Bioactive metabolites are a substance that has a biological activity and should include all microbial compounds obtained either from microbes or from any other living thing. Around 23,000 bioactive metabolites produced from microorganisms, out of which 10,000 (45%) are produced by Actinobacteria alone. Actinomycetes are known to produce an extensive range of bioactive metabolites as well as variety of enzymes with multiple biotechnological applications and important for pharmaceutical, food, agricultural, and environmental applications. Bioactive metabolites are widely used and studied for obtaining antibiotics, antifungals, antivirals, immunosuppressants, compounds with anticancer and antioxidant activity, enzymes, bioinsecticides, biostimulants, biosurfactants and other applications. Bioactive metabolites derived from Actinomycetes are more attractive than bioactive metabolites from other sources because of their high stability and unusual activity specificity. The main applications of Actinomycetes, studies have focused on antimicrobial potential, enzymes production, agricultural uses, bioremediation, and others related to their secondary metabolites production. The review aimed to summarize information about the potentials of Actinomycetes novel bioactive metabolites with their applications in different prospects.

In tropical regions like the Philippines, drought susceptibility is caused by high evaporation rates and poor soil water retention. To deal with this, soil amendments are crucial, enhancing soil properties to aid plant growth. In this study, LeaFiNa, a compost soil amendment composed of Kakawate leaves (KL), fishbone meal (FB), and Saba banana peels (BP) was introduced, aiming to boost soil water holding capacity (SWHC) of loam. Different LeaFiNa ratios were tested, including 3KL:1FB:2BP, 6KL:4FB:1BP, and 3KL:8FB:1BP, alongside vermicast and commercial soil amendment (neem cake) as positive controls, and plain loam soil as the negative control. Percolation method and pressure plate extraction was performed. One-way ANOVA showed a significant difference among the experimental treatments (α=0.05) in which 6KL:4FB:1BP ratio emerged with the highest SWHC of 49.60%. Meanwhile, Tukey’s HSD test revealed no significant difference between 6KL:4FB:1BP and vermicast, yet a significant difference with the negative control. Moreover, the experimental treatments, particulalry the 6KL:4FB:1BP, also exhibited ideal results on other SWHC parameters such as the soil moisture content at saturation and wilting points, and in terms of gravitational water and plant available water. These findings suggest the LeaFiNa’s potential in alleviating drought stress in tropical soils by enhancing water retention, offering promising outcomes for sustaining agricultural productivity in water-scarce regions.

This study determined the students’ level of eating habits, nutrition literacy, and mathematics performance and the relationship among them in a select school in Laguna, Philippines during the Academic Year 2021-2022. It also determined the difference in eating habits and nutrition literacy according to the profile. It used descriptive-correlational research design through a survey of 430 respondents selected using multi-stage random sampling. The adapted and validated instrument showed reliability analysis, internal consistency carried out using Cronbach’s Alpha, with eating habits (α=0.70) and nutrition literacy (α=0.83) reached high reliability. Frequency, percentage, mean, standard deviation, independent samples z-test, one-way ANOVA, and chi-square test for association were used. The study found that most respondents have 85 to 89 mathematics performance while the level of eating habits and nutrition literacy was high and the mathematics performance was satisfactory. There was a significant difference in eating habits (F=2.47, p=0.04) and nutrition literacy (F=5.56, p=0.00) as to age, while no difference was found as to sex (p>0.05). There was also a significant difference in nutrition literacy according to grade level, while no significance was found in eating habits according to grade level. Respondents’ eating habits were associated with nutrition literacy (x2=48.90, p=0.00), and mathematics performance (x2=18.28, p=0.03). It indicated that eating habits greatly affect the nutrition literacy and mathematics performance of the students. The study formulated recommendations for the teachers, school heads and administrators, parents and guardians, students, and future researchers.

The study was conducted at Barangay San Juan, Aborlan, Palawan, and was evaluated from April to December 2021. Fabrication of the device was based on the needs of roof painters to lessen their exposure to sunlight during roof painting. The roof paint sprayer was divided into three major parts. First, the container served as overall part with hand carry at the top, which weighs 6 kilograms when empty but approximately 11 kilograms when full. Second, the direct current motor is rated 60 W, 12 V nominal, maximum flow of 5 liters per minute, and a maximum pressure of 116 psi. The base of the motor was fitted at the bottom while the hole of the first container is connected to the inflow of the motor, and a hose with an adjustable nozzle is connected to the outflow. Third, the power source consisted of a connector cord, female socket, 12V transformer, circuit board, green LED, 12Vdc battery, battery indicator, and switch. The performance evaluation of the device revealed during testing showed that at the start the roof paint sprayer works smoothly and sprayed almost 1/3 area of the target area (10×3 meters) for almost 2 minutes but suddenly as it sprayed, the dc motor starts difficult to run until it stopped. The major benefit of the device, if studied further, will spray faster on roofs and smooth output.

The study utilized descriptive-developmental research design through the use of integrated, adapted, and expert-validated survey questionnaires, pretest and posttest to find the effects of self-designed problem-based infographic material as supplementary learning tool in advancing the scientific knowledge of thirty (30) Grade 7 students in a public high school in San Pablo City. Modular distance learning related factors and the preferred multimedia resources of the respondents were obtained. Results showed that the problem-based learning stages – problem comprehension, curriculum exploring, and problem solving, and the infographic design elements – visual, content, and knowledge elements, were highly integrated in the developed infographic material. As to the overall acceptability of the problem-based infographic material, intellectual, life skills, and affective development were perceived to be acceptable. Scores of the respondents as to the scientific knowledge – content knowledge, procedural knowledge, and epistemic knowledge, were found to have increased after utilizing the material. Statistical tests of difference also reflected significantly on the scientific knowledge of the learners implying that the use of problem-based infographic material has improved the skills of the learners while no significant relationship to the intellectual, life skills, and affective development. This concludes that the acceptability of the problem-based infographic material partially affects the scientific knowledge of the students.

Many students perceive mathematics as an abstract because it involves development of problem-solving skills. This study employed problem-based learning (PBL) approach to make simple strategies in the teaching and learning process. This study used descriptive-correlational research method. For the school year 2020-2021, 40 Grade 9 students from Calamba City Science High School took the validated adapted-modified three-item examination and answered a researcher-made survey questionnaire. The results showed no significant relationship between respondents’ perceptions of problem-based learning in terms of authentic problem, collaboration, developing expertise, and authentic assessment, and their problem-solving performance in terms of conceptualizing the problem, devising a strategy, implementing the strategy, and reflecting on the solution. The study affirms that the teacher’s expertise in implementing the PBL approach is critical. Further results imply that the learning abilities and techniques of the students have significant impact to the teaching-learning process.