GLOBALIZATION

1.The spread of Filipino Tv into Malaysia suggests how fast this popular culture has proliferated and
crisscrossed all over Asia

2. The Model Un activity that Gio and Latif participated in an international competition about
international politics.

•3. Sydney is also a metropolis of families of international immigrants or foreigners working in the
industries that also sell their products abroad.

•4. Gio and Latif kept in touch through Facebook, a global social networking site that provides
instantaneous communication across countries and continents.

“mail-order brides” for foreign men living in other countries

Governments that decide to welcome the foreign investments on the belief that they provide jobs and
capital for the country offer public lands as factory or industrial sites.

“urban poor communities”

2 premises

1. Globalization is a complex phenomenon that occurs at multiple levels.

2. It is uneven process that affects the people differently

Globalization: A Working Definition

•Globalization described the process as “ the expansion and intensification of social relations and
consciousness across world-time and across worldspace. (Manfred Steger).

Expansion

•refers to both the creation of new social networks and the multiplication of existing connections that
cut across traditional, political, economic, cultural, and geographical boundaries.

Intensification

• refers to the expansion , stretching, and acceleration of these networks. •Not only are global
connections multiplying, but they are also becoming more closely-knit and expanding their reach.

Steger notes:

•“globalization processes do not occur merely at an objective, material level but they also involve the
subjective plane of human consciousness”

•If globalization represents the many processes that allow for the expansion and intensification of global
connections then

Globalism

• Globalism is a widespread belief among powerful people that the global integration of economic
markets is beneficial for everyone, since it spreads freedom and democracy across the world.
Conclusion:

• different kinds of globalization occur on multiple and intersecting dimension of integration that he
calls “scapes”

 Ethnoscape refers to the global movement of people.

 Mediascape the flow of culture
 Technoscape refers to the circulation of mechanical goods and software
 Financescape the global circulation of money;
 Ideoscape the realm where political ideas move around

Appadurai’s argument is simple:

• There are multiple globalizations.

• depending on what is being globalized, a different dynamic may emerge

• What are being globalized

Economic Globalization (IMF)

 a historical process representing the result of human innovation and technological progress
 increasing integration of economies
 movement of goods, services and capital across borders.

The Bretton Woods System

It was inaugurated in 1944 during the United Nations Monetary and Financial Conference.

Bretton Woods

economic crisis occurs not when a country does not have enough money, but when money is not being
spent and, thereby not moving.

When economies slow down,

Governments have to reinvigorate markets with infusions of capital.

A system of global Keynesianism

The active role of governments in managing spending served as the anchor.

Delegates of Bretton Woods agreed to create 2 financials institutions

 International Bank for Reconstruction and Development (IBRD, or World Bank) to be responsible
for funding postwar reconstruction projects.
 IMF which was to be the global lender of last resort to prevent individual countries from
spiraling into credit crises.

If economic growth in a country slowed down because there was not enough money to stimulate the
economy, the IMF would step in.

The General Agreement on Tariffs and Trade(GATT)

  established in 1947
 a forum for the meeting of representatives from 23 member countries.
 It focused on trade goods through multinational trade agreements conducted in many “rounds”
of negotiation
Neoliberalism and Discontents
 1940- 1970s the high point of global Keynesianism
 Governments poured money into their economies, allowing people to purchase more goods and
, in the process, increase demand for these products.

as price increased, companies would earn , and would have more money to hire workers.

Organization of Arab Petroleum Exporting Countries (OPEC)

Saudi Arabia, Iraq, Kuwait, Iran and Venezuela (major exporters of oil in the world today)

 Day of Atonement
 10 days of repentance (Rosh Hashana)
 Arab-Israeli War
 Ramadan War

 Egyptian and Syrian forces launched a coordinated attack against Israel

The “oil embargo” affected the Western economies that were reliant on oil

It was formed because member countries wanted to increase the price oil, which in the past had a
relatively low price and had failed in keeping up with inflation.

“stagflation”- decline in economic growth and employment (stagnation) takes place alongside a sharp
increase in prices (inflation).

They argued that the governments’ practice of pouring money into their economies had caused inflation
by increasing demand for goods without necessarily increasing supply.

They argued that government intervention in economies distort the proper functioning of the market.
Neoliberalism

codified strategy of the United States Treasury Department, the World Bank, the IMF, and eventually
the World Trade Organization (WTO)

Washington Consensus

The Washington Consensus

 dominated global policies from 1980s until the early of 2000s. 

 advocates pushed minimal government spending to reduce government debt.
 also called for the privatization of government-controlled services
- They pressured governments particularly in the developing world, to reduce tariffs and open up
their economies, arguing that it is the quickest way to progress.
- “shock therapy” certain industries would be affected and die necessary for long term economic
growth.

The Global Financial Crisis and the challenge to Neoliberalism

Economic Globalization Today

- Those benefited the most from free trade were the advanced nations that were producing and
selling industrial and agricultural goods.
- The rice is “sacred”
- TNCs johnson-johnson, P&G, colgate, Unilever, THALES, BAXTER---
Chapter 1 – The Self from various Perspectives

“Know Thyself”- first an Imperative and then a requirement

SOCRATES - I know that I do not know.

The soul…

 is the core essence of a living being, but argued against it having a separate existence.
 If a knife had a soul, the act of cutting would be that soul, because 'cutting' is the essence of
what it is to be a knife.

Man must look at himself.

✔Two fundamental questions:

1. To find what?
2. By what means?
1) 2) By what means? HOW?

• The knowledge of oneself can be achieved only through SOCRATIC method, that is the dialogue
between the soul and itself, or between a student and his teacher.

• Socrates is as often in the role of “questioner”

Why ask questions acc. to Socrates?

● Socrates questions because he knows nothing, has nothing to learn, but it can help its followers to
discover the truths they have in them.

● Without this work on yourself, life is worthless according to Socrates: “An unexamined life is not
worth living”

You have to know yourself to improve your life. – Socrates

Socrates’ Idea of the self:

1) The soul is immortal.

2) The care of the soul is the task of philosophy.
3) Virtue is necessary to attain happiness.
The goal of life is to be HAPPY ☺”
How do we become happy?
  A virtuous man is a happy man, and that virtue alone is the one and only supreme good
that will secure happiness.
 Virtue: moral excellence (courage, temperance, prudence and justice)
 Death is a trivial matter

PLATO – “Only a self-controlled man, then, will know himself and will be capable of looking to see what
he actually knows and what he doesn’t know”.

● was the student of Socrates

● Ideal self should be like a philosopher, rational and wise, seeking knowledge.

“The ideal self or individual would be one in so far that the mind rules over spirit and appetite.”

Be a self-controlled man.

ST. AUGUSTINE - “All knowledge leads to God”

 The sense of self is relation to God, both in his recognition of God’s love and his response to it –
achieved through self-realization, then self-realization.
 One could not achieve inner peace without finding God’s love

“You have made us for Yourself, O Lord, and our heart is restless until it finds rest in You” – St.
Augustine

RENE DESCARTES – Cogito ergo sum (I think therefore I am) - Rene Descartes

Rationalism: reason rather than experience

claims about the self:

1. It is constant; it is not prone to change, and it is not affected by time.

2. Only the immaterial soul remains the same throughout time.
3. The immaterial soul is the source of our identity.

Distinctions between the body and the soul:

SOUL: It is a conscious, thinking substance that is unaffected by time.

- It is known only to itself (only you know your own mental event and others cannot correct your
mental states.
- It is not made up of parts. It views the entirety of itself with no hidden or separate compartments. It
is both conscious and aware of itself at the same time.

BODY: It is a material substance that changes through time. It can be doubted; the public can correct
claims about the body. It is made up of physical, quantifiable, visible parts.

JOHN LOCKE- “Human mind @ birth is a tabula rasa, which means that knowledge is derived from
experience.”

 “Tabula Rasa” – knowledge is derived from experience

 Personal identity (the self) “depends on consciousness, not on substance nor on the soul”
 Self-identity is not based on the soul: One soul may have various personalities.
 Self-identity founded on the body substance: as the body may change while the person remains
the same.

DAVID HUME - All knowledge is derived from human senses”

 Hume’s assumptions: abandoned the concept of the self and of the soul.
 His impression of what we might call the self is our constant shifting impressions of the world
we live in which disappears when we sleep.

Impressions- are everything that originate from our senses

Ideas - are just feeble images of thinking and reasoning based on our impressions.

IMMANUEL KANT- “All our knowledge begins with the senses, proceeds then to the understanding, and
ends with reason. There is nothing higher than reason.”

Kant’s Assumptions

 The “self” is transcendental.

 The self is outside the body, and does not have the qualities of the body.
 It is knowledge that bridges the “self” and the material things together.

Apperception

 How we mentally assimilate new ideas into old ones.

 Occurring through rational reasoning, it's how we make sense of new things.

Kant’s Two components of the self:

A.Inner self. The “self” by which you are aware of alterations in your own state. This includes your
rational intellect and psychological state, such as moods, feelings, sensations and pain. B.Outer Self.
Includes your senses and the physical world. It gathers information from the external world through the
senses, which the inner self interprets & coherently expresses

SIGMUND FREUD - Wish fulfillment is the road to the unconscious”

Three levels of human psyche - Conscious Preconscious, Unconscious.

Freud’s Assumptions of human psyche: An individual gets motivated by the unseen forces, controlled by
the conscious and rational thought.

Id

Unconscious energy that drives us to satisfy basic sexual and aggressive drives.

Id operates on the pleasure principle, demanding immediate gratification.

Ego

 The boss “executive” of the conscious.

 Its job is to mediate the desires of the Id and Superego.
  Called the “reality principle”.

Superego

 Part of personality that represents our internalized ideals.

 Standards of judgment or our morals

GILBERT RYLE - “I act, therefore I am”

Ryle’s Assumptions:

 Rejected Descartes’ notion that mental states are separable from physical states.
 There is NO hidden identity or ghost called “soul” inside the mind.
 For example: –You think yourself as a kind person because of your acts of kindness. –Your
actions define your own concept of “self”

Where then do we get our sense of self? - It is from our behaviors and actions.

PAUL CHURCHLAND - “The physical brain NOT the imaginary mind gives us our sense of self”

Churchland’s Assumptions

 Stands on a materialistic view of the belief that nothing but MATTER exists.
 If something can be seen, felt, tasted, heard, touched or seen, then it exists
 It is technically wrong to say that depressed people are out of their minds because
neuroscientist found that brain activity, and even brain shape, appears to be associated with
severe mood disorders.
 If the mind were a separate entity, the depressed individual should retain personality despite
the damage to the brain.

“The sense of self originated from the brain itself, and that this “self” is a product of electrochemical
signals produced by the brain”- PAUL CHURCHLAND

MAURICE MERLEAU-PONTY - “Physical body is an important part of the self ”

Maurice-Ponty Assumptions –

 The body is the primary site of knowing the world.

 Embodied subjectivity
 Embody: a verb that means to give to the body Subjectivity: state of being a subject, an entity
that possesses conscious experiences (feelings, beliefs and desires).
 Object: a subject that acts upon or affects some entity.
Maurice-Ponty Assumptions
 A subject therefore exists, can take actions and cause real effects (or an object).
 Mind and body are intrinsically motivated.
 The body acts what the mind perceives as a unified one.
SUMMARY
 Plato – knowing that you don’t know
 Socrates – doing good, tripartite self (rational, spirited, appetitive)
 St. Augustine – Knowing God to know yourself Rene Descartes – I think, therefore I am
 John Locke – The self is based on human experience
 David Hume- Impressions & Ideas
 Immanuel Kant – Inner vs. Outer Self
 Sigmund Freud – Id, Ego & Superego Gilbert Ryle – I act, therefore I am
 Paul Churchland – Physical brain & self
 Merleau-Ponty – Physical body & self
 Socrates: “I know that I do not know”
 Plato: “Only a self-controlled man, then, will know himself and will be capable of looking to see
what he actually knows and what he doesn’t know”.
 St. Augustine: “All knowledge leads to God”
 Rene Descartes: “I think therefore I am”
 John Locke: “Human mind @ birth is a tabula rasa, which means that knowledge is derived from
experience.
 David Hume: “All knowledge is derived from human senses”
 Immanuel Kant: “All our knowledge begins with the senses, proceeds then to the
understanding, and ends with reason. There is nothing higher than reason.”
 Sigmund Freud – Id, ego, superego
 Gilbert Ryle: “I act, therefore I am”
 Paul Churchland: “The physical brain NOT the imaginary mind gives us our sense of self”
 Maurice Merleau-Ponty: “Physical body is an important part of the self”
Forms of Communication

Every day of our lives, we deal with people, we communicate with people— with family, with friends,
with teachers, with colleagues, even with strangers.

We communicate in a variety of ways.

But we have to remember that our success or failure in the communication process may depend on
which among these ways to use at any given communicative context to maximize our success.

 As Barry and Fulmer (2004) suggest, the key to effective communication is to match the
communication channel with the goal of the message.

 Spoken communication makes more sense when the sender is conveying a sensitive or
emotional message, needs feedback immediately, and does not need a permanent record of the
conversation.

 Written media may be a better choice when the sender:

 wants a record of the content,

 has less urgency for a response,

 is physically separated from the receiver,

 doesn’t require a lot of feedback from the receiver,

 or when the message is complicated and may take some time to understand.”

General Forms of Communication

1. Verbal Communication— refers to the sharing of information, ideas, thoughts, and feelings
between individuals using speech or spoken communication.

Examples of verbal communication are face-to-face conversations, telephone conversations, video

chat, speech delivery, and television and radio broadcasts.

 Conversation is said to be the most common form of verbal communication because we do this
in our day-to-day interaction with others.

Types of Conversation (Angel, 2016)

1. Dialogue is a cooperative, two-way conversation. The goal is for participants to exchange

information and build relationships with one another.

Example:

• Two undecided voters talking to each other about the candidates, trying to figure out who they
want to vote for.

2. Debate is a competitive, two-way conversation. The goal is to win an argument or convince someone,
such as the other participant or third-party observers.

Example:
 • Two family members from opposite sides of the political spectrum arguing over politics.

3. Discourse is a cooperative, one-way conversation. The goal is to deliver information from the speaker
to the listeners.

Example:

• A professor giving a lecture on international politics.

4. Diatribe is a competitive, one-way conversation. The goal is to express emotions, browbeat those that
disagree with you, and/or inspire those that share the same perspective.

Example: A disgruntled voter venting about the election’s outcome.

Some Suggestions for Effective Verbal Communication

1. Know your audience

2. Know your topic
3. Plan your presentation
4. Be familiar with the venue

General Forms of Communication

2. Non-verbal Communication— refers to the transmission of a message without the use of words.

 Instead, the message is conveyed through gestures, body language, posture, facial expressions,
eye contact, touch, and tone of voice.

Non-verbal cues that can enhance or hamper the effectiveness of verbal communication:

1. Facial Expressions
2. Eye Contact
3. Body Language
4. Posture
5. Space

3. Written Communication

 It refers to the type of communication that uses the written language.

 It includes the traditional pen and paper letters and documents, electronic documents, e-mail,
SMS or text messages, memos, written reports, and everything else transmitted through the
written language.

 Written communication is also indispensable in formal business communication and legal

documents.

 It also takes a longer time to compose a written communication compared to speech, and some
people actually struggle in composing a written communication because of their writing skill.

3. Other Forms of Communication

3.1. Intrapersonal Communication

McLean (2005) defines intrapersonal communication as communicating with oneself, and that may
include self-talk, acts of imagination and visualization, and even recall and memory.

3.2. Interpersonal Communication

This type of communication refers to the exchange of ideas, information, feelings, and attitudes
between two or more people.

3.3. Public Communication

This refers to the delivery of a message to a particular group of people, as when a political candidate
delivers a political campaign speech to the listeners.

3.4. Visual Communication

This refers to the transmission of information and ideas using symbols and images.

3.5. Mass Communication

Mass communication is a process in which a person, group of people, or an organization sends a

message through television, radio, print media, and social media to a large group of anonymous and
heterogeneous people and organizations.

3.6. Computer-Mediated Communication

Computer-mediated communication is often referred to as CMC. CMC is “the use of an application

computer to control multimedia interactive and message-based communication” (Walters, 1995).

What is Visual Communication?

 Visual communication refers to the use of any image to communicate an idea. Visual
communication may take place through pictures, graphs, and charts, as well as through signs
and symbols.

 These visual images inform, educate, or persuade a person or an audience.

We communicate in a variety of ways.

But we have to remember that our success or failure in the communication process may depend on
which among these ways to use at any given communicative context to maximize our success.

Among the most important figures who explored visual communication and sight-related theories is
Aldous Huxley.

He suffered from near blindness when he was young because of an illness, but it set the stage for his
becoming one of the most influential intellectuals to have explored the field of visual communication.

For him, seeing is the sum of sensing, selecting, and perceiving. One of his most famous quotes is “The
more you see, the more you know.”
Tracing the History of Visual Communication

 Evidences that visual communication is the oldest form of communication:

1. Cave paintings

Cave paintings are believed to be a primitive form of communication that were etched or drawn on cave
walls and ceilings.

These paintings include representations of animals, landscapes, and religious images, among others.

2. Petroglyphs

These are images carved on rocks believed to have been originated by the Neolithic people some 10,000
to 12,000 years ago.

 These images are also believed to have deep cultural and religious significance to the societies
that created them.

A petroglyph known as “Meerkatze” found in Mesak, Settafet, Libya.

3. Geoglyphs

These are drawings or designs on the ground produced by arranging gravel, stones, or soil.

The Nazca Lines in Peru, depicting the Hummingbird.

 The purpose of geoglyphs is rather uncertain, although some researchers believe that they were
built for religious purposes.
  Some of the most widely known geoglyphs are the Nazca Lines in Peru.

4.Pictograms, Ideograms, and Logograms

 Pictograms are images that represent physical objects.

 Pictograms (pictures which resemble what they signify) and ideograms (pictures which
represent ideas) were the basis of early written symbols.

They were used by various ancient cultures all over the world since around 9000 BC and began to
develop into logographic writing systems around 5000 BC

5. Cuneiform

 One of the world’s earliest systems of writing is the cuneiform script invented by the Sumerians.

 They did so not to write stories or letters but to organize labor and resources.

 Their population had grown larger and their society had become complex, hence the need for
accounting and accountability.

 The writing system employed signs to represent numbers, things, words, and the sounds of
words.

A cuneiform tablet showing a tally of goats and sheep, from Tello,Southern Iraq.

6. Hieroglyphics

 It contained a combination of logographic, alphabetic, and ideographic elements used by the

Ancient Egyptians.

 It is said that hieroglyphs emerged from the pre-literate artistic traditions of Egypt.

 As writing developed and became more widespread, simplified glyph forms developed.

 They eventually became the basis on which Phoenicians structured the modern alphabetic
system.

 Indeed, visual communication has come a long way, and it is now one of the most common
forms of transmitting ideas and information.

 We are bombarded with a variety of signs and symbols all around us which makes the transfer
of information readily available.

 In an academic context, the study of symbols and visual communication is called semiotics.
  Broadly, the purpose of semiotics is to analyze how people make meaning out of images and
symbols, and how those images and symbols are analyzed and interpreted.

Major Perspectives in Analyzing Visual Images

1. Personal Perspective

• This view posits that the analysis of an image depends on the individual’s thoughts and values
and the way he or she looks at things using his or her own personal lens.

2. Historical Perspective

• This perspective refers to the determination of the importance of the work based on the
medium’s timeline.

• Historical perspective may be used to support a personal perspective which may make it more
valid.

3. Technical Perspective

• This perspective takes into account how different media convey messages differently based on
the platform used.

• The analysis of the image takes into consideration its different technical aspects like lighting,
focus, tone, position, and presentation.

4. Ethical Perspective

• This perspective considers the moral and ethical responsibilities shared by the artist or the
producer of the image, the subject, and the viewer.

5. Cultural Perspective

• This perspective brings to the fore the idea that all cultures use symbols to communicate
meanings within groups.

• It involves the analysis of metaphors and symbols used in the work that convey meaning within
a particular society at a particular time.

6. Critical Perspective

• This perspective allows the audience to look at the larger issues associated with the image,
meaning, the issues transcend the image and shape a reasoned personal reaction.
WHAT IS MATHEMATICS? “We have developed a formal system of thought for reorganizing, classifying,
and exploring patterns called mathematics.” ( Stewart, Edward)

Most of us have a skewed relationship with math: we hate it for its drudgery or love it for its
consistency, but usually we don’t have a sense of the whole picture. In truth, MATHEMATICS IS AN
ART. It’s easy to lose sight of the elegance in the midst of technical details, especially when aesthetics,
motivation, and simplicity – are absent from typical math courses.

Mathematics is the art of patterns and connections embedded in nature and in our environment. We
can use the following concept map in defining Mathematics.

- Art
- Study of patterns
- Set of problem-solving tools
- Process of thinking
- Language

Pattern Define as:

repeated design or recurring sequence. an ordered set of numbers, shapes, or other mathematical
objects,
arranged according to a rule.

Who Was Fibonacci?

- Born in Pisa, Italy in 1175 AD

- Full name was Leonardo Pisano
- Grew up with a North African education under the Moors
- Traveled extensively around the Mediterranean coast
- Met with many merchants and learned their systems of arithmetic
- Realized the advantages of the Hindu-Arabic system

Fibonacci’s Mathematical Contributions

- Introduced the Hindu-Arabic number system into Europe.

- Based on ten digits and a decimal point

- Europe previously used the Roman number system.

- Consisted of Roman numerals.

- Persuaded mathematicians to use the Hindu-Arabic number system.

Fibonacci’s Mathematical Contributions Continued.

Wrote five mathematical works

- Four books and one preserved letter

- Liber Abbaci (The Book of Calculating) written in 1202
- Practica geometriae (Practical Geometry) written in 1220
- Flos written in 1225
- Liber quadratorum (The Book of Squares) written in 1225
- A letter to Master Theodorus written around 1225
- 1 2 3 4 5 6 7 8 9 0 .

The Fibonacci Numbers

- Were introduced in The Book of Calculating

- Series begins with 0 and 1
- Next number is found by adding the last two numbers together
- Number obtained is the next number in the series
- Pattern is repeated over and over.
- 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987,
- F(n + 2) = F(n + 1) + Fn

The Fibonacci Numbers in Nature

- Fibonacci spiral found in both snail and sea shells.

The Fibonacci Numbers in Nature Continued

- The Fibonacci numbers can be found in pineapples and bananas

- Bananas have 3 or 5 flat sides
- Pineapple scales have Fibonacci spirals in sets of 8, 13, 21

The Golden Section

- Represented by the Greek letter Phi

- Phi equals ± 1.6180339887 … and ± 0.6180339887 …
- Ratio of Phi is 1: 1.618 or 0.618: 1
- Mathematical definition is Phi2 = Phi + 1
- Euclid showed how to find the golden section of a line.
The Golden Section and Geometry

- Is the ratio of the side of a regular pentagon to its diagonal

- The diagonals cut each other with the golden ratio
- Pentagram describes a star which forms parts of many flags

- The Golden Proportion is the basis of the Golden Rectangle, whose sides are in golden proportion
to each other.

- The Golden Rectangle is considered to be the most visually pleasing of all rectangles.

- For this reason, as well as its practicality, it is used extensively:

- In all kinds of design, art, architecture, advertising, packaging, and engineering; and can therefore
be found readily in everyday objects.

- Quickly look at the rectangular shapes on each slide.

- Chose the one figure on each slide you feel has the most appealing dimensions.

- Make note of this choice.

- Make this choice quickly, without thinking long or hard about it.

- Golden Rectangles can be found in the shape of playing cards, windows, book covers, file cards,
ancient buildings, and modern skyscrapers.

- Many artists have incorporated the Golden Rectangle into their works because of its aesthetic
appeal.

- It is believed by some researchers that classical Greek sculptures of the human body were
proportioned so that the ratio of the total height to the height of the navel was the Golden Ratio.

- The ancient Greeks considered the Golden Rectangle to be the most aesthetically pleasing of all
rectangular shapes.
- It was used many times in the design of the famous Greek temple, the Parthenon.

The Golden Section in Architecture Continued

- Golden section can be found in the design of Notre Dame in Paris

- Golden section continues to be used today in modern architecture
- Stradivari used the golden section to place the f-holes in his famous violins
- Baginsky used the golden section to construct the contour and arch of violins
- Mozart used the golden section when composing music
- Divided sonatas according to the golden section
- Exposition consisted of 38 measures
- Development and recapitulation consisted of 62 measures
- Is a perfect division according to the golden section

Examples of the Golden Ratio

- On the next pages you will see examples of the Golden Ratio (Proportion)
- Many of them have a gauge, called the Golden Mean Gauge, superimposed over the picture.
- This gauge was developed by Dr. Eddy Levin DDS, for use in dentistry and is now used as the
standard for the dental profession.
- The gauge is set so that the two openings will always stay in the Golden Ration as they open
and close.

What is Language

Here are some definitions of language:

- a systematic means of communicating by the use of sounds or conventional symbols

- a system of words used in a particular discipline
- a system of abstract codes which represent antecedent events and concepts
- the code we all use to express ourselves and communicate to others

These definitions describe language in terms of the following components:

- A vocabulary of symbols or words

- A grammar consisting of rules of how these symbols may be used
- A syntax or propositional structure, which places the symbols in linear structures.
- A discourse or narrative, consisting of strings of syntactic propositions
- A community of people who use and understand these symbols
- A range of meanings that can be communicated with these symbols

A Hypothetical Situation - Imagine the following scenario:

You're in math class, and the instructor passes a piece of paper to each student. It is announced that the
paper contains Study Strategies for Students of Mathematics; you are to read it and make comments.
Upon glancing at the paper, however, you observe that it is written in a foreign language that you do
not understand!

Is the instructor being fair? Of course not.

Indeed, the instructor is probably trying to make a point. Although the ideas in the paragraph may be
simple, there is no access to the ideas without a knowledge of the language in which the ideas are
expressed.

This situation has a very strong analogy in mathematics.

Not understanding a language

- can create a lot of stress

- you don't have access to the ideas (even when the ideas are simple)
REASON:
- Because it is NOT expressed in a language you understand.
- Mathematics is NO exception!

People sometimes have trouble understanding mathematical ideas: Not necessarily because the ideas
are difficult, but because they are being presented in a foreign language—THE LANGUAGE OF
MATHEMATICS.

The language of mathematics can be learned, but requires the efforts needed to learn any foreign
language.

People sometimes have trouble understanding mathematical ideas: Not necessarily because the ideas
are difficult, but because they are being presented in a foreign language—THE LANGUAGE OF
MATHEMATICS.

The language of mathematics can be learned, but requires the efforts needed to learn any foreign
language.

EVERY LANGUAGE has:

 its VOCABULARY (the words) and

 its RULES for combining these words into complete thoughts (the sentences).

The language of mathematics is the system used by mathematicians to communicate mathematical

ideas among themselves.

This language consists of a substrate of some natural language (for example English) using technical
terms and grammatical conventions that are peculiar to mathematical discourse, supplemented by a
highly specialized symbolic notation for mathematical formulas.

 PRECISE: able to make very fine distinctions

[compare 5x2 and (5x)2 – they are different]

 CONCISE: able to say things briefly

[the expression 3x2 − 5x + 7 represents this sequence of operations: take a number, square it, multiply
it by 3, subtract five times the original number, then add 7]

 POWERFUL: able to express complex thoughts with relative ease.

An expression is the mathematical analogue of an English noun;

It is a correct arrangement of mathematical symbols used to represent a mathematical object of

interest.

An expression does NOT state a complete thought;

In particular, it does not make sense to ask if an expression is true or false.

- A mathematical sentence is the analogue of an English sentence;

- It is a correct arrangement of mathematical symbols that states a complete thought.
- It makes sense to ask about the TRUTH of a sentence: Is it true? Is it false? Is it sometimes
true/sometimes false?
- Sentences can be either TRUE or FALSE.
- The notion of truth (i.e., the property of being true or false) is of fundamental importance in the
mathematical language.
- A sentence can be:
- ALWAYS TRUE,
- ALWAYS FALSE, or
- SOMETIMES TRUE/SOMETIMES FALSE.

Examples: The sentence, 1 + 2 = 3 is true.

The sentence, 1 + 2 = 4 is false.

The sentence x = 2 is sometimes true/sometimes false. It is true when x is 2, and false otherwise.

The sentence x + 3 = 3 + x is always true, no matter what number is chosen for x.

With several examples behind us, it is now time to make things more PRECISE.

- In order to communicate effectively, people must agree on the meanings of certain words and
phrases.
- When there is ambiguity, confusion can result.
- The primary way that ambiguity is avoided is by the use of definitions.
- By defining words and phrases, it is assured that everyone agrees on their meaning.

Mathematical Conventions

 A "convention" is just the way a thing is done!

 A convention in mathematical discourse is notation or terminology used with a special meaning

in certain contexts or in certain fields.

 A mathematical convention is a fact, name, notation, or usage which is generally agreed upon
by mathematicians.

 There are many symbols in mathematics and most are used as a precise form of SHORTHAND.

 How to gain the confidence in using symbols?

We need to UNDERSTAND their MEANING.

To understand their meaning there are two things to help us:

 CONTEXT - this is the context in which we are working, or the particular topics being studied,
and

 CONVENTION - where mathematicians and scientists have decided that particular symbols will
have particular meaning.

Examples of Mathematical Conventions

When you see something like

y = ax + b or y = ax2 + bx + c,

you use these conventions naturally!

Noticed that by conventions:

- Constants (fixed values) are typically named with letters near the beginning of the alphabet (e.g.
a,b,c, …)
- Variables (unknowns) are typically named with letters near the end of the alphabet (e.g., ..., x, y, z)
- Mathematical notation is a system of symbolic representations of mathematical objects and ideas.
- A mathematical notation is a writing system used for recording concepts in mathematics.
- Mathematical Notation is central to the power of modern mathematics.

Mathematical notations include relatively simple symbolic representations,

 such as the numbers 0, 1 and 2,

 function symbols such as sine, tan, etc

 operator symbols such as +, x, etc;

 conceptual symbols such as lim and dy/dx;

 equations and variables; and complex diagrammatic notations.

The Grammar and Vocabulary

of Mathematics

Grammar of Mathematics is defined as the structural rules governing the use of symbols representing
mathematical objects.

To understand mathematics better, the following must be considered:

 Definitions are the foundation of mathematics.

 Theorems are the landmarks of mathematics.

 Proofs are the explanation of mathematics.

Another word, which famously has three quite distinct meanings, is “is”.

The three meanings are illustrated in the following three sentences.

(1) 5 is the square root of 25.

(2) 5 is less than 10.

(3) 5 is a prime number.

(1) 5 is the square root of 25.

Analysis: In the first of these sentences, “is” could be replaced by “equals”: it says that two objects, 5
and the square root of 25, are in fact one and the same object, just as it does in the English sentence
“London is the capital of the United Kingdom.”

(2) 5 is less than 10.

Analysis:In the second sentence, “is” plays a completely different role. The words “less than 10” form
an adjectival phrase, specifying a property that numbers may or may not have, and “is” in this sentence
is like “is” in the English sentence “Grass is green.”

(3) 5 is a prime number.

Analysis: As for the third sentence, the word “is” there means “is an example of”, as it does in the
English sentence “Mercury is a planet.”

Three Categories of Terms:

1. SAME

Words that have the same meaning in “Math English” as in “Standard English” (e.g., dollars, cents)

2. ONLY MATH

Words that have meaning only in “Math English” (e.g., numerator, isosceles)

3. DIFFERENT

Words that have different meanings in “Math English” and in “Standard English” (e.g., table, right)
I hope you are reading this with excitement because you're now experienced the process of learning
after five months of face-to-face modality and the reality of returning to a normal learning platform.
Improve your mindset to be more responsible for your studies. Avoid procrastination and to stop being
lazy in order to avoid procrastinating and cramming in order to complete all of your activities and
important tasks on time. Also, by the time you read this letter, you have gained a different perspective
on life by establishing some goals or plans for the next challenges that you may face.

Since you have been taking this course, if everything turns out alright, do not get tired of praying to God
because the Lord is the one who guides you every day, gives strength, knowledge, and wisdom, keeping
you on the right page of your life. More importantly, ask God for forgiveness of your actions. Do advance
reading hence, it easy for you to review all the theories and problem solving in the near test. Always be
prepared for the obstacles that may arise in your life; build up some confidence; and think wisely about
the situation; thus, you can easily overcome them, because no problem can last forever. To be more
efficient and learn to focus on your time, you must set goals ahead of time; this will be your path and
road for the future.
DRUG EDUCATION

DRUG is a chemical substance that brings about physical, emotional or behavioral change in a person
taking it.

WHAT DRUGS ARE COMMONLY ABUSED?

- Caffeine
- Amphetamine
- Cocaine
- Nicotine

STIMULANTS - Drugs which increase alertness and physical disposition.

HALLUCINOGENS (also called psychedelics) drugs which affect sensation, thinking, self-awareness and
emotion. Changes and space perception, delusions (false beliefs) and hallucinations may be mild or
overwhelming, depending on dose and quality of the drugs.

- LSD (Lysergic Acid Diethylamide)

- marijuana

- Mescaline

SEDATIVES drugs which may reduce anxiety and excitement.

NARCOTICS drugs that relieve pain and often induce sleep.

WHEN IS DRUG HARMFUL? Any drug may be harmful when taken in excess. Some drugs can also be
harmful if taken in dangerous combination or by hypersensitive (allergic) persons in ordinary or even
small amounts.

ARE PRODUCTS OTHER THAN DRUGS EVER ABUSED?

Yes, substance like glue, thinner, gasoline, and other volatile (breathable) solvents contain a variety of
dangerous chemical. They should be sold and used with caution.

DRUG ABUSE is the use of any chemical substance, licit or illicit, which result in an individual’s physical,
mental, or social impairment.

It may refer to any of the following practices:

 Using, without benefit or prescription, useful drugs which have the capacity to alter the mood or
behavior.

 Using drugs and substances for a purpose different from the one from which the drug has been
prescribed.

 Using drugs and substances having no legitimate medical application for purposes other than
research.
  People turn to Drugs: medicines can solve problems, to widespread access to various drugs, to
peer pressure to the notion that drugs give enjoyment to users and in the context that is used as
an alcohol substitute.

How can you tell when one is abusing drugs?

 Changes in behavior, in appearance and in mood occur in a person who is abusing drugs.
 Is often associated with known drug abusers
 Is irritable, discourteous, defiant and aggressive
 Is untrustworthy and lacks self confidence
 Is unhealthy and unconcerned with good grooming
 Has low frustration
 Lacks interest in his studies/works
 Blames everybody but himself for his problems
 Prefers his “barkada” where he feels accepted Frequently goes to add laces (to take drugs)
 Unusually wear sunglasses at inappropriate time
 Unusual borrowing of money and at a times stealing various items
 Has abrupt changes in overall attitude
 Develop changes in attendance in school or at work
 Develop changes in normal capabilities in school/work

The ILL Effects of Drug Abuse

Malnutrition the lies of drug dependents resolve around drug abuse. They miss their regular meals
because they lose their appetite.

Panic Reaction loss of thought processes can cause panic reactions or feelings of invulnerability. Both of
these states can lead to injury and death. The prolonged harmful reactions include anxiety and
depressive states, or breaks with reality which may last from a few days to months.

Physical Damages The use of unsterile syringes and contaminated drugs may cause certain medical
problems. Liver and kidney damage may result when large quantities are taken. Neglected personal
hygiene can lead to multiple health problems.

PREVENT DRUG ABUSE

 Maintain good physical and mental health.

 Use drugs properly. Most drugs are beneficial when used under medical advice
 Understand your own self. Accept and respect yourself for what you are.
 Develop your potentials. Engage in wholesome, productive and fulfilling activities.
 Learn to relate effectively to whom you can communicate your problems freely
 Learn to cope with your problems and other stresses without the use of drugs.
 Seek professional help if you feel you cannot cope with your problems.
 Develop strong moral and spiritual foundations
AVOID DRUG ABUSE
 Feel better about yourself – believe that you are unique, valuable, capable, lovable
  Make a list of everything you do well. Ask other people what you can do well. Listen to other
people’s comments about you, but don’t let them put you down.
 Find ways by which you can turn your weakness into strengths.
 Find out what is really important.
 Make effective decisions- use your intuition do what you feel is right.

Kick The Habit of Drug Abuse

1. First of all, you have to want to change

2. You have to be clear about exactly what to change

3. Draw a plan based on what you know about yourself.

4. Take one step at a time.

5. Stick to it.

6. If you don’t stick to it, change the plan.

7. Reward yourself for your efforts.

Manage The Change

1. Understand that you have to go through a range of feelings in any major change. Don’t deny
your feelings; let them out.

2. Ask other people to help you, your parents, your friends, your family doctor, your teacher or
your spiritual director.
UNLAWFUL ACTS FINE IMPRISONMENT
3. Know what you want from the change.

4. Relax. Importation of P 500 Life

5. Keep to a regular routine (sports, socializing dangerous drugs T- P Imprisonment to
with people who don’t use drugs. and/or controlled 10M death
precursors and
REPUBLIC ACT No. 9165 essential chemicals
Republic Act (R.A) No. 9165 Comprehensive
Drugs Act of 2002 (passed into Law June 7, Sale, Trading, P 500 Life
2002) overhauls the 30-year-old Dangerous Administration, T- P Imprisonment to
Drugs Act 1972. The new law increases penalties Delivery, Transport, 10M death
for drug related offenses while placing more and Distribution, of
emphasis on the rebuilding of lives through dangerous drugs
rehabilitation and treatment. and/or controlled
precursors
PROHIBITED ACTS

Capital Punishment to those who shall possess any of the following dangerous drugs:

 10 gram or more opium

  10 gram or more morphine

 10 gram or more heroin

 10 gram or more cocaine or cocaine hydrochloride

 50 gram or more methamphetamine hydrochloric or shabu.

 10 gram or more marijuana resin or marijuana resin oil

 10 gram or more marijuana

 10 gram or more of other dangerous drugs such as but not limited to the MDMA or ecstasy,
PMA, TMA, LSD, GHB, and those similarly designed or newly introduced drugs and their
derivatives.

Those found positive for the use of drugs shall be placed in rehabilitation centers for a minimum period
of six month, but those who will be caught for the second time be sent to jail and made to pay a fine.

UNLAWFUL FINE IMPRISONMENT

ACTS

Maintenance P 500 Life Imprisonment

of a den, Dive T- P to Death
or resort 10M

Employee 100 T – 12 years and one (1)

and Visitors 500T day to 20 years
of a den, dive
or resort

Manufacture P 500 Life Imprisonment

of Dangerous T- P to Death
Drugs and /or 10M
controlled
precursors
and Essential
chemicals
 UNLAWFUL ACTS FINE IMPRISONMENT
UNLAWFUL ACTS FINE IMPRISONMENT

Possession of P10 T – Six (6) months

Illegal Chemical P 100 12 years and ten Equipment, P50T and one (1) day
Diversion of T- (10) day to 20 instruments, to four (4) years
UNLAWFUL
Controlled ACTS FINE IMPRISONMENT
years
P 500T Apparatus and other
Precursors and paraphernalia for
Essential Chemicals
Possession of P 500T Life Imprisonment dangerous drugs
Dangerous Drugs – P10 M to Death during parties, social
Manufacture or P100 T 12 years and gatherings or
delivery ofof
Possession –P10 T – one(1)
Six (6)day to 20 and
months meetings.
equipment,
Equipment, P500T
P50T years
one (1) day to four
instrument,
instrument, (4) years USE of DANGEROUS None Six (6) months in
apparatus,and
apparatus andother DRUGS ACTS for first IMPRISONMENT
rehabilitation
UNLAWFUL FINE
other
paraphernalia for offense center –
paraphernalia
dangerous drugs. for minimum for the
dangerous drugs Cultivation or culture P 500T – Life Imprisonment
first offense
and/or controlled of plants classified as P10 M to Death
Possession of P 500T Life Imprisonment
precursors and Dangerous Drugs
Dangerous Drug – P10 M to Death P 50 T Six (6) months
essential
during chemicals
Parties, Social – P 200 and one (1) day
gatherings or Failure to maintain P10 T – One year (1) and
T for to four (4) years
meetings and keep original P50T one (1) day to six
2nd for 2nd offense
records of transaction years
offense
on dangerous drugs
WHAT ARE CONSIDERED DANGEROUS DRUGS? and/or controlled
precursors
Plant sources of dangerous drugs, controlled
precursors and essential chemicals,
Unnecessary P100T – 12 years and one
instruments/paraphernalia and/or laboratory
Prescription of P500T (1) day to 20 years
equipment.
Dangerous Drugs
WHAT HAPPENS TO CONFISCATED, SEIZED and
SURRENDERED DANGEROUS DRUGS? Unlawful Prescription P500T – Life Imprisonment
of Dangerous drugs to Death
PHILIPPINE DRUG ENFORCEMENT AGENCY (PDEA) P 10 M
shall have custody of all dangerous drugs.

CAN THE ACCUSED PLEA-BARGAIN OR INVOKE THE PROBATION LAW?

A person charge under provision of RA 9165 shall not be allowed to avail of the provision on plea-
bargaining.

CAN A VIOLATOR OF R.A 9165 STILL SAVE HIMSELF FROM GOING TO JAIL?

A person who can give information for violation of sections 4,5,6,8,10,13 and 16 of R.A 9165 or those
committed by a syndicate or give information leading to the whereabouts Identifies and arrest of all or
any of the members thereof and who willingly testify against such persons shall be exempted from
prosecutors or punishment he must also meet the following conditions:

 The information and testimony given are necessary for the conviction of the person describes
above.
  Such information and testimony are not yet in the possession of the state.

 Such information and testimony can be corroborated on its material point.

 The informant or witness has not been previously convicted of a crime involving moral
turpitude.

 The informant or witness shall any conditions imposed by the state.

WHO ARE REQUIRED TO UNDERGO DRUG TESTING?

1. Applicant’s for Driver’s License

2. Applicants for firearm’s license and permit to carry firearms

3. Students of secondary and tertiary schools
4. Officers and employees of public and private offices
5. Officers and members of the military, police and other law enforcement agencies.
6. .All persons charged before the prosecutor’s office of a criminal offense punishable with
imprisonment of not less than six (6) years and one (1) day.
7. Candidates for public office whether appointed of elected in the national and local government.

WHO SHALL CONDUCT THE DRUG TESTING?

Any government forensic laboratory or any drug – testing laboratory accredited and monitored by
the Department of Health shall conducted drug tests.

ROLES OF FAMILY, STUDENTS, TEACHERS AND SCHOOL AUTHORITIES

CAMPAIGN OF THE GOVERNMENT AGAINST ILLEGAL DRUGS:

The family shall educate, make family members aware of the illegal effects if drugs and closely monitor
family members who may prone to drug abuse.

Student councils and campus organizations should include their activities a program for the prevention
of drug use and the referral of drug – dependent students for treatment and rehabilitation.

School curricula of public and private schools should include instruction on drug abuse, prevention and
control.

As persons in authority, school heads, supervisors and teachers can apprehend in Art. II of R.A 9165.

What is the Special Education Center?

A special education center shall established in each province to sponsor drug – prevention programs and
information campaigns and educate the out-of-school youth and street children on the harmful effects
of drugs.

PARTICIPATION OF THE PRIVATE AND LABOR SECTORS, DEPARTMENT OF LABOR AND EMPLOYMENT
(DOLE) AND THE LOCAL GOVERNMENT UNITS

- Private companies should adopt a national drug abuse prevention program in the workplace
development by the DOLE. The program should include company policies against drug abuse after
 consulting with the DOLE, labor and employer organizations and human resource development
managers.

EXPECTATION FROM THE LOCAL GOVERNMENT UNIT(LGU)

1. Local Government should allocate substantial portion of their annual budgets to assist in the
enforcement of the R.A 9165.

2. A city or municipality may create an administrative board to hear complaints regarding public
nuisances.

3. A place, which had been used twice or more as the site of the unlawful sale or delivery of
dangerous drugs, may be declared to be public nuisance. The city or municipality may then
create an administrative board to hear complaints regarding this.

PROGRAMS FOR DRUG TREATMENT AND REHABILITATION

A 9165 provides for both a voluntary submission program and compulsory confinement for the
rehabilitation and treatment of drug dependents.

How is the voluntary submission program conducted?

1. A drug dependent may voluntarily apply with the dangerous Drugs Board for treatment or
rehabilitation. It can also be done by a parent, spouse, guardian or relative.

2. The Board shall refer matter to the court.

3. The court shall order that the applicant be examined for drug dependency.

4. If the applicant is found to be drug dependent by a DOH – accredited physician, the court shall
order the applicant to undergo treatment and rehabilitation for a period of not less than six (6)
months.

5. After confinement in a center for treatment and rehabilitation, the court shall determine
whether the drug dependent will undergo further confinement.

6. After the applicant has been temporarily released, he will still no required to report to the DOH
for aftercare and follow- up treatment.

How will the drug dependent benefit from this program?

The drug dependent shall also be exempt from the criminal liability imposed from drug use.
However the applicant should meet the following requirements:

 compliance with rules and regulations of the rehabilitation center

 Has not been charge or convicted of any offense under R.A 9165 or R.A 6425 or the Revised
Penal Code.

 Has not escaped from the center

 Poses no threat or danger to himself, his family and the community

A drug dependent who escapes from the center may submit himself for recommitment for one week. If
he fails to submit himself within one week, the Dangerous Drug Board shall apply to the court for his
recommitment. If he escapes again, he will be charge for violation of Section 15 and be placed under
compulsory confinement.

How does the compulsory confinement work?

Any person found to be dependent on dangerous drugs shall, upon petition by the Dangerous Drug
board, be confined for treatment and rehabilitation. A petition for confinement may be filled by any
person authorized by the board with the Regional Trial Court

The court shall issue an order of commitment to the treatment and rehabilitation center.

A person charged with offense where the imposable penalty is imprisonment of less than six (6) years
and one (1) day, and is found by the prosecutors or by the court to be drug dependent, also be
committed under the Compulsory Submission Program. The on-going case shall be then be suspended
and records will be transmitted to the Board. The latter will then file a petition before the court for the
drug dependent’s confinement.

What will happen to the records of those under the compulsory Submission Program?

The records of the drug dependent who was rehabilitated and discharge from the center under the
compulsory submission program shall be confidential and will not be used against him for any purpose.

The opposite happens to a dependent who was not rehabilitated or who escaped but did not surrender
himself within the prescribed period. His records shall be forwarded to the court which will determine
their use.

What will happen to the records of those under the compulsory Submission Program?

The records of the drug dependent who was rehabilitated and discharge from the center under the
compulsory submission program shall be confidential and will not be used against him for any purpose.

The opposite happens to a dependent who was not rehabilitated or who escaped but did not surrender
himself within the prescribed period. His records shall be forwarded to the court which will determine
their use.

What happen to a first time minor offender?

The sentence of an accused, who is over 15 years when found in possession of dangerous drugs
(section 11) but not more than 18 after judgment against him is rendered, may be suspended.

The avail of the privilege, the minor should meet the following:

 Has no previous conviction under R.A 9165 and/ or the Dangerous Drugs Act of 1972

 Has not been previously committed to the center or DOH –accredited physician

 Favorable recommendation by the Board for a suspended sentence.

- During the period of suspension sentence, the offender shall be under the supervision and
rehabilitative surveillance of the Board from six (6) to eighteen (18) months. If he complies with all
the rules of the Board, the court shall discharge the accused.
- The court shall render judgment and sentence the accused if the latter fails to follow the rules of
the Board and the Center. However, the court, in its discretion, may place the accused under
probation or impose community service instead of sending him to jail.

THE DANGEROUS DRUG BOARD AND THE PHILIPPINES DRUG ENFORCEMENT AGENCY

 The Dangerous Drug Board is the policy-making and strategy formulating body in the planning
and formulation of programs on drug prevention and control. It is composed of 17 members to
ensure wider presentation. It shall promulgate rules and regulations to carry out provisions of
R.A 9165.

 R.A 9165 also mandates the creation of the Philippine Drug Enforcement Agency (PDEA). This
shall serve as the implementing arm of the Board and will carry out the national drug campaign.

 The PDEA shall have custody of all dangerous drugs seized and established forensic laboratories
in each PNP office. It shall cause the filling of the appropriate criminal and civic cases for
violation of all laws on dangerous drugs. It is also required by R.A 9165 to established and
maintain a national drug intelligence system.

WHAT WILL HAPPEN TO EXISTING DRUG OFFICE?

The present Secretariat of the National Drug Enforcement and Prevention Coordinating Center shall be
modified and absorbed by the PDEA.

The PNP Narcotics Group, NBI Narcotics Division and the Customs Narcotics Interdiction Unit are
abolished but they shall continue with their task as detail service with the PDEA. They will continue to
discharge their functions until such time that the organizational structure of the PDEA is fully
operational and the number of PDEA Academy graduates is sufficient.

1. bandurria
-The bandurria is
a plucked chordophone from Spain, similar
to the mandolin and bandola, primarily
used in Spanish folk music, but also found in
former Spanish colonies.
2. Laud Semilar
is a plectrum-plucked chordophone
from Spain, played also in diaspora
countries such as Cuba and the
Philippines.

3. Octavina
The octavina or Philippine octavina is a
guitar-shaped Filipino instrument with a
tuning similar to the laúd. Originally a
Spanish instrument, the octavina was soon
incorporated into other cultures, notably
including Filipino culture.

4. Guitar
The guitar is a string instrument which is
played by plucking the strings. The main
parts of a guitar are the body, the
fretboard, the headstock and the strings.
Guitars are usually made from wood or
plastic.

4. Bajo de unas o Double Bass

Double bass (bajo de uñas) The guitar brought
into the Philippines by the Spaniards have
inspired the development of the Rondalla in the
Philippines. Filipino ingenuity produced several
other instruments modeled after it and these
instruments joined the guitar in the group that
was to develop into the Rondalla.
5 STRING INSTRUMENTS

SUBMITTED TO: TEACHER RAYMOND

SUBMITTED BY: ROSELLE CARL OBAC