Graduate school

This paper builds on Phillips (Defence and Peace Economics, 16(6), 403–414, 2009) and enhances the NM expected utility analysis of terroristic behaviour by drawing on the fact that expected utility maximising behaviour in a setting where a terroristic group makes optimal decisions from a choice set containing combinations of attack methods can be analysed in terms of two moments (mean and variance) of the random payoffs associated with each attack method combination. This paper presents an equilibrium relationship between the expected payoffs of attack method combinations and the risk associated with those payoffs. This is an equilibrium model of choice under uncertainty when the behaviour of interest is the selection by a terroristic group of an optimal decision from a choice set containing attack method combinations.

Intergroup conflicts generally involve conflicts of interests within the competing groups as well. This article outlines a taxonomy of games, called team games, which incorporates the intragroup and intergroup levels of conflict. Its aims are to provide a coherent framework for analyzing the prototypical problems of cooperation and competition that arise within and between groups, and to review an extensive research program that has used this framework to study individual and group behavior in the laboratory. Depending on the game's payoff structure, contradictions or conflicts are created among the rational choices at the individual, group, and collective levels-a generalization of the contradiction between individual and collective rationality occurring in the traditional mixed-motive games. These contradictions are studied so as to identify the theoretical and behavioral conditions that determine which level of rationality prevails.

Economic theory predicts that military conscription is associated with static inefficiencies as well as with dynamic distortions of the accumulation of human and physical capital. Relative to an economy with an all-volunteer force, output levels and growth rates should be lower in countries that rely on a military draft to recruit their army personnel. For OECD countries, we show that military conscription indeed has a statistically significantly negative impact on economic performance. JEL Classification: H20, H57, J22, C68.

The newly hired teachers of the bureau serving for not more than 5 years in the government schools but have more than 5 years of teaching experience in the private institutions were the interest of this investigation. The study yielded the following perspectives describing the teachers’ transitional experiences. These include: students, relationship with stakeholders, administration, workloads, adaptation to the new working environment and their general impression about teaching in a public school. Study revealed beginning teachers generally had more positive experiences in private school than in public school. Transition experiences were described as a “reality shock”, never easy, overwhelming and discouraging for some. The teachers’ high regard to the teaching profession on the other hand able them to adapt some mechanisms to ease their transition. Nonetheless, results challenge the bureau to create a more relevant teacher induction framework for the beginning teachers. Keywords— ...

This study aimed to develop a seminar-workshop on river sanitation project in Brgy. Obaliw-Rinas, Oas, Albay via National Service Training Program through qualitative-quantitative approach of research, primarily phenomenological design. Themes and inferences were identified especially the measures that the organizers of the project have to accomplish to assure success of the seminar-workshop. In the end, sustainability plans and creative concepts emerged regarding the project as it was deemed necessary to be conducted not just in the chosen community but to all the communities along the Bicol River.

This study aimed to enhance the existing Bikol-Guinobatan Contextualized Learner’s Material in Mother Tongue 2.  It also determined the strengths and weaknesses of the existing Bikol-Guinobatan Contextualized Learner’s Material in MT 2 and the difference between the existing Bikol-Guinobatan Contextualized Learner’s Material in MT 2 to the enhanced version. This study was anchored on the Theory of Cognitivism, the Theory of Environmentalism and the Principle of Evaluation.
The study employed the descriptive-evaluative content analysis research design using of questionnaire-checklist to determine the strengths and weaknesses of the existing Bikol-Guinobatan Contextualized Learner’s Material in MT 2 as basis for enhancing the existing LM. A total of 23 teacher jurors assessed the existing LM and the enhanced version.  Weigthed mean, Intraclass Correlation Coefficient, and ANNOV were the statistical treatments used.
The overall assessment of the teacher jurors towards the existing Bikol-Guinobatan Contextualized Learner’s Material in terms of Content, Organization and Mechanics, and Technical Aspects is Very Satisfactory since it has satisfied most of the aspects/criteria of the Questionnaire-Checklist Evaluation Report on Learner’s Material Expert’s Validation Sheet. Very satisfactory along Content; the content, motivation strategies and literatures of the existing LM were appropriate for the pupils, it contributes to the achievement of the target objectives and that it promotes higher order thinking skills,  Very Satisfactory along Organization and Mechanics;  the proper sequencing of activities, clearly stated instructions, and appropriate words used in the sentences and paragraphs and Satisfactory along its Technical Aspect because of the inconsistencies of the font sizes used, blurred and limited pictures in the existing LM. Intraclass Correlation Coefficient was used in this study to test the reliability of the 23 teacher jurors’ as respondent of this study. With a computed intraclass correlation coefficient of 0.846, 0.922, and 0.915 the along content, organization and mechanics, and technical aspect respectively and an acceptable intraclass correlation coefficient of ≥ 0.7; results show that there is high inter rater reliability making the 23 teachers jurors’ reliable respondents of the study.
The following were considered as strengths: Content; (1) Contributes to the achievement of the objectives,(2) Develops the higher cognitive skills, (3) Develops the concepts presented, (4) Develops desirable values, (5) Accuracy of facts, (6) Relevance of content to Philippine condition, (7) Free from materials that are worrisome, (8) Free from ideological, religious and gender biases, and (9) Adequacy of motivation strategies, Organization in Mechanics; (10) Sequencing of activities, (11) Logical and smooth flow of activities, (12)Clarity of instruction, (13) Ample vocabulary, (14) Appropriateness of sentences and paragraphs, Technical Aspect; (15)Relevance of visuals to the text, (16) Font sizes are clear, and Artistic quality. Weaknesses were: Content; (1) Contains sufficient learning activities, Technical Aspect; (2) Lay-out, and (3) Clarity of visuals to details.
An Enhanced Bikol-Guinobatan Contextualized Learner’s Material in MT 2 was developed by the researcher to address the identified weaknesses.  The enhancements made were: (1) addition of items and activities to address the insufficient learning activities, (2) addition of drawings and visuals to aid the literary pieces was done to enhance the layout, and (3) improvement  or replacement of the blurred images was done to enhance clarity of visuals to details.
There was a significant difference between the enhanced LM in MT 2 and the existing LM in MT 2 based on the assessment of the 23 teacher jurors. In terms of its lay out from being Fair it is now rated as Very Satisfactory. The clarity of visuals from being fair now considered as Outstanding .The enhanced LM in MT 2 now contains sufficient learning activities and is rated by the teacher jurors’ as Outstanding. The result of the t-test supports that the enhancement done to the existing Bikol-Guinobatan Contextualized Learner’s Material in Mother Tongue 2 helped in improving and addressing the identified weaknesses. Also, the result of the ANNOVA shows that there is no significant difference among the ratings of each center towards the enhanced LM in MT 2 revealing that all agree that the Enhanced Bikol-Guinobatan Contextualized Learner’s Material in Mother Tongue 2 definitely improved on its weaknesses in terms of its content of sufficient learning activities, clarity of visuals to details and lay-out. Consistency in their ratings also makes them reliable sources of the study.
Based from the reassessment results and comments of the teacher jurors of the Enhanced Bikol-Guinobatan Contextualized Learner’s Material in Mother Tongue 2, there were improvements observed in terms of the illustrations of the LM and the additional activities provided were highly appreciated.  They further suggested to make the pictures colored that would make the enhanced LM more attractive and appealing in the eyes of its end users.
Based on the findings of the study, the following conclusions are deduced:
1. The existing Bikol-Guinobatan Contextualized Learner’s Material in Mother Tongue 2 is very satisfactory.
2. The existing Bikol-Guinobatan Contextualized Learner’s Material in Mother Tongue have more strengths than weaknesses.  The strengths pertain to the content and how it is organized such as use of appropriate words, examples, topics, and motivation strategies.  The weaknesses pertain to lay-out, clarity of visuals and insufficient learning activities.
3. The proposed Enhanced Bikol-Guinobatan Contextualized Learner’s Material focused on improving the identified weaknesses. The enhancement in the Bikol-Guinobatan Contextualized Learner’s Material in Mother Tongue 2 was found to be significant. 
4. The feedbacks of the teacher jurors support the observed enhancement in the Enhanced Learner’s Material in Mother Tongue 2.

Based from the findings and conclusions of the study, the following recommendations are presented:
1. Validity test of the Enhanced Bikol-Guinobatan Contextualized Learner’s Material in Mother Tongue 2 should be conducted by future researchers to test its effectiveness.
2. Adjustment of the existing Teacher’s Guide should be conducted to align it to the Enhanced Bikol-Guinobatan Contextualized Learner’s Material in Mother Tongue 2.
3. Approval from the regional and division education unit in accordance
with national policies and standard should be requested prior to the distribution of the Enhanced Bikol-Guinobatan Contextualized Learner’s Material in Mother Tongue 2.
4. A similar study should be conducted in other districts to adapt the Learner’s Material to the learners’ dialect or mother tongue, and to improve the existing Learner’s Material available to better suit it to the language, environment, and needs of the learners.