ICT MODULE FOR WEEK 1&2

 

Republic of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga Sibugay

SIBUGAY’S MATTHEW JACKSON SCHOOL, INC.

Magsaysay St., Poblacion, Ipil, Zamboanga Sibugay

 

Name of learner: ________________________________________Grade Level: ____________________

Section: _______________________________________________Date\Time ______________________

 

Entrepreneurship

Module for Grade 12

Quarter I-Week 1

      Learning Competency with Code

·         Discuss the relevance of the course

·         Explore job opportunities for Entrepreneurship as a career

      Background Information for Learners

v  Nature and Relevance of Entrepreneurship

Entrepreneurial activity responds to policies that ensure the protection of new ideas, facilitate access to capital and talent, and allow the management of risks. There are many efforts in various countries to uplift the lives of its citizens, and entrepreneurship is seen as one of the key engines of economic growth. Oftentimes, entrepreneurship is perceived to be the symbol of business innovation, determination, perseverance, and achievement.

Concept of Entrepreneurship

Entrepreneurship is a catchword in this era of globalized economy. It is a foundation and catalyst for economic growth and innovation across nations.

Although entrepreneurship is viewed in different perspectives, they all contain the following common elements.

v  Innovation

v  Opportunity seeking and exploitation

v  Resource mobilizing

v  Encountering risks and uncertainties

v  Economic and personal rewards

There are a lot of factors that influence the friendliness of a country to entrepreneurs; among these are the employment regulations, bankruptcy laws, and the tax policies of a country. It is inevitable that there are people who will take up the challenge to become an entrepreneur in spite of the competitive business environment. Culled from various sources, here are examples of entrepreneurship in these 10 countries:

1.      United States – noted to be one of the friendliest countries for entrepreneurs; the United States is home to thousands of successful entrepreneurs as shown by companies like Apple, Google, Starbucks, etc.

2.      China – home to budding entrepreneurs who manufacture different products that range from toys, gadgets, electronics, and cars.

3.      Singapore – this is literally a small country that controls a significant portion of the economy in Asia.

4.      Canada – entrepreneurs in Canada are exploring opportunities over the internet.

5.      India – entrepreneurship plays a dominant role in the country’s economic landscape, with the government providing venue, called the Delhi Huts, to start-up entrepreneurs which promote local handicrafts.

6.      Taiwan – entrepreneurship is encouraged here through the small and medium and enterprise incubation centers for the purpose of nurturing young firms, new products and technologies.

7.      Hong Kong – with a knowledge-based economy, Hong Kong utilizes its human resources to make its economy the best possible through entrepreneurship. Hong Kong is known as a “shopping haven.”

8.      Thailand – the extent of government support to entrepreneurs is very evident in, for example, in its international airport in Bangkok, where a huge section is subsidized by the Bureau of Small and Medium Enterprises for the promotion of local products marketed by entrepreneurs.

9.      Malaysia – this country is becoming friendlier to entrepreneurs and this is apparent in the number of businesses, both international and local, which decided to locate in Malaysia.

10.  South Korea – emerged from the Asian financial crisis better than any other country in the region.

Republic of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga Sibugay

SIBUGAY’S MATTHEW JACKSON SCHOOL, INC.

Magsaysay St., Poblacion, Ipil, Zamboanga Sibugay

 

Name of learner: ________________________________________Grade Level: ____________________

      Section: _______________________________________________Date\Time ______________________

 

Entrepreneurship

ACTIVITY SHEET for Grade 12

Quarter I-Week 1

 

        ASSESSMENT

        Assessment A. Let’s Analyze! Answer the following questions in three to five sentences.

1.        What are the five common elements in the various definitions of entrepreneurship? Explain each.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

2.        Discuss why the USA, India, and South Korea are friendly to entrepreneurs. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

 

        Activity A. Let’s Perform! Accomplish the task instructed below. A space is provided in your module for your collected data.

ü  Move around your community (wear mask). Record five micro, small, and medium enterprises that have been established there for at least five years. Find out the effects in their presence in your community.

§  Q1. What is the importance of having entrepreneurs in your neighborhood community? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

ü  Look for a woman entrepreneur in your community. Ask her about the reasons for her engaging in entrepreneurship (observe physical distancing).

§  Q2. What pushed you to engage in entrepreneurship? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

§  Q3. How much did you invested to start your small enterprise? _______________________________________________________________________________________________________________________________________________.

§  Q4. What was your biggest misfortune in your entrepreneurial years? And how did you overcome it? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

 

        Post-Assessment. Reflection. Summarize what you have learned in this lesson in five to eight sentences. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

        RUBRICS FOR Post-assessment

Criteria	5	4	3	1	Total
Organization	All details are well presented and organized	Some details are missing yet organized	Most of the details are incorrect and not organized	Not organized
Relevance	Content is 100% connected to the topic	Content is 75% connected to the topic	Content is 50% connected to the topic	Not related to the topic
Neatness	No erasures at all	There are 2-3 erasures	There are 4-5 erasures	Work is untidy

 

        References

o    Vibal book: Entrepreneurship

 

Abrajano Ulysses B.

ICT Instructor

 

 Republic of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga Sibugay

SIBUGAY’S MATTHEW JACKSON SCHOOL, INC.

Magsaysay St., Poblacion, Ipil, Zamboanga Sibugay

 

Name of learner: ________________________________________Grade Level: ____________________

Section: _______________________________________________Date\Time ______________________

 

Entrepreneurship

Module for Grade 12

Quarter I-Week 2

 

       Learning Competency with Code

·         Discuss the relevance of the course

·         Explore job opportunities for Entrepreneurship as a career

       Background Information for Learners

·         Entrepreneurship is the best means for youth to adapt to a changing and highly competitive job market in both rural and urban areas around the world.

·         The rewards can be great and abundant. Even the risks are certainly high, too. But, if anyone has opportunity, conceptual and organizing entrepreneurial competencies but not yet ready to start one’s own business, there are other ways to use the entrepreneurial skills. These may very well be the career options for you, as enumerated by Michalowicz (2011):

§  Business consultant- There are many start-up and struggling businesses that need people who can go to a client site, identify problems and fix them.

§  Sales- someone who works in sales or runs the department needs to know how businesses run. They need to know how to represent a company, manage accounts and follow up on leads.

§  Research and Development- To work in R&D, there is a need to understand business concepts, systems, procedures, and practices.

§  Not-for-profit fundraiser- Being able to raise funds requires understanding the importance of business and networking relationships.

§  Teacher- Teach how to increase their entrepreneurial intention through acquiring the attitude towards entrepreneurship, as well as the benefits of math to business, history to innovation, and literature to persuasive advertising.

§  Talent recruiter- companies who use recruiters rely upon someone being not just people savvy, but having an in-depth business sense as well.

§  Business reporter- if one can write articles, or pick up a quick class to learn it, one is in a prime position to take the lead on covering a local business beat.

There are other career opportunities that are open to people who have entrepreneurship background and competencies. As published entrepreneurial careers go beyond specific job titles, career paths, and industries. Others work within traditional companies. Those with entrepreneurial aspirations typically pursue one of the following career paths:

§  New Venture Creation: Launching a company, buying a business or franchise, stating a new venture in a family enterprise, or commercializing a technology.

§  Careers In Existing Entrepreneurial Ventures: Working for a startup, small business, corporate entrepreneur, strategic entrepreneurial unit, or other area, such as education, research, public policy, and accelerators.

Moreover, students who pursue graduate studies in entrepreneurship can go to work in a variety of roles other than finding opportunities and founding companies. According to the ESADE Business School in Barcelona, Spain, existing companies need “intrapreneurs” to drive innovation in product and process development. Research centers, business incubators and local business development agencies also require people with a deep understanding of connecting innovation and results. Other graduates go on to work in areas including:

§  Innovation Direction

§  Innovation Architecture

§  R&D

§  Business Development

§  Innovation Management Consulting

§  Policy Advice

§  Financial Analysis (evaluation of business propositions)

§  Management in innovation centers, technology centers,

creativity centers, clean-tech and sustainable energy

§  Marketing & Sales

 

 

      ASSESSMENT

      Assessment A. Let’s analyze!

1. Explain the career opportunities open to graduates of entrepreneurship ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

2. Evaluate the career opportunities you think are more appropriate for you. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

3. Differentiate the work of a business consultant from a talent recruiter. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

 

      ACTIVITY. Let’s Perform.

o   Using old colored magazines, cut out pictures that will symbolize the common personal characteristics of the entrepreneurs today. Paste them in an old folder and attach a paper that includes a brief explanation about your work. Examples are provided to serve as your guide.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

      ESSAY. Answer the question below in essay form in not less than 100 words.

Q1. As a student planning to become an entrepreneur, what would be your most desirable business? Why?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

 

      Post-Assessment. Reflection. Summarize what you have learned in this lesson in five to eight sentences. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

 

RUBRICS FOR ESSAY

            Content –       35 %

            Relevance –    30 %

            Neatness –      15 %

            Grammar – _ 20 %__

                                    100 %

 

RUBRICS FOR Activity and Post-assessment

 

Criteria	5	4	3	1	Total
Organization	All details are well presented and organized	Some details are missing yet organized	Most of the details are incorrect and not organized	Not organized
Relevance	Content is 100% connected to the topic	Content is 75% connected to the topic	Content is 50% connected to the topic	Not related to the topic
Neatness	No erasures at all	There are 2-3 erasures	There are 4-5 erasures	Work is untidy

 

 

      References

o   Vibal book: Entrepreneurship

 

Republic of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga Sibugay

SIBUGAY’S MATTHEW-JACKSON SCHOOL INCORPORATED

Magsaysay Street, Poblacion, Ipil, Zamboanga Sibugay Province

NAME OF LEARNER:

GRADE LEVEL:

SECTION:

DATE\TIME:

LEARNING MODULE

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON/PAMBUNGAD SA PILOSOPIYA NG TAO(12)

Quarter 1 – Week 1

 

          Learning Competencies: --------------------------------------------------------------------------------------------            Codes

Distinguish a holistic perspective from a partial point of view   -----------------------------          PPT11/12-la-1.1

Realize the value of doing philosophy in obtaining a broad perspective o life  --------            PPT11/12-lb-1.2

Do a philosophical reflection on concrete situation from a holistic perspective ------            PPT11/12-lb-1.3

PURSUING WISDOM AND FACING CHALLENGES IN THE TWENTY-FIRST CENTURY 1.        Introduction: Doing Philosophy One of the key elements in many educational reforms is diversity, difference, and choice or other proposals that establish separate curricular routes for different groups or individuals. Diversity is the difference that makes each person unique (i.e., biology, ethnicity and culture, family life, beliefs, geography, experiences, and religion). Sometimes, we have difficulty in accepting others because they are different from us. Yet, such behavior can limit a person’s opportunities or can make the person feel excluded or aggrieved. Educational challenge in the 21st century entails how to deal appropriately with cultural and racial multiplicity and that one does not engage in harassment of any form (Kurcinka 2006). 1.1                 The Meaning of Philosophy Etymologically, the word “philosophy” comes from two Greek words, philo, meaning “to love”, and sophia, meaning “wisdom”. Philosophy originally meant “love of wisdom,” and in a broad sense, wisdom is still the goal of philosophy. Philosophy is also defined as the science that by natural light of reason studies the first causes or highest principles of all thing. Under this definition, four things are to be considered: a.        SCIENCE. It is called science because the investigation is systematic. It follows certain steps or it employs certain procedures. In other words, it is an organized body of knowledge just like any other sciences. b.        NATURAL LIGHT OF REASON. Philosophy investigates things, not by using any other laboratory instrument or investigative tools, neither on the basis of supernatural revelation, otherwise it becomes theology; instead, the philosopher uses his natural capacity to think or simply, human reason alone or the so-called unaided reason. c.        STUDY OF ALL THINGS. This sets the distinction between philosophy from other sciences. All other sciences concern themselves with a particular object investigation. For example, anthropologists study human beings in relation with society; sociologists study society; its form, structures, and functions; botanists focus their attention to plants; linguists limit themselves with language; theologians investigate God; whereas, a philosopher studies human beings, society, religion, language, God and plants, among other concerns. The reason is that philosophy is not one dimensional or partial. In short, a philosopher does not limit himself to a particular object of inquiry. He questions almost anything, if not everything. It is multidimensional or holistic. d.        FIRST CAUSE OR HIGHEST PRINCIPLE. A principle is that from which something proceeds in any manner whatsoever. The First Principles: ·          Principle of Identity – whatever is is; and whatever is not is not; everything is what it is. Everything is its own being, and not being is not being. ·          Principle of Non-Contraction – it is impossible for a thing to be and not to be and not to be the same time, and at the same respect. ·          Principle of Excluded Middle – a thing is either is or is not; everything must be either be or not be; between being and not-being, there is no middle ground possible. ·          Principle of Sufficient Reason – nothing exists without a sufficient reason for its being and existence. Since its beginnings, however, the scope of philosophy has changed. Early Greek philosophers studied aspects of the natural and human world that later became separate sciences – astronomy, physics, psychology and sociology. On the other hand, certain basic problems – the nature of the universe, the standard of justice, the validity of the knowledge, the correct application of reason, and criteria of beauty – have been the domain of philosophy from the beginnings to the present. These problems are the subject matter of five branches of philosophy - metaphysics, ethics, epistemology, logic and aesthetics. This branches will be discussed in the next section. There are also special branches of philosophy like philosophy of science, philosophy of state, philosophy of politics, philosophy of Mathematics, philosophy of education, philosophy of law, philosophy of language, and others. Finally, in attaining wisdom, there is need for emptying. Emptying can be intellectual. For instance, the Taoist considers an empty cup more useful than a full one. This means simplicity and humility. Emptying can be also spiritual. For Christian philosophy, poverty in spirit means compassion. Emptying is also physical. The Buddhists refrain from misuse of the senses, thereby emphasizing a unified whole (Elgin 2009). Without the virtue of emptying, students will only learn partial philosophy that is knowledge-based without becoming holistic (i.e., acquiring wisdom through various dimensions of human including the psychological, social, emotional and moral aspects).   1.2                 Recognize Human Activities that Emanated from Deliberate Reflection After examining the definitions of philosophy, this section distinguishes its branches from where various human activities emanated from deliberate reflection and dialogs. Many of the most vital issues of philosophy are still disputed and have unsettled questions today. Nevertheless, one of the greatest needs of anyone seeking “wisdom” is a genuine sympathy and an understanding of all the most diverse points of view (holistic view). A narrow provincialism of mind, limited to the ideas and outlook of a single party or a single age (partial perspective), is wholly incompatible with the real philosophical attitude.   1.2.1            The Branches of Philosophy A.       METAPHYSICS -       is really only an extension of a fundamental and necessary drive in every human being to know what is real. The question is how to account for this unreal thing in terms of what you can accept as real. Thus, a very big part of the metaphysician’s task is to explain that part of our experience, which we call unreal in terms of what we call real. In our everyday attempts to understand the world in terms of appearance and reality, we try to make things comprehensible by simplifying or reducing the mass of things we call appearance to relatively fewer number of things we call reality. For instance, for Thales, a Greek philosopher, everything is water. He claims that everything we experience is water – which we call “reality”. Everything else is “experience”. We then set out to try to explain everything else (appearance) in terms of water (reality). Clouds, for example or blocks of ice do not look like water, but they can be explained in terms of water. When water evaporates, it becomes a cloud, and when water freezes, it becomes ice. Both the idealist and materialist metaphysical theories are similarly based on unobservable entities: mind and matter. We can see things made of matter such as book or a chair, but we cannot see the underlying matter itself. Although we can experience in our mind thoughts, ideas, desires, and fantasies, we cannot observe or experience the mind itself that is having these thoughts, ideas and desires. It is this tendency to explain the observable in terms of the unobservable that has given metaphysics a bad name to more down-to-earth philosophers. Plato, Socrates’ most famous students, is a good example of a metaphysician who draws the sharpest possible contrast between reality and appearance. Nothing we experience in the physical world with our five senses is real, according to Plato. Reality, in fact, is just the opposite. It is unchanging, eternal, immaterial, and can be detected only by the intellect. Plato calls these realities as ideas of forms. These are meanings which universal, general terms refer to, and they are also those things we are talking about when we discuss moral, mathematical, and scientific ideals.   B.        ETHICS -       How do we tell good from evil or right from wrong? Ethics is the branch of philosophy that explores the nature of moral virtue and evaluates human actions. Ethics is generally a study of the nature of moral judgments. Philosophical ethics attempts to provide an account of our fundamental ethical ideas. Whereas religion has often motivated individuals to obey the moral code of their society, philosophy is not content with traditional or habitual ethics but adopts a critical perspective. It insists that obedience to moral law be given a rational foundation. In the thought of Socrates, we see the beginning of a transition from a traditional, religion-based morality to philosophical ethics (Landsburg 2009). C.        EPISTEMOLOGY -       Specifically, epistemology deals with nature, sources, limitations, and validity of knowledge (Soccio 2007). Epistemological explains are basic to all other philosophical inquiries. Epistemology explains: (1) how we know what we claim to know; (2) how we can find out what we wish to know; and (3) how we can differentiate truth from falsehood. Epistemology addresses varied problems: the reliability, extent, and kinds of knowledge; truth; language; and science and scientific knowledge. D.       LOGIC -       Reasoning is the concern of the logician. This could be reasoning in science and medicine, in ethics and law, in politics and commerce, in sports and games, and in the mundane affairs of everyday living. Varied kinds of reasoning may be used, and all are of interest to the logician. The term “logic” comes from the Greek word logike and was coined by Zeno, the Stoic (c. 340-265). Etymologically, it means a treatise on matters pertaining to the human thought. It is important to underpin that logic does not provide us knowledge of the world directly, for logic is considered as a tool and therefore, does not contribute directly to the content of our thoughts. Logic is not interested in what we know regarding certain subjects. Its concern, rather, is the truth or the validity of our arguments regarding such objects. E.        AESTHETICS -       is the science of the beautiful in its various manifestations – including the sublime, comic, tragic, pathetic and ugly. To experience aesthetics, therefore, means whatever experience has relevance to art, whether the experience be that of the creative artist or of appreciation. As a branch of philosophy, students should consider the importance of aesthetics because of the following: ·          It vitalizes our knowledge. ·          It helps us to live more deeply and richly. ·          It brings us in touch with our culture.   1.3                 Why to become a Philosopher? On attaining a Comprehensive Outlook in Life One of the key elements in many educational reforms is diversity, difference and choice or other proposals that establish separate curricular routes for different groups or individuals (Castells et al. 1999). Diversity is the difference that makes each person unique (i.e., biology, ethnicity and culture, family life, beliefs, geography, experiences and religion). Sometimes, we have difficulty in accepting others because they are different from us. Such behavior may cause us to limit a person’s opportunities or can make the person feel rejected or resentful.   A.       EXPANDING OUR PHILOSOPHICAL FRAMES: WESTERN AND NON-WESTERN TRADITIONS Many philosophers hold that there are three great original centers of philosophy in the world – Greek (or Western), Indian and Chinese. All three arose as critical reflections on their own cultural traditions. Historically, speaking, Asian classics of the Indians and the Chinese predate the oldest of Western Classics. Indian and Chinese Philosophers of note also lived earlier than their Greek counterparts (Quito 1991). During the first centuries, there was more philosophical activity in the East than in the West. Greeks before Thales did not have philosophy (Velasquez 1999). From the time of the Greek triumvirate (Socrates, Plato and Aristotle), there was a reversal. The Western thinkers started to indulge in feverish philosophical speculation, whereas the Asian thinkers began diminishing philosophical activity. In our present century, almost all the major philosophical ideas emanate from Western thinkers (Quito 1991).   B.        FILIPINO THINKING: FROM LOCAL TO GLOBAL It may sound presumptuous to speak of “Filipino Thought” for the reason that the Philippines could not very well speak of a tradition such as that of China, India, Greco-Roman. Yet, for the Filipino, there has to be “Filipino Thought” or none at all. Nevertheless, Filipinos do have their own philosophy. This section draws out elements or draw sketches of the general lines of Filipino Philosophy. The three dimensions of Filipino thought are: Loob, Filipino philosophy of time and Bahala Na. These attitudes and values constitute the hidden springs of the Filipino mind. 1.        Loob: Holistic and Interior Dimensions -       Kagandahang-loob, kabutihang-loob, and kalooban are terms that show sharing of one’s self to others. The Filipino generally believes in the innate goodness of human beings. 2.        Filipino Philosophy of Time -        Human being is like a bird who flies up and goes down- proves that  believes in the Gulong ng Palad (literally,”wheel of fortune”) and hence, look at life as a serious of ups and downs(Timbreza 1992). 3.        Bahala Na                                                                                                                 -       The Filipino subconsciously accepts the bahalana attitude as a part of life. Bahalana literally means to leave everything to God who is Bathala in the vernacular. Thus, the Filipino accepts beforehand whatever the outcome of his/her problem might be(Mercado 2000). 4.        Filipino Thought and Values: Positive and Negative Aspects -       It is believed, however that the Philippine values and system, in line with Filipino philosophy, are in dire need to be used as positive motivation. The Filipino gives great value to endurance and hard work as means to economic self-efficiency. In this vein, we should stress other positive Filipino values such as bayanihan or helping others in times of need. Bayanihan is another moving spirit of the Filipino people.   C.        PHILOSOPHY: TRANSCENDING AND AIMING FOR A LIFE OF ABUNDANCE -       “Abundare” Latin word of “to over flow nonstop”. Abundance is out flowing than incoming. It is not about amassing material things or asserts that our very life belongs to God. a.        Abundance is not what we gather but what we scatter. - Often abundance is equated with materialism, but it is when we raise our empty hands and surrender, when we do not grab, when we are unattached to anything or anyone, when we offer oneself-all these are abundance. Only if we have empty hands can we receive full of blessings. b.        Abundance is not what we keep but what we give away. -       To live an abundant life, one must pursue one’s desires and inner self. One must go after what fulfills, before making more money. It is truly paradoxical because to be able to have, we must first let go. To be able to have, - we must first let go. To be able to acquire, we must first control ourselves.To be abundant, we must learn to control our appetites and desires, for they have impact on other people. Harsh words, pollution, and eating unhealthy foods are some examples where our choices influence or affect not only ourselves but others as well. In other words, there is karma in our thoughts, words and actions. c.        Abundance is not what we hold but what we share. -        Money counts in our globalized society. Money should not matter much, for every moment is a blessing, even if one does not have money. Abundance comes to the one who has money and heart, money and values, money and relationships, money and deeper happiness. Abundance is more than our ambitions; there are more precious things such as people that matter. (Aguilar, 2010) d.        Abundance is a choice. -        Abundance is more of an effort of the heart than mind alone. To achieve, one must commit. Only the heart can commit. Abundance, therefore is a choice which translates to commitment, determination, and perseverance. (Aguilar 2010) The Secret by Rhonda Byrne offers a similar idea, which claims that we have our dreams, and regardless or who we are, the universe will answer our wishes. According to “The Secret”, our dreams come true because we attract them. We achieve our dreams if we cooperate with the Power of Dreams Himself of God. God will grant our wishes in his due time. e.        Abundance is to evolve into a higher being. -        It becomes clear that the concept of abundance covers both external and internal life. We cannot truly live without material considerations, but externals are not all there are; values, for instance matter. Thus, to live in abundance means evolving to a higher being in following one’s mission; a deliberate or conscious desire to act upon what can make us and others happy. As we are bombarded by negative people and moods, it becomes our choice to adopt an abundant disposition.

 

 

Republic of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga Sibugay

SIBUGAY’S MATTHEW-JACKSON SCHOOL INCORPORATED

Magsaysay Street, Poblacion, Ipil, Zamboanga Sibugay Province

 

 

NAME OF LEARNER:

GRADE LEVEL:

SECTION:

DATE:

TIME:

 

 

LEARNING ACTIVITY SHEET/GAWAING PAGKATUTO

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON/PAMBUNGAD SA PILOSOPIYA NG TAO(12)

Quarter 1 – Week 1

 

Instructions: Choose any from topics given for your writing activity.

a.        Cite examples of how philosophy can be a principle of sufficient reason or

non-contradiction.

b.        Share your concepts about the importance of philosophy. Give examples of these in politics, sports, law and daily life

 

 

Instructions: Explain the following:

 

1.        Define philosophy. Explain what is unique about philosophical thought.

_________________________________________________________________________________________________________________________________________________________________________________

 

2.        Do you think philosophy is important in the age of globalization? Why or why not?

_________________________________________________________________________________________________________________________________________________________________________________

 

3.        As a student, how can you live a life of abundance? Give examples.

_________________________________________________________________________________________________________________________________________________________________________________

 

 

 

Instructions: Draw your own interpretation of Bayanihan and be guided with the given rubric.

 

 

 

 

 

GENERALIZATION:

Philosophy, by its definitions covers a great deal of conceptual, complex and value-laden processes. Lessons to be learned go beyond and rise to daunting challenges of modern experience.

REFERENCES:

·          Introduction to the Philosophy of the Human Person book by Christine Carmela R. Ramos, PhD

 

 

Abrajano Ulysses B.

ICT Instructor

 

Republic of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga Sibugay

SIBUGAY’S MATTHEW-JACKSON SCHOOL INCORPORATED

Magsaysay Street, Poblacion, Ipil, ZamboangaSibugay Province

NAME OF LEARNER:

GRADE LEVEL:

SECTION:

DATE/TIME:

LEARNING MODULE/GAWAING PAGKATUTO

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON/PAMBUNGAD SA PILOSOPIYA NG TAO(12)

Quarter 1 – Week 2

         Learning Competencies: Codes:

Distinguish opinion from truth  ---------------------------------------- ----------------------------------------               PPT11/12-lc-2.1

Realize that the methods of philosophy lead to wisdom and truth ---------------------------------------               PPT11/12-ld-2.2

Evaluate truth from opinions in different situations using the methods of philosophizing  -----------               PPT11/12-ld-2.3

METHODS OF PHILOSOPHIZING   2.1           Introduction: Methods of Philosophizing Philosophizing is to think or express oneself in a philosophical manner. It considers or discusses a (matter) from a philosophical standpoint. A.     PHENOMENOLOGY: On Consciousness -       Edmund Husserl founded Phenomenology- where the truth is based on the person’s consciousness. This focuses on careful inspection and description of phenomena or appearances, defines as any object of conscious experience, that is, that which we are conscious of (Johnson) the word “phenomenon” comes directly from the Greek (phainomenon) meaning “appearance”. -       Husserl’s formulates several phenomenological “reductions” and their shifts. 1. Epoche or “suspension” brackets all the questions of truth and reality and simply describes the contents of consciousness. 2. Focuses on the essential features, the meaning of consciousness. 3. What interests the phenomenologists are the contents of consciousness, not on the things of the natural world as such. B.     EXISTENTIALISM: On Freedom -       It is not primarily on a philosophical method neither a set of doctrines but more of an outlook or attitude supported by diverse doctrines centered on certain common themes as follows: 1. Human condition or relation of individual to the world. 2. Human response to that condition 3. Being, especially the difference between the being of person and being the other kinds of things 4. Human freedom 5. Significance of choice and decision in the absence of certainty 6. Concreteness and subjectivity of life as lived, against abstractions and false objectifications. ·          Soren Kierkegaard, insisted that the authentic self was the personally chosen self, as opposed to public or “herd identity” ·           Nietzsche took this view of opposition of the genuine individual versus the identity of “herd” identity. ·          Jean-Paul Sartre, French philosopher who emphasized the importance of free individual choice regardless of the power of other people to influence and coerce our desires, beliefs and decisions. ·          Socrates “the good of his soul” he sought not mere opinions but knowledge, self-knowledge in particular, and prescribed not just right action but virtue, being “true to oneself”. ·          St. Augustine was concerned with the spiritual nature of the “true” self as opposed to the inauthentic demands of desire and the body. ·          Jean-Jacques Rousseau essential goodness of the “natural” self in contrast to the “corruption” imposed by society. C.     POSTMODERNISM: On Cultures -       It is accepted that truth is not absolute (i.e. cultural). Post modernism is not philosophy– it is best a holding pattern, perhaps a cry of despair. Postmodernists believe that humanity should come at truth beyond the rational to the non-rational elements of human nature, including the spiritual. D.     ANALYTIC TRADITION -       Analytic Tradition Language cannot objectively describe truth. “Analysis” refers to a method; owing a great deal to the pioneers, Bertrand Russell, G.E, Moore, Wittgenstein an J.L Austin. ·          Ludwig Wittgenstein, an analytic philosopher, language is socially conditioned. E.     LOGIC AND CRITICAL THINKING: Tools in Reasoning -       It is the centered in the analysis and construction of arguments. Two Types of Reasoning: A.      Inductive Reasoning (observations in order to make generalizations often applied in prediction, forecasting or behavior) B.      Deductive Reasoning (draws conclusion from usually one broad judgments or definition and one more specific assertion, often an inference. VALIDITY AND SOUNDLESS OF AN ARGUMENT Ex. All philosophers are wise. (major premise) Confucius is a philosopher. (minor premise) Therefore, Confucius is wise. (conclusion) Validity comes from a logical conclusion based on logically constructed premises. STRENGTH OF AN ARGUMENT Inductive arguments cannot prove if the premises are true which will also determine the truth of the conclusion. FALLACIES To detect fallacies, it is required to examine the argument’s content. Usual errors in reasoning and thus, coming up with false conclusion and worse, distorting the truth. a. Appeal to pity (Argumentum ad misericordiam) e. Against the Person (Argumentum ad hominem) i. Equivocation b. Appeal to Ignorance (Argumentum ad ignorantiam) f. Appeal to Force (Argumentum ad baculum) j. Composition c. Appeal to the people (Argumentum ad populum) g. Begging the question (petitioprincipii) k. Division d. Hasty generalization h. False Cause   2.2           ANALYZE SITUATIONS THAT SHOW THE DIFFERENCE BETWEEN OPINION AND TRUTH Applying Logic and Fallacies in Determining Truth from Opinion: -       Tractatusidentifies the relationship between language and reality and to define the limits of science. It is recognized as a significant philosophical work of the 20th century. 2.3           REALIZE THE METHODS OF PHILOSOPHY THAT LEAD TO WISDOM AND TRUTH -       Double (1999) although philosophy is an organized body of knowledge, the subject matter of philosophy is questions, which have three major characteristics; 1. Philosophical questions have answers but the answers remain in dispute. 2. Philosophical questions cannot be settled by science, common sense, or faith. 3. Philosophical questions are of perennial intellectual interest to human beings. -       Critical Thinking is the careful, reflective, rational and systematic approach to questions of very general interest. -       For Maboloc and Pascua (2008) critical thinking is a lifelong process of self-assessment that further consists of: Defining, analyzing and devising solutions, Willingness to say “I don’t know.” The attributes of a critical thinker include; Adjusts opinion Arriving at reasonable and informed conclusions Applying understanding and knowledge to new and different problems. Looks for proof Rejects irrelevant and innocent information Looks for evidence to support assumption and beliefs Examines the problem 2.4           EVALUATE OPINIONS -       An opinion can be a belief or judgment that rests on grounds insufficient to produce complete certainty. It is a personal view, attitude or appraisal or personal feelings. Asking relevant questions -> assessing arguments or statements –> looking for evidence assumption or beliefs -> deciding rationally what to believe or not important to evaluate opinions.

 

Republic of the Philippines

Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga Sibugay

SIBUGAY’S MATTHEW-JACKSON SCHOOL INCORPORATED

Magsaysay Street, Poblacion, Ipil, ZamboangaSibugay Province

NAME OF LEARNER:

GRADE LEVEL:

SECTION:

DATE:

TIME:

LEARNING ACTIVITY SHEET/GAWAING PAGKATUTO

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON/PAMBUNGAD SA PILOSOPIYA NG TAO(12)

Quarter 1 – Week 2

ACTIVITY 1

CHECK YOUR KNOWLEDGE!

Instructions:  List the different methods of philosophy and choose a specific method that is most meaningful for you.

 

 

 

 

 

 

 

 

ACTIVITY 2

CHECK YOUR UNDERSTANDING!

Instructions: Answer the following with your objective insight and critical thinking.

1.     Explain the importance of logic and critical thinking.

 

 

 

 

 

 

 

 

 

 

 

 

 

2.     How can we differentiate truth from opinion? Explain in five sentences.

 

 

 

 

 

 

 

 

ACTIVITY 3

Instructions: Each of the statements below violates at least one of the guidelines for critical thinking. Identify the guideline that was violated and give a brief explanation for you choice. Determine whether the statements are expressing opinions or truth.

a.     Anna bought a bottle of pain reliever because a TV commercial claimed that most hospitals prescribe it.

 

 

 

 

b.     You’re either for us or against us.

 

 

 

 

c.      I get disgusted with my Science classes. We study the “principle of this” and the “theory of that”. Aren’t there any laws? Why can’t scientists make up their minds and stop acting like they don’t know anything for sure?

 

 

 

 

 

 

 

 

GENERALIZATION:

We are human being possessed with reason. We use it when we make decisions or when we try to influence the decisions of others or when we are engaged in an argument or debate.

REFERENCES:

·          Introduction to the Philosophy of the Human Person book by Christine Carmela R. Ramos, PhD

·          https://www.slideshare.net/MARIAJESSALACERNA1/methods-of-philosophizing-109149648

Abrajano Ulysses B.

 

REPUBLIC OF THE PHILIPPINES

Department of Education

Region IX, Zamboanga Peninsula

Division of ZamboangaSibugay

SIBUGAY’S MATTHEW – JACKSON SCHOOL, INC.

Magsaysay St. Poblacion, IpilZamboangaSibugay

COMPUTER PROGRAMMING

MODULE  FOR GRADE 12

FIRST QUARTER

Week 1

 

NAME:

GRADE LEVEL:

SECTION:

DATE\TIME:

 

Learning Competencies

         Obtain work instruction in accordance with standard operating procedures  (LE_IACSS9-12AQS-Ia-1)

         Check the received materials against workplace standards and specifications

         Identify and isolate faulty materials related to work (LE_IACSS9-12AQS-Ia-1)

         Record and/ or report defects and any identified causes to the supervisor concerned in accordance with workplace procedures (LE_IACSS9-12AQS-Ia-1)

         Replace faulty materials in accordance with workplace procedures (LE_IACSS9-12AQS-Ia-1)

 

BRIEF DISCUSSION OF THE LESSON    These are the factors that must be taken into consideration when choosing the right material for their components and assemblies: 1. Selection of material – is one of the most common tasks for design engineering. The ability to assess the material’s impact on the performance of a product is crucial for reliable performance. Sometimes, buyers are also considering the label or name of the company which are producing great quality of materials and are known in the market. Examples are the name HP for printer and Intel for some computer hardware. 2. Testing of material – is widely understood to be the key to obtaining data for a project, performing failure analysis, or understanding material interactions. Material testing also provides information on the quality of incoming and outgoing products. Inspection test equipment and techniques are demonstrated for a wide range of materials and assemblies during the class. This provides the participants with both knowledge of the common failure modes. 3. Cost of material – is also considered when buying or selecting materials for a specific project. The amount may vary but never taken for granted the quality and the reliability of the material. Will you buy material which is less expensive but worst quality? Will you buy material which you cannot afford? People look for places which can meet their standards and right cost for materials to buy. Before planning and designing takes place, you should evaluate the material options and system requirements.   ·          Good quality –  This is the most important factor when choosing materials to buy. Products with good quality are long-lasting and safe to use because you know that it follows certain standards before being commercialized. ·          Reliable - It means that you can be sure that it will perform its function well, will operate safely and will give the best it could give. ·          Suitable for the application/purposes - Choose the materials which are very necessary to make the project possible. Making a list of products/materials to buy is a good trait of a wise consumer. Products which are not to be used must be crossed out. ·          Low cost - It doesn’t mean that you will choose for the less expensive one and exclude the quality. Low cost means you can afford to buy the materials without hurting your pocket and assure of better quality. These are the things to be considered when: ·          Receiving Materials: A.         Match the packing slip to the items received and ensures that the materials are destined on tour department. B.         That you are receiving the materials indicated on the purchase order with regard to quantity and discount. C.         That the materials are in acceptable condition. D.        That terms regarding installation and/or set-up of equipment are met. ·          Receiving Reports Whenever goods are received: A.         The person receiving the goods must document, using the administrative software, that all goods were received for each requisition before any payment can be made to the vendor. B.         Any exceptions must be noted so that partial payments can be processed or defective goods can be returned. ·          Return of Merchandise When merchandise is received which is incomplete or defective, the supervisor will return the materials to the supplier or to the store where it was bought and make arrangements with the vendor for replacement. ·          Make an Inventory Report of the Materials All materials received must be listed and be reported to monitor how many materials are already on hand, purchased or damaged. Effective management checks are an important means of providing assurance of the integrity and security of the benefit processes. They are also useful in identifying training needs; indicating possible weaknesses in procedure and ensuring the section meets its accuracy target set for Best Value Performance Indicators purposes. The Quality checker will record the date of receipt, name of the materials purchased, quantity, official receipt number, signature of the person who bought the materials and signed his name afterwards. The Quality checker will identify if the materials are in good condition or damage and /or needing for replacements. This will also be recorded on his report. Feedback Once the Quality checker has completed all the reports, the assessor will check if the Quality Checker provides all the data needed in the report   Example of Log Report (to be completed by the Quality checker) Date Received O.R. # Item Name Quantity Signature Quality Checker             Example of Assessment of Materials Received (to be completed by the Quality checker) Quality Checker: Date: Item Name Total no.  in Good Condition Total no. of Errors Comments           Workplace Procedure is a set of written instructions that identifies the health and safety issues that may arise from the jobs and tasks that make up a system of work. A safe working procedure should be written when: §   Designing a new job or task §   Changing a job or task §   Introducing new equipment §   Reviewing a procedure when problems have been identified, example from an accident or incident investigation The safe working procedure should identify:   §   The teacher for the task or job and the students who will undertake the task §   The tasks that are to be undertaken that pose risks §   The equipment to be used in these tasks §   The control measures that have been formulated for these tasks §   Any training or qualification needed to undertake the task §   The personal protective equipment to be worn §   Action to be undertaken to address safety issues that may arise while undertaking the task Following certain procedures is very important to perform a given operation. The table below shows different elements and their corresponding performance criteria to be able to identify occupational health and safety hazards, and assess risk, as well as follow instructions and procedure in the workplace with minimal supervision. The students will also be capable of participating and contributing to OHS management issues. ELEMENT PERFORMANCE CRITERIA 1. Identify hazards and assess risk. 1.1 Identify hazards in the work area and during the performance of workplace duties. 1.2 Assess level of risk 2. Follow procedures and strategies for risk control 2.1 Report hazards in the work area to designated personnel according to workplace procedures 2.2 Follow workplace procedures and work instructions for assessing and controlling risks with minimal supervision. 2.3 Whenever necessary, within the scope of responsibilities and competencies, follow workplace procedures for dealing with hazards and incidents, fire and/or other emergencies. 3. Contribute to OHS in the workplace. 3.1 Describe employee rights regarding consultation on OHS matters 3.2 Raise task and/or job specific OHS issues with appropriate people in accordance with workplace procedures and relevant OHS legislative requirements 3.3 Contribute to participative arrangement for OHS management in the workplace within organizational procedures and the scope of responsibilities and competencies 3.4 Provide feedback to supervisor on hazards in work area in line with organizational OHS policies and procedures 3.5 Provide support in implementing procedures to control risks in accordance with organizational procedures Work instruction may be: Verbal Written In English In a community language Provided visually eg. video, OHS signs, symbols and other pictorial, presentation, etc. Controlling risks in the work area may include Application of the hierarchy of control, namely: Eliminate the risk Reduce/minimize the risk through Engineering controls Administrative controls Personal protective equipment Reports identifying workplace hazards may be verbal or written and may include: Face to face Phone messages Notes Memos Specially designed report forms Examples of OHS issues which may need to be raised by workers with designated personnel may include: Hazards identified Problems encountered in managing risks associated with hazards Clarification on understanding of OHS policies and procedures Communication and consultation processes Follow up on reports and feedback. Effectiveness of risk controls in place Training needs Examples of contributions may include: Recommendations on changes to work processes, equipment or practices Listening to the ideas and opinions of others in the team Sharing opinions, views, knowledge and skills Identifying and reporting risks and hazards Using equipment according to guidelines and operating manuals   TYPES AND WORK-RELATED ERRORS A. Quantity of work (untimely completion, limited production) 1.         Poor prioritizing, timing, scheduling 2.         Lost time a.         Tardiness, absenteeism, leaving without permission b.         Excessive visiting, phone use, break time, use of the Internet c.         Misuse of sick leave 3.         Slow response to work requests, untimely completion of assignments 4.         Preventable accidents B. Quality of work (failure to meet quality standards) 1.         Inaccuracies, errors 2.         Failure to meet expectations for product quality, cost or service 3.         Customer/client dissatisfaction 4.         Spoilage and/or waste of materials 5.         Inappropriate or poor work methods Work Behavior Which Result in Performance Problems A. Inappropriate behavior (often referred to as "poor attitude") o    Negativism, lack of cooperation, hostility o    Failure or refusal to follow instructions o    Unwillingness to take responsibility ("passing the buck") o    Insubordination o    Power games B. Resistance to change o    Unwillingness, refusal or inability to update skills o    Resistance to policy, procedure, work method changes o    Lack of flexibility in response to problems C. Inappropriate interpersonal relations o    Inappropriate communication style: over-aggressive, passive o    Impatient, inconsiderate, argumentative o    Destructive humor, sarcasm, horseplay, fighting o    Inappropriate conflict with others, customers, co-workers, supervisors D. Inappropriate physical behavior o    Smoking, eating, drinking in inappropriate places o    Sleeping on the job o    Alcohol or drug use o    Problems with personal hygiene o    Threatening, hostile, or intimidating behavior

REPUBLIC OF THE PHILIPPINES Department of Education Region IX, Zamboanga Peninsula Division of ZamboangaSibugay   SIBUGAY’S MATTHEW – JACKSON SCHOOL, INC. Magsaysay St. Poblacion, IpilZamboangaSibugay   COMPUTER PROGRAMMING ACTIVITY SHEET FOR GRADE 12 FIRST QUARTER Week 1   NAME: GRADE LEVEL: SECTION: DATE\TIME:   Activity 1 You are assigned as a Quality and Stock Checker in your house make a LOG report and Assessment of materials with a signature of approval by your parents at the bottom.

Generalization Characteristic of common materials for increased security is also a great factor in the design and planning process. Evaluation of longevity criteria and assessment of site environmental factors are vital to project planning. Specific knowledge about the project and general common sense must dictate design and material selection. Although many materials can offer enhanced protection, often the most cost-efficient and readily available material that provides reasonable life expectancy for the project must be considered.

REFERENCES: Applying Quality Standard CSS Tesda

Abrajano Ulysses B.

ICT Instructor

 

Learning Competencies

 

        Identify and use documentation relative to quality within the prescribe standard (TLE_IACSS9-12AQS-Ib-2 )

        Check completed work against workplace standards relevant to the task undertaken

        Identify and isolate errors (TLE_IACSS9-12AQS-Ib-2 )

        Record information on the quality and other indicators of production performance in accordance with workplace procedures (TLE_IACSS9-12AQS-Ib-2 )

        Document and report cases of deviations from specific quality standards in accordance with the workplace’s procedures (TLE_IACSS9-12AQS-Ib-2 )

 

BRIEF DISCUSSION OF THE LESSON The Strengthened Technical-Vocational Education Program Standards are sets of rules that outline specification of dimensions, design of operation, materials and performance, or describe quality of materials, products or systems. These standards should cover the performance expectations of the product for particular applications. The intent of standards is to provide at least minimum quality, safety or performance specifications so as to ensure relatively uniform products and performance, and to remove ambiguity as to the suitability of certain commercial products for particular applications. Following standards may reduce the risk of error in working.    Specific quality standards for:  1. Hardware – The durability of the work depends on the quality of its component parts and the assembly skills of those who install it. If the best-quality products or hardware are used but are installed incorrectly, the system will be a failure. The application of suitable hardware and products must be supported by adequate levels of training of person who use them so that they can identify and use only appropriate products. In judging a product or hardware, the person must consider factors such as the following: o    Is the product or hardware under consideration suitable for the application or purpose? o    Will it be harmful to the health of the community in its normal use? o     Is there a risk of this hardware being released into the environment (e.g. the water) in the first instance or after the working life of the product or hardware has expired? 2. Production Process – checking of quality assurance must be highly considered. Quality assurance covers all activities from design, development, production, installation, servicing and documentation. This introduced the rules: "fit for purpose" and "do it right the first time". It includes the regulation of the quality of raw materials, assemblies, products and components; services related to production; and management, production, and inspection processes.   A. FAILURE TESTING A valuable process to perform on a whole consumer product is failure testing, the operation of a product until it fails, often under stresses such as increasing vibration, temperature and humidity. This exposes many unanticipated weaknesses in a product, and the data is used to drive engineering and manufacturing process improvements.   B. STATISTICAL CONTROL Many organizations use statistical process control to bring the organization to Six Sigma levels of quality, in other words, so that the likelihood of an unexpected failure is confined to six standard deviations on the normal distribution. Traditional statistical process controls in manufacturing operations usually proceed by randomly sampling and testing a fraction of the output. Variances of critical tolerances are continuously tracked, and manufacturing processes are corrected before bad parts can be produced.   C. COMPANY QUALITY – The company-wide quality approach places an emphasis on three aspects: 1.        Elements such as controls, job management, adequate processes, performance and integrity criteria and identification of records 2.        Competence such as knowledge, skills, experience and qualifications 3.        Soft elements, such as personnel integrity, confidence, organizational culture, motivation, team spirit and quality relationships.     The quality of the outputs is at risk if any of these three aspects are deficient in any way.   D. TOTAL QUALITY CONTROL – is the most necessary inspection control of all in cases where, despite statistical quality control techniques or quality improvements implemented, sales decrease.     As the most important factor had been ignored, a few refinements had to be introduced: 1.        Marketing had to carry out their work properly and define the customer’s specifications. 2.        Specifications had to be defined to conform to these requirements. 3.        Conformance to specifications i.e. drawings, standards and other relevant documents, were introduced during manufacturing, planning and control. 4.        Management had to confirm all operators are equal to the work imposed on them and holidays, celebrations and disputes did not affect any of the quality levels. 5.        Inspections and tests were carried out, and all components and materials, bought in or otherwise, conformed to the specifications, and the measuring equipment was accurate, this is the responsibility of the QA/QC department. 6.        Any complaints received from the customers were satisfactorily dealt with in a timely manner. 7.        Feedback from the user/customer is used to review designs. 8.        Consistent data recording and assessment and documentation integrity. 9.        Product and/or process change management and notification.             To conclude, the above forms are the basis from which the philosophy of Quality Assurance has evolved, and the achievement of quality or the “fitness-for-purpose” is “Quality Awareness” throughout the company.   o    Final Product             Table 1.2.1 shows the Quality System Elements required by ISO 9000 in the making of the final product.   Table 1.2.2 Quality System Elements.   Quality System Requirements Contents 1 Management responsibility Define and document commitment, policy and objec- tives, responsibility and authority, verification resources and personnel. Appoint a management representative and conduct regular reviews of the system 2 Quality system Establish and maintain a documented quality system ensuring that products conform to specified requirements 3 Contract Review Ensure that customer's contractual requirements are evaluated and met 4 Product development Plan, control and verify product development to ensure that specified requirements are met 5 Document control System for control and identification of all documents regarding quality, e.g. procedures, instructions, and specifications 6 Purchasing Ensure that purchased products conform to specified requirements 7 Product identification and traceability System to identify and control traceability of product at all stages from raw materials through production to the final product as delivered to the customer 8 Process control Ensure and plan the control of production which direct- ly effects quality by documented work instructions, monitoring and control of processes 9 Inspection and testing Inspect and test incoming products, intermediate and final product; establish product conformance to specified requirements and identify non-conforming pro- ducts; maintain inspection and test records 10 Inspection, measuring and test equipment Selection and control of equipment to ensure reliability and accuracy in measuring data 11 Inspection and test status For the whole process the products shall be identified and clearly marked concerning test status, including indication of conformance or non-conformance 12 Control of non- conforming products Identification, documentation, evaluation, isolation (if possible) and disposition of non-conforming products 13 Corrective actions Prevention of reoccurrence of failures (non-conformance) 14 Handling, storage packaging and delivery Protection of the quality of the product during hand- ling, storage, packaging and delivery 15 Quality records Records, including those which demonstrate that the specified requirements have been met, shall be control- led and maintained 16 Internal Quality Audits Regular, planned internal audits shall be carried out, documented and recorded to verify the effectiveness of the quality system 17 Training Training requirements at all levels shall be identified and the training planned, conducted and recorded 18 Cleaning and Disinfection Although not required by the ISO 9000 standards, these two points should be given special attention in all food companies 19 Personal hygiene     o    Customer Service            According to Turban et al, 2002, “Customer service is a series of activities designed to enhance the level of customer’s satisfaction – that is, the feeling that a product or service has met the customer’s expectation”. Its importance varies by product, industry and customer.

REPUBLIC OF THE PHILIPPINES Department of Education Region IX, Zamboanga Peninsula Division of ZamboangaSibugay   SIBUGAY’S MATTHEW – JACKSON SCHOOL, INC. Magsaysay St. Poblacion, IpilZamboangaSibugay   COMPUTER PROGRAMMING ACTIVITY SHEET FOR GRADE 12 FIRST QUARTER Week 2   NAME: GRADE LEVEL: SECTION: DATE\TIME:   Activity 1 1.        When do you say that your work is of good quality? Site a example.

Generalization Having a product is not enough to have a satisfied customer but having a good quality that satisfied the customers expectation does while making your company or service more quality standard.

REFERENCES: Applying Quality Standard CSS Tesda

Abrajano Ulysses B.

ICT Instructor

09278309752/Bernard Abrajano (Facebook)