Reviewer

(Made by Quia, Nadine G. (11 STEM – Aquinas))

Table of Contents:
Reading and Writing Skills -------------------------------------------------------------------------- 2 – 5
Disaster Risk Reduction and Management ----------------------------------------------------- 6 – 19
Personal Development ----------------------------------------------------------------------------- 20 – 24
Practical Research 1 -------------------------------------------------------------------------------- 25 – 27
Pagbasa at Pagsuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik ----------------------- 28 – 30

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 Reading and Writing Skills

Implicit Text
- An implicit text is not clearly stated or
implied.
- Example:
 “All children, except one, grow
up.” (J. M. Barrie's Peter Pan)
o Implied: Peter Pan doesn’t
grow up.
 It was a stormy night in
Greenwood. The strong winds were
causing the trees to sway, and it 1. Claim of Fact
rained for hours. - A claim asserts some empirical truth.
o Explicit: It was nighttime. - A condition that has existed, exists or will
The storm is happening in exist.
Greenwood. The winds  Past: The oldest known disease in
the world is leprosy.
were strong. The winds
 Present: Cancer is not contagious.
were causing the trees to
 Future: The climate will get
sway. It rained for hours.
warmer in the next few years.
- An argument with strong evidence presented
Explicit Text
as a reason for the arguer’s belief in the
- An explicit text is any idea that is stated or
claim.
found in the text.
- Example:
- Example:
 Cars, not factories, are the primary
 Kayla peered out the window cause of pollution.
before heading to bed. The trees  Action research is conducted to
were wildly swaying, and the respond to the needs of the
puddles in her yard were growing students.
larger by the minute.  Illegal mining has already become
o Implied: It was nighttime. an issue in the Philippines.
It was raining heavily. A  School is the most important part of
storm was occurring. education.
 “All children, except Peter Pan,
grow up.” (J. M. Barrie's Peter Pan) 2. Claim of Value
o Explicit: All children - It asserts judgment based on morals,
grow up, except Peter Pan. standards, and norms.
- It also refers to what people prefer or like.
Claim - Look for keywords that are a matter of
- It is arguable and debatable. judgment rather than fact, such as: good,
- It states the topic and the stand on a certain well, kind, useful, desirable, etc.
issue. - A claim is based on things we like or dislike.
- It shows what needs to be proved in your - Example:
argument.  Living in a city is more productive
than living in the countryside.
 Saying “opo” is the highest form of
respect.
 Staying with a family with limited
resources is more valuable than
working abroad.

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 3. Claim of Policy Linear Non-Linear
- A claim asserts that an action should be Refers to Definition Refers to text
taken. traditional text that does not
- Statements that argue that something needs that needs to need to be read
to be done. be read from from
- May it be making a law or calling for action. beginning to beginning to
- They prescribe a particular course of action end. end.
that would lead to a condition. There is only Reading Path There are
one reading multiple
- They are usually made in relation to solving
path, which is reading paths;
societal problems that talk about conditions decided by the they are
that must happen. author. determined by
- Be careful to call that some actions be taken. the readers.
- Take note of the keywords “should,” Typically Content Typically
“ought,” or “must.” These words may not be includes includes
present all the time, but the author’s purpose printed texts. digital texts.
is usually to call for an action to be taken if It may take Efficiency Allows readers
they are. time to find to find
- Example: the information
 Death penalty must be revived. information more
 A national ID system should be readers are efficiently.
adopted. searching for.
 Children should be taught to Novels, Examples Flowcharts,
become vegetarians. poems, letters, knowledge
 Beauty contests should be banned. textbooks, maps, and
 The government must devote more newspapers, encyclopedias.
funds to building schools than articles.
building roads.

Linear Texts
- Traditional text that requires to be read from
the beginning to the end.
- The author decides the reading path.
- Texts printed on paper are examples of
linear texts.

Non-Linear Texts
- It does not need to be read from the Context
beginning to the end. - Context is defined as the social, cultural,
- There are multiple reading paths (the political, historical, and other related
reading is not sequential). circumstances that surround the text and
- It allows readers to find specific information form the terms from which it can be
more quickly and efficiently. understood and evaluated.

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 Reading
- Reading is a process in which the
information from the text and the knowledge
possessed by the reader get together to
produce meaning. – Richard Anderson

Critical
- Critical means to express criticism or
disapproval about something like a book,
movie or piece of art, etc.

Hypertexts Critical Reading

- It is a non-linear way of presenting - It is a skill.
information. - Critical reading involves criticizing any
- Hypertext means a text that’s gone beyond information that you read or hear.
the limitations of ordinary text. - It means not easily believing information
- It uses hyperlinks. offered to you by a text.
- Readers follow their own path, create their - It is engaging yourself about what the author
own meaning out of the materials that or writer is trying to tell you in his or her
connect topics on a screen to related writing, or being focused on the intention or
information, graphics, videos, and music- the argument being presented in the
the information is not simply related to text. material.
- How to identify it? - It is exercising your judgment about the
 This information appears as links material being read, and not just accepting
and is usually accessed by clicking or being satisfied with everything that is
and shifting to different web pages presented by the author without analyzing
in a matter of seconds and minutes. the points, especially the author’s opinions
whether true, valid, or acceptable.
Intertext
- It simply means “between text.” Reading Critical
- Julia Kristeva mentioned that, “individual Reading
texts are connected to other literary texts.” Purpose To get a basic To form
- There are relationships among texts. grasp of the judgment
- Some texts are influenced by other texts of text. about how the
the past. text works.
- Therefore, intertextuality is the development Activity Absorbing or Analyzing,
of a text’s meaning through another text. understanding. interpreting,
- It shows the interconnection among similar evaluating.
or related works of literature in terms of Focus What the text What a text
language, images, characters, themes, or says. does and
subjects. means.
- Intertextuality is the relation between texts Direction With the text Against the
that are inflicted by means of quotations and (ignoring text
allusion. whether it is (questioning
- Uses the reference of the full story in right or the claims,
another text or story as its backbone. wrong). assumptions,
- Example: arguments).
 Tailor Swift’s song “Love Story” Questions What is the How does the
makes intertextuality references to text saying? text work?
“Romeo and Juliet” and the What can I get How is it
“Scarlet Letter”. out of it? argued?

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 What choices
are made?
What kinds of
reasoning and
evidence are
used?
What are the
underlying
assumptions?
What does the
text means?

Critical Thinking
- Critical thinking is the ability to think
clearly and rationally, and the ability to
understand the relation of ideas presented.

Critical Thinkers Characteristics

1. Understands the relation of one idea to
another.
2. Determines the importance and relevance of
ideas and arguments.
3. Recognizes, builds, and appraises
arguments.
4. Identifies inconsistencies and errors in
reasoning.
5. Approaches problems in a consistent and
systematic way.
6. Reflects on the justification of his own
assumptions, beliefs, and values.

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 Disaster Risk Reduction and Management

Disasters exposure of living organisms

- Disasters are emergencies that cannot be to toxic substances and
handled by those affected without outside microorganisms that cause
assistance. sickness.
 Example: COVID-19 virus.
Risk b. Geological Hazard
- Risk is the probability of harmful  In this hazard, events that
consequences, or expected loss of lives, originated in solid ground
people injured, livelihoods, disruption of count as major precursor.
economic activities.  These includes earthquake,
volcanic eruptions and
Hazard emissions, and other secondary
- Hazard is an event or occurrence that has the hazards such as landslides and
potential to cause harm to life and damage mudflows.
property and the environment.  Example: Taal volcano
eruption on January 12, 2020.
Vulnerability c. Hydrometeorological Hazard
- Vulnerability comprises conditions  Phenomena that are
determined by physical, social, economic, atmospheric,
and environmental factors or processes, hydrometeorological or
which increase the susceptibility of a oceanographic nature that may
community, school, or certain area in a cause loss of life or other
locality to the impact of hazards. health impacts.
 This hazard includes typhoons,
Capacities thunderstorms, tornadoes,
- Capacities are those positive resources and floods, and even drought,
abilities which are helpful to individuals, among others.
families and community in mitigating,  Example: Typhoon Yolanda in
preparing for, responding to and recovering 2013.
from the hazard impact.
2. Human Induced Hazards
Types of Hazards a. War
1. Natural Hazards  War is an example of human-
a. Biological Hazards induced hazard.
b. Geological Hazard  It is the conflict of two nations
c. Hydrometeorelogical Hazards or countries that turn into a
2. Human Induced Hazards battle where many people die.
a. War b. Chemical Hazard
b. Chemical Hazard  It is a hazard that deals with all
c. Safety Hazard hazardous chemicals that
d. Anthropogenic Hazard might harm your body.
e. Psychological Hazard c. Safety Hazard
f. Technological Hazard  Safety Hazards can harm
people if safety is at risk.
1. Natural Hazards  Example: Accidents in the
a. Biological Hazard road.
 This is directly linked to an
organic origin caused by

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 d. Psychological Hazard activities focusing on
 Psychological hazard deals all reducing the
about your mental health; community
maybe at work and even in vulnerability to
your family. hazards.
 Remember that your mental  Actions include
health is at risk. improving the
e. Anthropogenic Hazard resistance of physical
 Anthropogenic hazard is a type structures such as
of hazard wherein the hazard is school buildings,
done by people to other people developing improved
directly. safety plans for the
 Example: Murder. occupants, and
f. Technological Hazard increasing/
 Technological hazard is when diversifying the
a hazard is caused by man- network of social
made technologies and many is support mechanism
at risk. available to
communities in
Essential Components in Determining Risk threatened areas.
1. Identifying the Hazard b. Post-disaster Loss
 Quantifying hazard probability Management
involves assessing not only the  Post-disaster loss
probability of occurrence but the management focuses
probability of magnitude. on improving the
 Hazard identification is the emergency response
systematic observation of unsafe and broadening the
conditions, negative behaviors and range of support
weaknesses within the management given to victims that
structure that could lead to injuries includes facilitation of
and illnesses in the jobsite. relief delivery and
2. Elements at Risk stimulating a rapid
 Identifying and making an recovery.
inventory of people or school
buildings or other elements which Preparedness Activities
would be affected by the hazard if 1. Development and regular testing of
it occurs, and when required, contingency plans;
estimating their economic value. 2. Appropriation of the calamity fund to
3. Vulnerability of the Elements at Risk support preparedness, response and
 How affected the school buildings rehabilitation activities through the NDCC;
or school children or other 3. Development of coordinated Regional,
elements would be if they were to Division, District and school approaches for
experience some levels of hazard effective disaster response;
impact. 4. Regular dialogue between response
4. Loss Management agencies, planners and policy-makers, and
 These are the pre and post disaster development organizations;
actions designed to keep the losses 5. Coordination with Local Disaster
at the minimum in human, Coordinating Councils for better
structural and economic aspects. collaboration and synchronization, and
a. Pre-disaster Loss Management convergence of assistance;
 Pre-disaster loss 6. Establishment and maintenance of bilateral
management are coordination among cluster members,

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 partners and stakeholders for timely and
effective humanitarian response;
7. Conduct Quarterly Earthquake Drills in
Schools; and
8. Drill Exercises like fire drill, and evacuation
drills.

Earthquakes
- An earthquake is a shaking of the ground
caused by sudden slippage of rock masses
below or at the surface of the earth.
- It is a wavelike movement of the earth’s
surface.
- An earthquake may be classified as either
tectonic or volcanic.

Magnitude Focus
- Magnitude is proportional to the energy - Also known as the hypocenter.
released by an earthquake at the focus. - It is the point within the Earth’s crust where
- It is calculated from earthquakes recorded the seismic energy is released.
by an instrument called seismograph. - This is usually several kilometers beneath
- It is represented by Arabic Numbers (e.g. the Earth’s surface.
4.8, 9.0).
- Magnitude is measured using the Richter Epicenter
Scale, named after Charles Richter. - It is the point on the Earth’s surface directly
above the focus.
Intensity - It is the location where the earthquake’s
- Intensity is the strength of an earthquake as effects are usually most severe.
perceived and felt by people in a certain - Scientists often name an earthquake after the
locality. city that is closest to its epicenter.
- It is a numerical rating based on the relative - The distance between the epicenter and the
effects to people, objects, environment and focus is called the focal depth.
structures in the surrounding.
- The intensity is generally higher near the Classification of Earthquake
epicenter. 1. Tectonic Earthquakes
- It is represented by Roman Numerals (e.g.  Tectonic earthquakes are produced
II, IV, IX). by sudden movement along faults
- In the Philippines, the intensity of an and plate boundaries.
earthquake is determined using the  Most of the powerful earthquakes
PHIVOLCS Earthquake Intensity Scale that we experience fall in this
(PEIS). category.
 This is the most dangerous and
powerful kind of earthquakes.
2. Volcanic Earthquakes
 Volcanic Earthquakes are induced
by rising lava or magma beneath
active volcanoes.
 It is still considered less severe
than that of tectonic earthquakes.
3. Plutonic Earthquakes
 Plutonic Earthquake are
earthquake with a deep focus, with

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 depth of disturbance around 300  This is the fastest kind of seismic
kilometers to 800 kilometers. wave, and, consequently, the first
to ‘arrive’ at a seismic station.
Earthquake Monitoring System 3. S-Waves
- At present, PHIVOLCS operates 101  The second type of body wave is
seismic monitoring stations all over the the S wave or secondary wave,
Philippines. which is the second wave you feel
- These stations are equipped with in an earthquake.
seismometers that detect and record 4. Surface Waves
earthquakes.  Travelling only through the
- Data is sent to the PHIVOLCS Data crust, surface waves are of a lower
Receiving Center (DRC) to determine frequency than body waves, and are
earthquake parameters such as magnitude, easily distinguished on a
depth of focus and epicenter. seismogram as a result.
- Together with reported felt intensities in the
area (if any), earthquake information is
released once these data are determined.

Seismology
- Seismology is the study of earthquakes and
seismic waves that move through and
around the earth.
Types of Faults
 A seismologist is a scientist who
1. Normal Fault
studies earthquakes and seismic
 Where the crust is being pulled
waves. apart, normal faulting occurs, in
which the overlying (hanging-wall)
Seismic Waves block moves down with respect to
- Seismic waves are the waves of energy
the lower (foot wall) block.
caused by the sudden breaking of rock
2. Reverse Fault
within the earth or an explosion.
 Where the crust is being
- They are the energy that travels through the
compressed, reverse
earth and is recorded on seismographs. faulting occurs, in which the
hanging-wall block moves up and
Types of Seismic Waves over the footwall block – reverse
1. Body Waves
slip on a gently inclined plane is
 Traveling through the interior of
referred to as thrust faulting.
the earth, body waves arrive
3. Strike-Slip Fault
before the surface waves emitted
 Crustal blocks may also move
by an earthquake. sideways past each other, usually
 These waves are of a higher along nearly-vertical faults.
frequency than surface waves.
 This ‘strike-slip’ movement is
2. P-Waves described as sinistral when the far
 The first kind of body wave is the P side moves to the left, and dextral,
wave or primary wave. when the far side moves to the
right.

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 4. Oblique Fault Technology (DOST), Geological Survey of
 An oblique slip involves various Japan (GSJ), National Institute of Advanced
combinations of these basic Industrial Science and Technology (AIST),
movements, as in the 1855 Japan.
Wairarapa Fault rupture, which - It was developed by Dr. Joel C. Bandibas of
included both reverse and dextral GSJ with the cooperation of the research and
movement. development personnel of PHIVOLCS.

Signs of an Impending Earthquake

A. Animal Behavior
 They become disturbed and very
sensitive before an earthquake hits.
 For instance, domestic animals like
dogs struggle against being
restrained. Birds leave their trees
restlessly.
B. Change in Atmospheric Conditions
 Strange changes in color of glow
sky (white, blue, and light orange)
are said to show that an
earthquake is about to hit.
C. Electromagnetic Disturbance
 There are speculations that there is
a relationship between magnetic
and electrical charges in rock and
material and earthquakes.
D. Boom Sound
 There are instances that a
trembling sound occurs before and
during earthquakes.
 It could be the cause of minor
earthquakes but are too shallow to
be detected by a seismograph.
The PHILVOLCS FaultFinder
- The PHIVOLCS FaultFinder is an Earthquake Hazards
application capable to do proximity searches - The type of hazard depends on the strength
to active faults. of seismic activity, along with such factors
- It may be used to determine the location of as local topographic and built features,
active faults in an area and to measure the subsurface geology and groundwater.
shortest distance between an active fault and - A large earthquake will always be followed
a user’s current location, which is by a sequence of aftershocks.
determined by the gadget’s tracking device. A. Ground Shaking
- It may also be used to measure the shortest  If an earthquake generates a
distance between an active fault and a large enough shaking intensity,
specific site, which is identified by a user. structures like buildings,
- The app would be useful for land-use bridges and dams can be
planning, risk assessment, disaster risk severely damaged, and cliffs
reduction plan, and awareness. and sloping ground
- This web app is a product of the joint destabilized.
collaboration between the Philippine  Perched or stacked objects
Institute of Volcanology and Seismology may fall and injure or bury
(PHIVOLCS), Department of Science and anyone close by.

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  In the largest earthquakes E. Liquefaction
whole districts can be  Liquefaction occurs when
devastated by the multiple waterlogged sediments are
consequences of ground agitated by seismic shaking.
shaking.  This separates the grains from
 Ground shaking will vary over each other, reducing their load
an area due to such factors as bearing capacity.
topography, bedrock type, and  Buildings and other structures
the location and orientation of can sink down into the ground
the fault rupture. or tilt over, whilst underground
 These all affect the way the pipes and tanks may rise up to
seismic waves travel through the surface.
the ground.  When the vibrations stop the
B. Tsunami sediments settle down again,
 Tsunamis are long wavelength squeezing groundwater out of
oceanic waves generated by fissures and holes in the
the sudden displacement of ground to cause flooding.
seawater by a shallow  The aftermath of liquefaction
earthquake, volcanic eruption can leave large areas covered
or submarine landslide. in a deep layer of mud.
 A number of waves may be F. Fire
produced and they can travel  These fires can be started by
long distances at high speeds broken gas lines and power
to flood far-off shores. lines, or tipped over wood or
 The height of a tsunami varies coal stoves.
and may be affected by the sea  They can be a serious problem,
floor depth and shape, and especially if the water lines
other factors. that feed the fire hydrants are
C. Landslides and Rock Falls broken, too.
 Ground shaking due to  For example, after the Great
earthquakes destabilizes cliffs San Francisco Earthquake in
and steep slopes, causing 1906, the city burned for three
landslides and rock falls as a days. Most of the city was
significant side-effect. destroyed and 250,000 people
 Heavy rain and unconsolidated were left homeless.
or fractured rock are G. Sinkholes
exacerbating factors.  Sinkholes are cavities in the
D. Ground Displacement ground that form when water
 Ground Displacement is how erodes an underlying rock
far the surface moves during layer.
the earthquake.  Two types of sinkholes exist.
 It can cause the ground to One forms when the roof of a
change position in both cave collapses, and when it
horizontal and vertical exposes the underground
directions and move relative to cavern.
objects or other areas of land
nearby. Preparedness and Mitigation/What to Do Before
 The amount of ground  Recommend to appropriate authorities the
displacement in an evaluation of structural soundness of school
earthquake is called the slip. buildings and important infrastructures.
 Request appropriate authorities to determine
whether the school site is along an active

Page 11 of 30
 fault and/or in liquefaction or landslide  Conduct a contingency planning on
prone areas which may cause school earthquake.
buildings to fall.  Conduct an orientation and earthquake drill.
 Make sure that school building design  Evaluate the school. Have the following data
complies with the National Building Code available yearly:
Standard.  Total number of students occupying each
 On existing school buildings with one door, floor;
request proper authorities to provide two  Total number of students occupying each
exit doors for every classroom, both with building; and
swing-out direction. Check for the presence  Identify students or teachers with special
of other potential sources of hazard due to needs (sick, old, disabled) and their location.
secondary effect of earthquakes like steep  Study the most recent school grounds layout
hill slopes, hanging heavy objects, dams, or planning to identify open spaces and
storage tanks, falling debris, and fire. determine the total area of available space
 Strap heavy furniture/cabinets inside the that can be utilized as “areas of temporary
classrooms to the wall to prevent sliding or refuge” that will be designated for the
toppling; occupants of each school building.
 Store breakable items, harmful chemicals Determine how many persons can occupy
and flammable materials inside the this open space.
classrooms in the lowermost shelves and  Obtain a building layout/floor plan for each
secure firmly. building that shows the rooms, corridors,
 Install latches on drawers and cabinets. staircases and exit points.
 Check classrooms for hanging or unstable
objects that may fall on the pupils/students
during the earthquake.
 Familiarize pupils/students as well as school
personnel with the easiest exit or evacuation
route to take. Develop a School Earthquake
Evacuation Plan and hang/post this in the
corridor of each building.
 Teach the school children how to use fire
extinguishers, first aid kits, alarms and
emergency exits. These should also be
accessible, conveniently located, and
prominently marked in familiar places to the
pupils/students for assembly and possible
evacuation.
 Advise pupils/students not to use the
elevator during and after an earthquake.
Structure or power failure may lead you to
get stranded in the elevator.
 Identify strong parts of the building like Response/What to Do During
door jambs, near elevator shafts, sturdy  Direct pupils/students to stay inside a
tables structurally sound building.
 where the pupils/students can take refuge  Advise pupils/students to protect their body
during an earthquake. from falling debris by bracing themselves in
 Prepare and maintain an earthquake survival a doorway or by getting under a sturdy desk
kit consisting of a battery-powered radio, or table.
 flashlight, first aid kit, potable water,  When inside a vehicle, pull to the side of the
candies, ready to eat food, whistle, and dust road and stop. Do not attempt to cross
mask. bridges or overpasses which may have been
damaged.

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  Direct pupils/students to move to an open Introduction to Volcanoes
area when they are outside a building or any - Volcanoes form when parts of the Earth’s
 structure. solid mantle melts to form pockets of hot
 Stay away from power lines, posts, walls, liquid rock called magma. This magma
and other structures that may fall or collects in large pools deep underground
collapse. Stay away from buildings with known as magma chambers. As more and
large glass panes. more magma is added to the magma
 Move away from steep escarpments which chamber, the pressure increases and causes
may be affected by landslides particularly if the rock around the magma chamber to
they are on a mountain or near steep hill crack.
slopes. - The hot liquid magma, which is lighter than
the surrounding rock, is forced upwards
Rehabilitation/What to Do After through cracks in the crust and erupts on
 Advise pupils/students to take the fastest and land through a volcanic vent.
safest way out if caught in an old or weak - Magma that reaches the Earth’s surface can
classroom building. erupt as lava (hot liquid rock), obsidian
 They should be advised to get out calmly (volcanic glass), pumice, (a type of frothy
and in an orderly manner. Not to rush or volcanic glass) volcanic ash and gas
push one another. depending on the type of eruption.
 Not to use elevators, but instead use the
stairs;
 Check themselves for cuts and for injuries
and approach the nearest teacher for
assistance.
 Check the surroundings of the schools
 Call the authority to clean up chemical
spills, toxic and flammable materials since
this is hazardous to untrained people.
 Check for fire and if any, have it controlled.

Volcano
- The term volcano signifies a vent, hill or
mountain from which molten or hot rocks
with gaseous materials are ejected.
- The term also applies to craters, hills or
mountains formed by removal of preexisting
materials or by accumulation of ejected
materials.

Page 13 of 30
Types of Volcanoes  Example: Mayon Volcano in
A. Shield Volcanoes Albay.
 Shield volcanoes form from gentle B. Dormant Volcano
(effusive) eruptions of runny lava  It is an active volcano that is not
called basalt. erupting, but supposed to erupt
 Because it’s so runny, this lava can again.
travel a long way before it  Example: Mt. Banahaw in Laguna
solidifies into rock and creates and Quezon.
wide, sloping volcanoes in the C. Extinct Volcano
shape of a shield.  Has not had an eruption for at least
B. Composite Volcanoes 10,000 years and is not expected to
 Composite volcanoes are formed erupt again in a comparable time
from layers of alternating lava and scale of the future.
ash, usually at destructive plate  Example: Mt. Kulal in Kenya
boundaries.
 The lava that erupts to form Volcanic Hazards
composite volcanoes is much - Volcanic hazard refers to any potentially
thicker and flows more slowly than dangerous volcanic process.
basalt lava. This means that it - Volcanic risk is any potential loss or damage
cannot spread out very far before it as a result of the volcanic hazard that might
solidifies so forms cone-shaped be incurred by persons, property, etc. or
volcanoes with steep sides. which negatively impacts the productive
C. Cinder Cones capacity/sustainability of a population. Risk
 Cinder cones are considered as the not only includes the potential monetary and
simplest type of volcano. human losses, but also includes a
 They are formed from lava population’s vulnerability.
particles emitted in a vent.
Lava Flow
Recent Happening - Lava flow is a highly elongated mass of
- Mt. Taal eruption last January 12, 2020. molten rock materials cascading downslope
from an erupting vent.
Volcanic Eruptions - The lava flow being extruded has low silica
- They happen when lava and gas are and low water contents.
discharged from a volcanic vent.
- A volcanic eruption occurs when molten Pyroclastic Flow
rock, ash and steam pour through a vent in - Pyroclastic flow refers to hot dry masses of
the earth’s crust. fragmented volcanic materials that move
along the slope and in contact with ground
Magma surface.
- Is composed of molten rock and is stored in  Pumice Flow
the Earth’s crust. o Pumice is a type of
volcanic rock that is light
Lava and porous, and it is
- It is magma that reaches the surface of our formed from frothy lava
planet through a volcano vent. that cools rapidly and
traps gas bubbles.
Classifications of Volcanoes o During a volcanic
A. Active Volcano eruption, pumice can be
 Is a volcano that has had at least ejected from the volcano
one eruption during the past 10,000 in a pyroclastic flow,
years. which is then called a
pumice flow.

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  Ash Flow C. After
o Ash flow, also known as a  Listen to local news updates for
pyroclastic density current information about air quality,
or pyroclastic flow, is a drinking water, and roads.
type of volcanic eruption  Pay attention to warnings, and obey
that involves the explosive instructions from local authorities.
release of hot gas and ash  Stay indoors and away from
from a volcano. volcanic ash fall areas if possible.
 Wear goggles and mask.
Ash Fall
- Showers of fine to coarse-grained volcanic Do’s and Don’ts’s
materials and other airborne products of a A. Do’s
volcanic eruption.  Be updated in news.
- Ash fall distribution/dispersal is dependent  Prepare for your protection:
on prevailing wind direction. eyeglasses, mask, clothes and etc.
 Wait for announcement from
Lahars authority.
- Lahars (an Indonesian term), sometimes B. Don’ts’s
called mudflows or volcanic debris flows,  Don’t go near in hazardous areas.
are flowing of volcanic debris and water.  Don’t go outside. Use indoor as
- Lahars distribute and redistribute volcanic protection.
ash and debris deposited around the volcano  Don’t act in haste.
after the materials has cooled and has  Don’t play with lava.
become water logged.

What to Do Before, During, and After Volcanic

Eruption
A. Before
 Assembling an emergency
preparedness kit.
 Create and evacuation plan
 Staying informed about your
community’s risk and response
plans.
 Tune in the radio or television for
volcano updates.
B. During
 Leave the area immediately.
 Follow any evacuation orders
issued by authorities, and put your
emergency plan into action.
 If you are indoors, Close all
windows, doors, and fireplace or
woodstove dampers.
 Wear a dust mask designed to
protect against lung irritation from
small particles.
 Stay out of designated restricted
zones.

Page 15 of 30
Page 16 of 30
Ground Deformation B. GPS (Global Positioning System)
- Ground deformation refers to surface  GPS is used to measure the
changes on a volcano, such as subsidence movement of the ground as a
(sinking), tilting, or bulge formation, due to volcano inflates. In this method,
the movement of magma below the surface. scientists are able to predict
volcanic eruption accurately.
Remote Sensing Technology (Techniques as Volcano Hazard Maps
Applied to Volcano Monitoring) A. The Permanent Danger Zone (PDZ)
- Monitoring surface changes on a volcano  The Permanent Danger Zone (PDZ)
from afar using available tools such as for volcanoes is an delineated and
satellite images; advantage: less exposure on identified where no permanent
the ground for volcanologists, safer; but habitation is recommended due to
sometimes interpretation needs field the possible impact of various
verification. hazards at any time.
 As soon as Alert Level is raised
Seismic Activity from 0 to 1, it is recommended that
- From earthquakes to swarms of earthquakes. people should not venture within
- Most unrest in volcanoes start with volcanic this area at any time. This is
earthquakes. already part of the precautionary
action taken by the Province of
Gases Albay when Alert 1 is declared.
- Types and rate of emission.  For Mayon Volcano, the area
- Gases rise through vents called fumaroles covered within 6-kilometer radius
(from the Latin for “smoke”) and other from the summit is delineated as
cracks. the PDZ.
B. Volcano Alert Levels
Technology for Prevention  In the Philippines, we use a system
A. Seismograph of Volcano Alert Signals to define
 A seismograph, or seismometer, is the current status of each volcano.
an instrument used to detect and  The alert levels range from 0 to 5.
record earthquakes.  The alert levels are used to guide
 Generally, it consists of a mass any appropriate response from the
attached to a fixed base. During an Local Government Units (LGUs).
earthquake, the base moves and the
mass does not.

Page 17 of 30
Page 18 of 30
How to Properly Conduct CPR in Case of closed and give 2 slow breaths, watching for
Emergency chest rise.
1. Control the crowd. 6. After conducting CPR, continue to monitor
2. Introduce yourself and state that you have the patient's breathing and pulse until
knowledge on how to conduct CPR. Then, medical professionals arrive.
ask if you can assist the person in need.
3. Ask someone in the crowd to call an
ambulance with an AED.
4. Ask the patient if they are okay three times.
If they do not respond, proceed.
5. Conduct CAB (circulation, airway,
breathing).
6. Begin CPR: 30 chest compressions followed
by 2 rescue breaths, repeating 5 times or
until the ambulance arrives.
7. If the patient regains a pulse, place them in
the recovery position.

Additional Notes
1. It's important to ensure the scene is safe for
both you and the patient before approaching
them. Look out for any hazards or dangers
that could harm you or the patient.
2. When conducting the CAB assessment,
check for any signs of circulation (e.g. a
pulse), open the airway and check for any
breathing. If the patient is not breathing
normally or has no pulse, begin CPR
immediately.
3. If an AED (Automated External
Defibrillator) is available, follow the
instructions on the device and apply the pads
as soon as possible. The AED will analyze
the patient's heart rhythm and determine if a
shock is needed.
4. It's important to perform chest compressions
with enough force to adequately circulate
blood. To achieve this, place the heel of one
hand on the center of the patient's chest
(between the nipples) and place the other
hand on top. Press down firmly and quickly,
allowing the chest to fully recoil between
compressions.
5. Rescue breaths should be given over the
patient's mouth and nose, with the head
tilted back and chin lifted. Pinch the nose

Page 19 of 30
 Personal Development

Human Brain 4. Thalamus – its main job is to control the

- This body organ, which is located in the flow of information going to the cerebral
head region, has powers fit for a king. cortex (outer thin layer of the cerebrum)
- It is an organ weighing at an estimate of 3 which distributes to the muscle and senses,
pounds, but is a heavyweight in its ability to and vice versa.
absorb learning and foster creativity.
- It is a complex organ that controls thoughts,
memories, emotions, visions, and every
process that regulates our body.

Three Major Parts of the Brain

1. Brain stem
 It connects the spinal cord and the
brain.
 Controls functions that keep people
alive such as breathing, heart rate,
blood pressure, and food digestion.
 Midbrain.
 Responsible for the eye movement
and auditory information.
2. Cerebellum
 It controls voluntary movement.
 It translates your will into action.
 Hindbrain.
 Also known as the “little brain,”
with numerous and deep folds
which controls movements and
balance.
3. Cerebrum
The Four Main Lobes of Cerebrum
 The largest of the three brain
1. Frontal Lobe
sections, accounts for 85% of the
 Cognition and motor abilities.
brain’s weight, and has four lobes.
 This lobe is found at the front of
 Forebrain.
the brain.
 It is the biggest part of the brain.
 It is responsible for the higher level
 It is a function that controls speech,
thinking processes like problem-
reasoning, learning, emotional
solving, learning, and organizing.
control, and memory.
 It also regulates attention, memory,
and mobility.
The Limbic System 2. Parietal Lobe
1. Hippocampus – focuses on learning and
 Touch and taste.
memory.
2. Amygdala – center of emotions like  At the back of the frontal lobe is
aggression and anger. the parietal lobe.
3. Hypothalamus – it is responsible for basic  This region integrates sensory data
processes like the regulation of temperature like touch, pain, pressure, and
and circadian rhythms which tell you when temperature.
to eat or sleep.

Page 20 of 30
 3. Temporal Lobe  Like to set goals
 Hearing.  Can interpret information well
 The temporal lobe is found near  Keep a tidy room
each ear.  Answer questions spontaneously
 Its main function is to process  Follow directions and read
auditory signals and information. directions
 It is an important component in
understanding language. Right-Brained
4. Occipital Lobe - These people are:
 Vision.  Intuitive
 This region is found at the lower  Risk-takers
back part of the cortex.  Creative
 Its job is to process visual - They prefer:
information including the detection  Imagination
and identification of colors,  Holistic thinking
movement, and other visual stimuli.  Rhythm
 Feelings visualization
Additional Parts of the Brain  Daydreaming
1. Olfactory bulb – Its main function is the  Adventure
 Writing
send of smell.
 Fantasies
2. Somatosensory cortex – It is the feedback
 Expression
from motor abilities.
3. Medulla – It is considered as extension of
Mind Map
spinal cord that found in the skull that
- It is a highly effective way of getting
regulates important processes like
information in and out of your brain.
circulation and other involuntary process - It is a creative and logical means of
like heart rate and blood pressure.
note-taking and note-making that
literally “maps out” your ideas.
The Lateralization of the Brain
- The theory of brain lateralization was
How to Draw a Mind Map?
developed by Nobel-prize winners Robert
1. Write the title of the subject or project that
Ornstein and Roger Sperry.
you’re exploring in the center of a page and
- It states that each side of the brain has draw a circle around.
different specific functions.
2. Draw lines out from this circle as you think
- While humans use both sides, each one has a
of subheadings of the topic or important
dominant side which, according to the facts or tasks that relate to your subject.
theory, explains much about his or her
Label these lines with your subheadings.
behavior, interests, personality, and mode of
3. Dive deeper into the subject to uncover the
thinking.
next level of information (related sub-topics,
- This led to the coined terms left-brained or tasks, or facts, for example).
right-brained individuals.
4. Repeat the process for the next level of
facts, tasks, and ideas. Draw lines out from
Left-Brained the appropriate heading and label them.
- These people are:
 Organized
Mental Health
 Logical
- State of positive psychological and
 Detail-oriented
emotional well-being.
- They prefer:
- It is all about how we think, feel, and
 Sequencing behave.
 Linear thinking
- It is sometimes also used to refer to the
 Mathematics
absence of mental health disorder.
 Thinking in words

Page 21 of 30
 - It focuses on a person’s cognitive,  Hedonic happiness is
behavioral, and emotional well-being. achieved through
experiences of pleasure
Social Media and Mental Health and enjoyment.
- Advantages  It has three main
 Increased social support components:
 Access to mental health a. Life satisfaction and
resources content
 Reduced stigma b. High positive feelings
 Improved communication c. Low negative feelings
 Increased awareness - Eudaimonic well-being
- Disadvantages  From the Greek
 Cyberbullying philosopher, Aristotle,
 Comparison and envy came the concept of
 Addiction eudaimonia.
 Sleep disturbances  It is rooted from the word
 Disinformation daimon, which means true
- The following downsides of social nature.
media to teenagers:  Aristotle theorized that
1. Focusing on likes happiness is more than the
2. Cyberbullying pursuit of pleasure.
3. Making comparisons  Eudaimonic happiness is
4. Having too many fake friends achieved through
5. Less face to face time experiences of meaning
and purpose.
Psychological Well-Being and Mental Health
- Is used to describe an individual’s Psychological Well-Being Dimension by Dr. Ryff
emotional health and overall 1. Self-acceptance
functioning. 2. Positive relations
- It is combination of feeling good and 3. Autonomy
functioning effectively. 4. Environmental mastery
- In understanding well-being, there were 5. Purpose in life
two approaches that emerged: 6. Personal Growth
- Hedonic well-being
 Came from the Greek
word “pleasure,
straightforward manner,
happiness, maximizing
pleasure, and minimizing
pain.”
 It is also known as
subjective well-being or
SWB.
 The basic premise for
hedonic well-being is that
happiness could be
achieved through
decreased pain and with a
consequent increase in
pleasure.

Page 22 of 30
 Dimension Characteristics of a High Scorer Characteristics of a Low Scorer
Self-acceptance Possesses positive attitude toward Feels dissatisfied with self; is
self; acknowledges and accepts disappointed with what has
multiple aspects of self, including occurred in past life; is troubled
good and bad qualities; feels about certain personal qualities;
positive about past life. wishes to be different than what he
or she is.
Positive relations with other people Has warm, satisfying, trusting Has few close, trusting
relationships with others; is relationships with others; finds it
concerned about the welfare of difficult to be warm, open, and
others; is capable of strong concerned about others; is isolated
empathy, affection, and intimacy; and frustrated in interpersonal
understands give-and-take of relationships; is not willing to make
human relationships. compromises to sustain important
ties with others.
Autonomy Is self-determining and Is concerned about the expectations
independent; is able to resist social and evaluations of others; relies on
pressures to think and act in certain judgments of others to make
ways; regulates behavior from important decisions; conforms to
within; evaluates self by personal social pressures to think and act in
standards. certain ways.
Environmental mastery Has sense of mastery and Has difficulty managing everyday
competence in managing the affairs; feels unable to change or
environment; controls complex improve surrounding context; is
array of external activities; makes unaware of surrounding
effective use of surrounding opportunities; lacks sense of control
opportunities; is able to choose or over external world.
create contexts suitable to personal
needs and values.
Purpose in life Has goals in life and a sense of Lacks sense of meaning in life; has
directedness; feels there is meaning few goals or aims, lacks sense of
to present and past life; holds direction; does not see purpose in
beliefs that give life purpose; has past life; has no outlooks or beliefs
aims and objectives for living. that give life meaning.
Personal growth Has feeling of continued Has sense of personal stagnation;
development; sees self as growing lacks sense of improvement or
and expanding: is open to new expansion over time; feels bored
experiences; has sense of realizing and uninterested with life; feels
his or her potential; sees unable to develop new attitudes or
improvement in self and behavior behaviors.
over time; is changing in ways that
reflect more self-knowledge and
effectiveness.

Mental Health Problems/Disorders 1. Mood Disorders

1. Mood Disorders - It affects a person’s everyday emotional
2. Anxiety Disorders state.
3. Personality Disorders - Nearly one in ten people aged 18 and
4. Psychotic Disorders older have mood disorders.
5. Eating Disorders - Types of Mood Disorders:
6. Trauma-Related Disorders a. Bipolar Disorder – is a chronic
7. Substance Abuse Disorders mental illness.
b. Persistent Depressive Disorder – is
a chronic type of depression.

Page 23 of 30
 c. Major Depressive Disorder (MDD) up or use laxatives. They also over
– causes feelings of extreme exercise and fast.
sadness or hopelessness that lasts c. Anorexia Nervosa – people avoid
for at least two weeks. food; they severely restrict on what
foods to eat, or they eat in a very
2. Anxiety Disorder small quantities of only certain
- It is characteristics by severe fear, foods.
which is linked to certain objects or
situations. 6. Trauma-Related Disorders
- Types of Anxiety Disorders: - It is a mental illness that’s triggered
a. Generalized Anxiety Disorder after experiencing or witnessing a
(GAD) – goes beyond regular traumatic event.
everyday anxiety, like being
nervous before a presentation. 7. Substance Abuse Disorders
b. Obsessive Compulsive Disorder - People from all walks of life take illicit
(OCD) – causes constant and drugs, and the type of drug they use can
repetitive thoughts, or obsessions. depend on their socioeconomic status
c. Social Anxiety Disorder – including things like their cultural
sometimes called social phobia, background.
causes an extreme fear of social
situations.

3. Personality Disorders
- They involve long-term patterns of
thoughts and behaviors that are
unhealthy and inflexible.
- People with personality disorders have
trouble dealing with everyday stresses
and problems.

4. Psychotic Disorders
- Are severe mental disorders that cause
abnormal thinking and perceptions.
People with psychoses lose touch with
reality.
- Schizophrenia is one type of psychotic
disorder.

5. Eating Disorders
- Are serious mental health disorders
which involve severe problem with your
thoughts about food and eating
behaviors.
- It is medical condition and not a
lifestyle choice.
- Types of Eating Disorders:
a. Binge-Eating – out of control
eating until they feel
uncomfortable.
b. Bulimia Nervosa – they have a
period of binge-eating, but have the
tendency to make themselves throw

Page 24 of 30
 Practical Research 1

Qualitative Research B. Weaknesses

- A market research method that focuses 1. It includes the researcher’s subjectivity.
on obtaining data through open-ended 2. It is hard to know the validity or
and conversational communication. reliability of the data.
3. It’s open-ended questions that yields
Characteristics of Qualitative Research “data overload.”
1. Human understanding and interpretation 4. It’s time consuming.
 Makes us understand different 5. It involves several processes.
thoughts and opinions.
2. Multiple research methods and approach Kinds of Qualitative Research
 A multi-method research in which 1. Ethnographic/Ethnography
you can use different research type.  It immerses subjects in a culture
3. Contextualization that is unfamiliar to them.
 Specific ideas to general ideas. 2. Case Study
4. Diverse data in real-life situation  A study of a specific unit such as
 Keeps people in touch with reality person, group, or event.
and also allows them to appreciate 3. Grounded Theory
visuals.  Lived experiences to investigate a
5. Active, powerful, and forceful phenomenon or event.
 Researches should be constantly 4. Narrative Method
conducted and amended to cope up  Experiences recounted by subjects
with the demands of the worlds. are used to understand their
6. Specificity to generalization perception of events.
 Ideas can be concluded to general 5. Historical Method
idea that can be understand by the  Investigate past events to
majority of the population. understand present patterns.
7. Abounds with words and visuals 6. Phenomenological Method
 Focused on the use of words.  Seeks to understand and describe
8. Internal Analysis the universal essence of
 Focuses on the perception of phenomenon.
people rather than their physical
existence. Chapter 1 Outline
A. Introduction/Background of the Study
Strengths and Weaknesses of Qualitative B. Statement of the Problem
Research C. Significance of the Study
A. Strengths D. Scope and Delimitation
1. Adopts a naturalistic approach to its E. Hypothesis
subject matter. F. Theoretical Framework/Conceptual
2. Promotes an understanding of human Framework
behavior. G. Definition of Terms
3. It is instrumental for positive societal
change. A. Introduction
4. It receives the value of respecting - An explanation of the context of study
people’s individuality. which involves the current data or status
5. It is a way to interpret social interaction. of the problem, existing studies about it
6. It increases the researcher’s interest. and its history that paved way to the
7. It offers multiple ways or methods to development of the research problem.
conduct a study.

Page 25 of 30
 - It explicates the rationale why you, as a groups of people will gain from the
researcher, are conducting the study. findings of the study.
- Writing this part of the paper may lead - It must start from the most to the
you to your research questions. least benefitted ones.
- How to write an introduction?
a. Discuss the topic in general. Start D. Scope and Delimitations
from a holistic or world
perspective.
b. Insert a condition that is directly
related to the topic and to the focus
of your study.
c. Identify the factors contributing to
the focus of your study.
d. State the current condition of the
topic in your school or locale.
e. State the reason why you chose to
study the topic.

B. Statement of the Problem

E. Hypothesis
- This premise indicates the importance
- A preconceived idea, assumed to be true
of meticulously crafting of the research
and is tested for its truth or falsity.
questions as it sets the focus and drives - It has two types:
the course of the study. 1. Null Hypothesis
- The statement of the problem has two
 Null hypothesis indicates
parts:
that there is no significant
 General statement of the problem/ difference or relationship
objectives
between specified
 Specific research questions
populations or variables.
2. Alternative Hypothesis
How to Formulate Specific Questions or Sub-  Alternative hypothesis, on
Questions? the other hand, is one that
1. Begin the research questions with what or
states that there is a
how. significant difference or
2. Focus on a single phenomenon or concept.
relationship between
3. Remember the following:
specified populations or
 Discover – grounded theory variables.
 Seek to understand – ethnography
 Explore the process – case study
 Describe experiences –
phenomenological
 Report the stories – narrative
4. Expect research questions to change and
evolve as the study progresses as it should
match the other parts of the research.
5. Use open-ended questions where the
respondents can answer freely.
6. Specify the respondents and research sites if
the information is not yet given.

C. Significance of the Study

- The significance of the study
pinpoints the benefits certain

Page 26 of 30
F. Conceptual and Theoretical Framework
- Conceptual Framework
 Serves as an outline or a
blueprint that you can follow
in doing your research.
 It is presented in a flow chart,
map, diagram or narrative
form.
- Theoretical Framework
 Defines the key concepts in
your research, proposes
relations between them, and
discusses relevant theories
based on a literature review.
 A strong theoretical framework
gives your research direction,
allowing you to convincingly
interpret, explain, and
generalize from your findings.

a. Definition of Terms
- Lists down and defines key terms as
used in the study alphabetically.
- An operational definition refers to the
specific definition of concepts in a
research study. This is important
because it will provide a clear direction
and purpose of your study.

Page 27 of 30
 Pagbasa at Pagsuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik

Pananaliksik F. Literari o Pampanitikan

- Ang salitang “pananaliksik” ay hango sa  Hindi kailangang mag-
salitang “saliksik” o ang ibig sabihin ay eksperimento dahil ang mga
masusing paghahanap. gagamiting materyales ay
- Isinilang ang gawaing pananaliksik ng nasaliksik na rin ng iba.
magsimulang magtanong ang mga naunang G. Purong Pananaliksik
mga tao sa mundo hinggil sa mga bagay-  Layuning magdagdag ng bagong
bagay. kaalaman sa dati nitong alam.
- Ang pananaliksik ay isang sistematiko at H. Teknikal at Bisnes na Pananaliksik
siyentipikong proseso ng pangangalap,  Isang uri ng aplayd na pananaliksik
pagsusuri, pag- aayos, pag-oorganisa, at na ginagamit ng mga taong dapat
pagpapakahulugan ng mga datos tungo sa gumawa ng mga sesyong praktikal
paglutas ng suliranin, pagpapatotoo ng para mapaunlad ang kalakal o
haypotesis at pagpapatunay sa imbensyong ekonomiya.
nagawa ng tao. I. Iskolarli o Akademik na Pananaliksik
 Ito ay pagtipon ng mga materyales
Uri ng mga Pananaliksik na nakikita na at nasa paligid lang.
A. Panimulang Pananaliksik
 Basic Research Kahalagahan ng Pananaliksik
 Binubuo ng mga teorya o 1. Maging solusyon sa suliranin.
nagpapaliwanag sa mga 2. Makadiskubre ng bagong kaalaman,
phenomenon. konsepto, at impormasyon.
 Deskriptib o nagpapaliwanag. 3. Makita ang kabihasnan na umiiral ng isang
bagay.
B. Pagtugong Pananaliksik 4. Umunlad at mapalawak ang sariling
 Applied Research kaalaman ng mga mag-aaral.
 Ito ay para matulungan ang mga tao
upang maunawaan ang kalikasan Tandaan
ng mga suliranin. - Ang pananaliksik ay isang
 Mabigyan ng mga solusyon. mahalagang pamamaraan o proseso
C. Pananaliksik na Nagtataya sa paghahanap ng solusyon sa mga
 Evaluation Research suliranin.
 Tumutukoy sa pag-aaral ng proseso - Ito rin ay nakatutulong upang ang
at kinalabasan ng isang solusyon. kalagayan ng buhay ng tao ay
D. Pagkilos na Pananaliksik mapaunlad at mapabuti.
 Action Research - Nagiging daan ito tungo sa isang
 Naglalayong lumutas ng isang mas maayos na pagpapalakad sa
suliranin sa isang komunidad. mga bagay na maaaring nagiging
 Pangongolekta ng datos ay komplikado sa pagdaan ng
impormal. panahon.
E. Makaagham o Siyentipiko - Ang pananaliksik ay mahalaga sa
 Aktwal na makuha ang mga lahat ng aspekto ng buhay maging
ikatunayan at mga datos. maliit man o malaking suliranin ay
 Gumagawa ng mga eksperimento kailangan ng pananaliksik.
para patunayan ang mga bagay-
bagay.
 Inductive o indaktib.

Page 28 of 30
Katangian ng Pananaliksik mga sample ng populasyon,
1. Obhetibo hanggang sa mga pamamaraan ng
 Ang datos at interpretasyon ng pagkolekta ng datos.
pananaliksik ay kinakailangang C. Emperikal
patas sa lahat ng panig.  Ang pananaliksik ay
 Halimbawa: nangangailangan ng pagkolekta ng
o Kung ang paksa ng datos at impormasyon upang
mananaliksik ay tungkol mapatunayan ang mga konklusyon.
sa isyu ng reproductive  Dapat itong magpakita ng
health law, kailangan ebidensya mula sa mga aktwal na
niyang kunin ang panig ng datos na nakolekta sa mga
pabor at laban dito. pananaliksik upang magbigay ng
2. Mula sa iba’t ibang datos makatwirang konklusyon.
 Kinakailangang malawak ang D. Akyurayt
pinagkunan ng mga datos at  Ang pananaliksik ay dapat na
impormasyon. akyurayt o tama sa kanyang mga
3. May angkop na metodolohiya datos at impormasyon.
 Kinakailangang sundin ang mga  Ito ay nangangailangan ng
sistematikong hakbang sa pagbuo maaasahang mga datos na nakalap
ng pananaliksik. sa pamamagitan ng mga tamang
4. Mapanuri o kritikal pamamaraan ng pagkolekta at
 Kinakailangang timbangin ang pagproseso ng datos.
katotohanan ng mga datos bago  Dapat din masiguro na ang mga
gamitin ang mga ito. resulta ay maaasahang nakuha sa
5. Dokumentado pamamagitan ng paggamit ng mga
 Kinakailangang kompleto ang mga tamang pamamaraan sa estadistika
detalye ng mga pinaghanguang at interpretasyon ng datos.
impormasyon. E. Orihinal
 Ang pananaliksik ay dapat na
orihinal o bago sa kanyang
Iba pang Katangian ng Pananaliksik kontribusyon sa kaalaman.
A. Sistematik  Ito ay nangangailangan ng
 Ang pananaliksik ay dapat na pananaliksik na nag-aambag ng
isinasagawa sa isang sistematikong bagong kaalaman, nagbibigay ng
paraan. bagong kontribusyon sa
 Ito ay nangangailangan ng kasalukuyang kaalaman, o
masusing plano at organisasyon ng nagbibigay ng solusyon sa mga
mga hakbang upang matiyak na suliranin sa lipunan.
ang layunin ng pananaliksik ay  Dapat itong magpakita ng mga
maabot. bagong kaisipan, teorya, o
B. Kontrolado metolohiya upang magbigay ng
 Ang pananaliksik ay dapat na bagong kaalaman sa lipunan.
kontrolado upang masiguro na ang
mga datos at impormasyon na Mga Tip o Paalala sa Pagpili ng Paksang
nakalap ay malinis at hindi Pampananaliksik
naglalaman ng mga hindi kanais- 1. Kasapatan ng datos
nais na epekto.  Kinakailangang may sapat na
 Ito ay nangangailangan ng mga impormasyon na tungkol sa napili
kontrol na hakbang upang masiguro mong paksa.
na ang bawat bahagi ng  Kapag kakaunti ang datos na
pananaliksik ay kontrolado, mula makakalap mo tungkol sa paksa,
sa mga parameter ng pag-aaral,

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 maaring kapusin sa mga detalye sa
gagawing pag-aaral.
2. Limitasyon sa pag-aaral
 Ang limitasyon ng pag-aaral ay ang
deadline o ang oras kung hanggang
kailan lamang maaaring gawin ang
iyong pananaliksik.
3. Kakayahang pinansyal
 Sa pagpili ng paksa, dapat isaalang-
alang ang iyong kakayahang
pinansyal.
4. Kabuluhanng paksa
 Sa pagpili ng paksa, hindi sapat na
ito ay napapanahon lamang, sa
halip dapat ito ay makakatulong din
sa iba pang mananaliksik at ibang
tao.
5. Interes ng Mananaliksik
 May kasabihan tayo na kapag gusto
mo ang isang bagay lahat ay
gagawin mo para makuha ito.
 Sa pananaliksik, mas mapapadali
ang iyong gawain kung ang paksa
ay nakabatay sa interes.

Mga Hanguan ng Paksa

 Sarili
 Dyaryo at magazine
 Telebisyon at radyo
 Mga awtoridad, guro, at kaibigan
 Internet
 Aklatan

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