Partido State University

This work has been carried out and is currently being conducted in the poorest region of Luzon, Philippines. Since poverty is multifaceted and considered unmeasurable in social science, it is notoriously difficult to measure. The methods currently used to measure poverty require a significant amount of time, money, and labor. This poses challenges for policymakers in implementing poverty-reduction policies. Indigenous communities are among the most disadvantaged, vulnerable, and neglected populations in society, facing complex and diverse socioeconomic situations. Poverty stands as one of the oldest and most challenging social problems to have ever existed. Research on indigenous peoples typically takes a qualitative approach, whereas studies on poverty tend to be broad, making them susceptible to significant sampling errors and primarily intended for national policy-making. Using community-based monitoring system (CBMS) data, we achieved a prediction accuracy of 92.60–98.00 % using Random Forest classification and reduced traditional survey and data processing costs by up to 70 %. The proposed model incorporates 27 socioeconomic variables and enables localized policy targeting. Therefore, it is crucial to assess multifaceted poverty and simulate socioeconomic conditions for each tribe to foster economic development. By training and testing datasets, this work proposes new metrics and illustrates the effectiveness of machine learning in predicting poverty. Lastly, the results provide various localities with customized policy targeting tools for poverty alleviation. These techniques can be replicated, adapted, or repurposed by other researchers to assist impoverished populations in improving their well-being.

Uma observação casual sobre a Educação no Brasil nos mostra a enormidade de problemas históricos que preocupam pesquisadores, políticos e os mais diversos setores da sociedade. A Educação brasileira, historicamente, vive um quadro crônico de falta de aporte econômico; sofre com a falta de profissionais qualificados; apresenta baixa qualidade na aprendizagem; observa alarmantes níveis de desinteresse e abandono pelos estudantes; não consegue incluir adequadamente os estudantes com necessidades especiais e ainda apresenta um grande distanciamento das comunidades das quais fazem parte. Além desses problemas crônicos, nos últimos anos pesquisadores e sociedade viram-se perplexos com os novos ataques à educação, capitaneados pela extrema direita e que encontraram condições propicias às suas reivindicações no governo de Jair Messias Bolsonaro. Esses setores não se apresentaram para propor soluções às demandas da Educação no Brasil. Pelo contrário, acusam a escola e os professores de poluir mentes jovens com ideias e ideologias que contrariam os bons costumes e que levariam à degenerescência moral e à indisciplina estando portanto, em desacordo com os melhores interesses das famílias brasileiras. Assim, somando-se aos problemas estruturais, a Educação no Brasil encontra-se em um momento em que precisa discutir e enfrentar um conflito, que em última análise centra-se na busca da liberdade e emancipação humana e a defesa dos princípios básicos da democracia: formação de pessoas autônomas e com pensamento crítico. A presente obra, Efeito Bolsonaro na Educação, é uma proposta corajosa e bem-vinda. Sua proposta, bem-sucedida, é debruçar-se sobre os principais problemas deixados pelo governo Bolsonaro na Educação Brasileira; problemas esses que se não forem enfrentados rápida e adequadamente, causarão sérios prejuízos, não apenas aos nossos aprendizes, mas à toda população.

O texto discute no âmbito da formulação da política educacional, a formação de professores alfabetizadores e as diretrizes definidas para a alfabetização das crianças brasileiras, a partir da Política Nacional de Alfabetização, instituída em 2019. A PNA baseia-se em evidências científicas, contrariando os estudos e pesquisas que se centram na alfabetização na perspectiva do letramento. Tem como princípios básicos a cooperação entre os entes federativos; fundamentação nas evidências das ciências cognitivas; adoção de referenciais de políticas públicas exitosas, nacionais e estrangeiras; integração entre as práticas pedagógicas de linguagem, literacia e numeracia; igualdade de oportunidades educacionais, e por fim, a família como um dos agentes do processo de alfabetização. No PNA defende-se a alfabetização a partir da consciência fonêmica e da instrução fônica. O estudo, de natureza qualitativa, foi realizado por meio de pesquisa bibliográfica a partir de discussão fundamentada em autores como Saviani, (2011), Mortatti (2019), Martins (2010), dentre outros. Também foi utilizada a pesquisa documental por meio da análise das fontes primárias que norteiam a política de alfabetização brasileira. O texto tece considerações a respeito da formulação e implementação de programas e políticas para a educação brasileira a partir do respeito à diversidade cultural, geográfica e social em que os brasileiros vivem, sem desconsiderar o contexto da escola pública e seus profissionais, sua estrutura administrativa e autonomia pedagógica.

The sustainability of higher education institutions (HEI) to provide quality education was challenged during and after the covid-19 pandemic in adopting the new normal. Attitude is one factor in embracing the new normal in the higher education teaching modalities. This study aims to assess the higher education institutions’ teachers’ attitudes toward online teaching and learning. It will specifically know the difference between the attitude of a private and public HEI teacher and distinguish the attitude of HEI teachers according to gender, academic rank, and the number of years in teaching. Quantitative research was utilized; a sample of 107 HEI teachers are the respondents of this study; they voluntarily participate in the self-administered survey using an online google form and it uses a standardized questionnaire in assessing teachers’ attitudes in the HEI when dealing with online teaching and learning. The results of the statistical test revealed no significant difference in the attitude of HEI teachers and have an overall favorable attitude towards online teaching and learning with regards to their gender and number of years in teaching. However, there is a significant difference in attitude according to the type of HEI under the responsiveness towards online education with a P-value of 0.004, and academic rank under the appreciation for online teaching and learning with a P-value of 0.037. The post hoc test shows a significant difference in the attitude of community colleges with a mean of 3.44, a favorable attitude, and state universities with a corresponding mean of 3.13, a neutral attitude on online teaching and learning. That HEI teachers have an overall favorable attitude in terms of appreciation for online teaching and learning, responsiveness towards online education, proficiency in handling online teaching, and knowledge of technological reforms which indicates their readiness toward future-oriented higher education.

People vary both in their embrace of their society’s traditions, and in their perception of hazards as salient and necessitating a response. Over evolutionary time, traditions have offered avenues for addressing hazards, plausibly resulting in linkages between orientations toward tradition and orientations toward danger. Emerging research documents connections between traditionalism and threat responsivity, including pathogen-avoidance motivations. Additionally, because hazard-mitigating behaviors can conflict with competing priorities, associations between traditionalism and pathogen avoidance may hinge on contextually contingent tradeoffs. The COVID-19 pandemic provides a real-world test of the posited relationship between traditionalism and hazard avoidance. Across 27 societies (N = 7844), we find that, in a majority of countries, individuals’ endorsement of tradition positively correlates with their adherence to costly COVID-19-avoidance behaviors; accounting for some of the conflicts that arise between public health precautions and other objectives further strengthens this evidence that traditionalism is associated with greater attention to hazards.

Kulasi is one of the main rivers with catchment areas located in eastern part going down Mt. Isarog. The passage of the river crosses important roads and highways within the lower portion of the mountain, made of culverts and mostly were destroyed during the passage of typhoon Ulysses with international name VAMCO. This study describes a situation of the water course crossing after the extreme typhoon event. It derived hydrologic models that will be used to estimate the capacity of the culvert to handle excessive storm water event and it estimated the capacity of the culverts using the derived models. The evidences of culvert failure in different portions were presented. With known data of precipitation, watershed area, river surface slope and other parameters hydrologic modeling was shown to define the discharge capacity of the culvert pipe line at identified portion of the river. The capacity of the culvert pipe line was then computed using the derived hydrologic models. With the presented table, it expressed the capacity that flood water flow be accommodated in terms of actual precipitation and discharge at certain culvert pipe line. The procedure used on this study may be applied in other portions of the river and in other rivers.

Kulasi is one of the main rivers with catchment areas located in eastern part going down Mt. Isarog. The passage of the river crosses important roads and highways within the lower portion of the mountain, made of culverts and mostly were destroyed during the passage of typhoon Ulysses with international name VAMCO. This study describes a situation of the water course crossing after the extreme typhoon event. It derived hydrologic models that will be used to estimate the capacity of the culvert to handle excessive storm water event and it estimated the capacity of the culverts using the derived models. The evidences of culvert failure in different portions were presented. With known data of precipitation, watershed area, river surface slope and other parameters hydrologic modeling was shown to define the discharge capacity of the culvert pipe line at identified portion of the river. The capacity of the culvert pipe line was then computed using the derived hydrologic models. With the presented table, it expressed the capacity that flood water flow be accommodated in terms of actual precipitation and discharge at certain culvert pipe line. The procedure used on this study may be applied in other portions of the river and in other rivers.