-solving ability. Teachers likewise perceived their learners as moderately skilled across the same indicators. Learners described their learning habits as moderately evident in terms of study routine, time management, information retention, and class participation, which were similarly rated by teachers as moderately evident. The study further found a positive strong significant correlation between the technical-professional skills and learning habits of Grade 11 learners as perceived by themselves and as perceived by their teachers. Based on the results, an enhanced technical-professional instructional program was developed to improve the technical-professional skills and learning habits of Grade 11 learners. The study provides empirical evidence that strengthens instructional practices aimed at improving learners’ technical-professional skills and learning habits.

The American Association of Endocrine Surgeons (AAES) drafted Entrustable Professional Activities (EPAs) for Endocrine Surgery (ES) to assess general surgery residents and ES fellows in core topics. Here, we examine learner and teacher concordance of entrustability ratings. Fourteen EPAs were defined (10 "core"-6 with pre-, intra-, and post-operative phases, four single-phase-and four elective EPAs). Ten institutions collected three-item micro-assessments (MAs) of learner EPA performance using a web-based platform, where entrustment was assessed on observable behaviors using a five-point scale. Learner provided self-assessment ratings, while teachers separately assigned ratings for the same activities. Spearman rank correlation tests were applied to compare learner-teacher ratings for EPAs. MAs (n=698) were submitted between 7/2022-9/2023. Programs submitted between 3 and 468MAs. Among 3-phase core EPAs, the intraoperative phase was most assessed (n=496), followed by pre- and post-operative phases (n=108 and 55, respectively). Thirty-nine single-phase EPAs were submitted. Learner self-assessment and teacher ratings were equivalent for 32% of pre-operative EPAs, 53% of intra-operative EPAs, 29% of post-operative EPAs, and 64% of single phase of care EPAs. Spearman rank correlation between teacher and learner ratings for all phases of care combined was 0.66. Correlation was highest for the intra-operative phase (0.73), followed by single-phase (0.65), pre-operative phase (0.27), and post-operative phase (0.20). Rating concordance did not differ when high and low scores were examined independently. Learners were more prone to underestimate performance than to overestimate it when ratings were discordant. Learners' self-assessment and teacher ratings of endocrine surgery EPAs are strongly concordant with operative technical skills. However, learners often underestimate their performance of pre- and post-operative care compared to faculty ratings when using EPAs.

Remote-operated equipment in underground mining has revolutionized operational safety, efficiency, and productivity. Ensuring the reliability of the network is critical, specifically in mitigating the downtime associated with communication disruptions between control centers and remote loaders, and the technical challenges and constraints encountered in complex underground mining environments. This paper explores the design, implementation, and performance of Resilient Ethernet Protocol (REP). With leveraging advanced technologies such as robust wireless communication protocols, sensor networks, and real-time data analytics, REP minimize operational risks and enhance precision. The integration of automation, machine learning, and robotics further elevates their reliability and adaptability, surpassing the limitations of Spanning Tree Protocol (STP). A ring-based network topology was designed to model the transition from STP to REP with minimal modifications. The performances of the REP and STP were compared under similar network outage scenarios, focusing on failure and convergence times. The results demonstrate that REP significantly improves the network reliability and resilience in underground mines. REP's fast convergence typically less than 50 milliseconds (ms) and efficient failover capabilities enable remote-operated equipment to continue operating with minimal interruptions during network disturbances.

Home reading practices played a crucial role in the early literacy development of children. Understanding how facilitators engaged in these practices and how they influenced kindergarten learners’ pre-reading skills helped shape effective instructional programs. This study aimed to determine the home reading practices of facilitators and pre-reading skill levels of Kindergarten learners in public and private schools in Masinloc District, Schools Division of Zambales, during the School Year 2024-2025. A descriptive-correlational research design was employed. The study involved 119 home reading facilitators and 119 kindergarten learners, selected through total population sampling. Data were gathered using a validated researcher-designed questionnaire with reliability coefficients of α = .99 for home reading practices and α = .94 for pre-reading skill levels. Most home reading facilitators were female, aged 30-39, married, with one child, a college graduate, and had a monthly family income of ₱20,000 to ₱39,999. They spent 1.0 to 1.9 hours daily on pre-reading instruction and had attended one training session. Frequently practiced home reading activities included picture walks, book exploration, storytelling time, and family reading. Kindergarten learners exhibited proficiency in print awareness, phonological awareness, alphabet knowledge, and vocabulary development. A significant difference was found between the home reading practices of facilitators and their age and sex, while other profile variables showed no significant difference. A moderate positive significant correlation was found between facilitators' home reading practices and learners' pre-reading skill levels. Based on the findings, an enhanced pre-reading program was developed. Home reading practices significantly influenced the prereading skill levels of kindergarten learners. The findings highlighted the need for continuous parental engagement and structured home reading activities. This study provided insights into the relationship between home reading practices and early literacy skills, serving as a basis for refining pre-reading programs in early childhood education.

Securing national regulation(s) on food loss and waste (FLW) is essential for the effective, comprehensive, and unified management and policy implementation of FLW, ensuring standards are consistent countrywide and local initiatives and targets are aligned with national waste reduction goals. Providing government incentives, e.g. local incentive funds (Dana Insentif Daerah), to FLW reduction initiatives can boost food rescue programs and encourage collaboration with development partners. Coordinated efforts (e.g. task forces) among government, businesses, NGOs, and other development partners are required to align interests and promote sustainable, impactful practices. FLW reduction strategy must be incorporated in the school meal program (MBG) policy and guidelines.