Earth Science Reviewer

Weathering

 It is the breaking down of rocks into smaller pieces.

Types of Weathering:

1. Physical Weathering – Physical form is changed in rocks

a. Frost Wedging - Frosting cycle. Ice or boiling, the molecules of H2O expands.

b. Biological Action: Root Action – Roots gets larger and pushes the rocks.

c. Abrasion – When a rock is putted in the body forms of the water, there’s abrasion.

d. Insolation – Sun rays. “Heat” and “Thermal”. The rocks expands. An example is when the
roads has cracks/divisions.

Exfoliation – Process of removing/peeling a layer of the rock until it gets smaller.

e. Unloading - “Force” “Pressure”

2. Chemical Weathering - Alteration in chemical composition of rocks.

a. Oxidation – Exposed to Oxygen.

b. Hydrolysis – Water + Element, it will form a different formula.

c. Carbonation – Carbon + Water reaction.

d. Biological Action: Decay of organisms – Microorganisms/Decomposition.

Mass Wasting

 The mass movement of rocks, soil and regolith.

 The step that follows weathering and degradation process.
 Over steepening of slopes beyond the angle of repose, removal of anchoring vegetation, and
ground vibration from earthquakes.
 Gravity is the driving force of mass wasting.

Types of Mass Wasting:

1. Rock and Debris Falls

a. Rock Falls - Occur when a piece of rock or mass of rocks become dislodged and makes free-
fall along a steep cliff.

b. Debris Falls – This involves a mixture of solid regolith, vegetation and rocks.

2. Land slides – Sudden fast movement of cohesive mass of soil, rock or regolith.

a. Translational Slides – Involves the movement of a mass of materials along a well-defined

surface, such as bedding plane, foliation surface or joint surface.
 b. Rotational Slides/Slumps - Occur when the descending materials move along a concave,
upward curved surface.

3. Flows

a. Slurry Flows – Consist of a mixture of rocks and/or regolith with 20% to 40% of water. They
are considered as water-saturated flows.

i. Solifluction – Flow rate is around 1cm/yr and occurs in areas saturated with water.

ii. Debris Flows – The velocities range from 1 m/yr to 100m/hr which is a result from
heavy rains.

iii. Mudflows – They are high in velocity. They have a mixture of sediment and water.
Velocities are greater than 1km/hr. It results from heavy rain and can travel long distances.

b. Granular Flows – Contains 0 to 20% of water. They are not saturated with water.

i. Creep – The slow movement of regolith down a slope; observed in bent trees and
fences.

ii. Earthflows – The velocities range from less than 1 cm/yr to less than 100 m/hr.

iii. Grain flows – The velocities range from 9 to 100 m/hr to less than 100 km/hr. They are
relatively dry material like sand dunes.

iv. Debris Avalanche – They are very high velocity flows, more than 100 km/hr of large
volume of mixtures of rocks and regolith.

 The main causes of Human and Mass Wasting are the Removal of Vegetation and Urban
Development.

Erosion and Transportation

Erosion – The process of transporting weathered sediments by natural agents.

Transportation – The movement of material across the Earth’s surface by water, wind, ice or gravity. It
completes the process of Erosion.

Agents of Erosion:

1. Water Erosion – It has the ability to move materials from one location to another over long
distances. It is responsible for wearing away of rocks in rivers, lakes and the ocean.

Types of Water Erosion:

a. Splash Erosion – Raindrops cause tiny particles of soil to be detached and to move out.

b. Sheet Erosion – Raindrops break apart the soil structure.

c. Gully Erosion – Heavy rains, water flows in narrow channels eroding gullies into great
depth.
 d. Valley Erosion – Continuous water flow alongside land and move downward, deepens a
valley.

e. Bank Erosion – Continuous flow of water wears out stones along bank.

f. Coastline Erosion – Waves from ocean and seas crash against the shore, pounding rocks
into pebbles to sand.

g. Seaside Cliff Erosion – The battering of ocean waves erodes seaside cliff.

2. Wind Erosion – It is responsible for wearing away of rocks and creating deserts like Sahara.

Two Main Effects:

a. Wind causes small particles to be lifted and move away.

b. Suspended particles may impact on solid objects causing erosion by abrasion.

3. Waves Erosion – Relentless pounding. It erodes the softer, weaker parts of the rocks leaving a
harder, more resistant rock behind. It can take over 100 years to erode a rock to sand.
4. Gravitational Erosion – It moves material from higher elevations to lower elevations where
streams and glaciers can pick up the material and move it to lower elevations. The process if
occurring continuously on all slopes, some act very slowly while others occur very suddenly until
equilibrium is reached.

Mass Movement – Downward movement of rock and sediments, mainly due to the force of
gravity.

5. Glacial Erosion

Ice – Moves and carries rocks, grinding the rocks beneath the glacier.

Glaciers pluck and abrade to cause erosion.

Plucking – Occurs when water enters cracks under the glacier, freezing and breaking off
pieces of rock that are then carried by the glacier.

Abrasion – Cuts into the rock under the glacier, smoothing and polishing the rock surface.

Modes of Transportation

1. Water – Millions of sediments are moved along rivers, coasts and deep oceans. It occurs in four
ways: Traction, Saltation, Fine Particles and Soluble Salts.
2. Wind – It can result in stunning landscapes as sand is blown away from place to place. It can also
create sand storms and destroy farms by blowing away the topsoil of large farms.

River Processes

a. Solution – Minerals are dissolved in the water and carried along in solution.

b. Suspension – Fine light material is carried along in the water.

c. Traction – Large boulders and rocks are rolled along the river bed.
 d. Saltation – Small pebbles and stones are bounced along the river bed.

Deposition

 It is the aggradation or accumulation of weathered sediments, to create different landforms.

 Whenever stream velocity decreases, it deposits the sediments it carries.
 3 stages are: Weathering, Erosion and Deposition.

Alluvium - The material deposit of a stream.

Deltas – It is formed when river loss energy as it flows in to an area of slow-moving water, such as a lake
or the sea. Examples are the Nile Delta and Mississippi Delta.

Flocculation – It is when the river meets the sea, clay particles coagulate and settle in the seabed.

Flocculants – Materials in the process of Flocculation.

Alluvial Fan – It is formed when a stream reaches a fit area.

Piedmont – The fit area.

Apron – The upper part of an Alluvial Fan.

Apex – The lower part of an Alluvial Fan.

Flood Plain – Flat wide expanse of alluvium covering flat areas prone to flooding. Examples are the
YangTze and Huang Ho.

Levees – It is formed by successive floods over many years.

Glaciers – A large mass of ice that moves slowly over land, esp. down the side of a mountain.

Glacial Till - All unsorted deposits of rock formed directly by the ice.

Medial Moraine – Middle of the glacier.

Esker – A winding ridge of sand and gravel deposited under a glacier by water melting from the ice.

Moraines – Layers or ridges of rill.

Lateral Moraine – A long pile of rocky material at the edge of a glacier.

Drumlins – They are a streamlined asymmetrical hills composed of till. They may occur in clusters as
drumlin fields.

Kames – A steep-side hills. They are composed of sand and gravel.

Two Types of Windblown Deposits:

1. Loess – Accumulated blanket of silt carried by wind in suspension and deposited over abroad
areas.
2. Sand Dunes – Deposits of coarse materials in the shape of hills or ridges.

Physical Education Reviewer

 Factors in Achieving Fitness and Health

A fit and healthy mind and body can be attained through the following:

1. Proper Diet – This includes GO for Energy, GROW for Bones and GLOW for the Hair and Kin.
2. Regular Exercise – This helps improve blood circulation, so that blood stream will be able to
continuously supply oxygen and nutrients to the vital organs of the body.
3. Balanced Lifestyle – This helps reduce risks of disease and increase your chance to live longer.

Seven Dimensions of Well-Being

1. Physical Wellness – Refers to the health of your physical body.

2. Emotional Wellness – Pertains to your psychological and emotional perspective about yourself
and the world around you.
3. Intellectual Wellness – Encompasses your open-mindness and intelligent responses to stimuli,
decision-making skills and life-long learning.
4. Social Wellness – Covers your interaction and relationships with others.
5. Career Wellness – Includes personal satisfaction from your career or job and contribution as a
productive member of society.
6. Environmental Wellness – Relate your responsibility to take care of your environment.
7. Spiritual Wellness – Deals not only with your religious beliefs and practices but more so with
their effects on the other dimensions of well-being.

FITT Principle of Exercise

Frequency – Refers to how often you will exercise.

Intensity – Pertains to how much effort or work will you exert in exercise.

Type – Determines what kind of exercise will help you achieve your fitness goal.

Time – Relates to how long will you exercise per session.

Motivation in Physical Education

These are some of the pointers that will help you motivate yourself:

1. Empower yourself.
2. Set realistic goals.
3. Find something you like and enjoy.
4. Start slow and gain momentum.
5. Find a buddy.
6. Be inspired by someone.
7. Track your progress.

Stress – It is the body’s response to the various mental, emotional and physical demands made on it.

Some causes of stress among the youth:

1. Adjustment to new level of independence.

2. Peer pressure.
 3. Expectation from the elders.
4. Extended commuting: Traffic
5. Living away from the family.
6. New, unfamiliar environment.
7. Financial needs.
8. Family problems.
9. Norms and standard of the society.
10. Romantic relationships.

Long-Term Chronic Disorders Caused by Stress

1. Depression – It is marked by chemical/natural imbalances that can be triggered by stressful life

events.
2. General Anxiety Disorder – It is characterized by visible physical symptoms such as muscle
tension and shaking.
3. Sleep Disorders – Some common stress-related disorders includes insomnia, apnea and
narcolepsy.
4. Substance Abuse – Some youth turn to alcohol and illegal drugs to escape their problems.
5. Chronic Muscle Pain – Some of the chronic muscle pain and aches in the head, neck, back and
stomach are symptoms of stress and not necessarily the results of pulled muscles or physical
injuries.

Techniques to Help Relieve Stress

a. Muscle-to-Mind Techniques

i. Progressive Relaxation

ii. Massage

iii. Biofeedback Therapy

b. Mind-to-Muscle Techniques

i. Yoga

ii. Meditation

iii. Imagery

iv. Autogenic Training (Hypnosis)

Komunikasyon Reviewer

Gamit ng Wika (ni Michael Alexander Kirkwood Halliday)

Systematic Functional Linguistic – Ayon dito, ang wika ay ginagamit dahil sa isang kadahilanan.
Ipakita ang emosyon o ninanais mo, nasasalin natin kung galit, lungkot, depende sa salita at bigkas.

3 Antas ng Pagkatuto ng Wika:

 1. Antas Protowika – 1-6 months old. Isang sanggol. Nagsisimula palang, pinapakinggan ang mga
salita na naririnig.

a. Instrumental (Gusto ko) - Nangungulit, pag-iyak, nagpapakita ng kagustuhan sa

pamamagitan ng pagturo.

b. Regulatori (Gawin mo ang sinasabi ko sayo) - Nagturo ng isang bagay, then ikaw na
tagabantay kinuha ang isang bagay then binigay mo. No pressure, no regulatory. May aksyon na
kagustuhan ang bata.

c. Personal (Narito na ako) - Pinapakita na nandiyan siya. Presence ng isang bata. Gumagawa
ng paraan para makakuha ng atensyon.

d. Interaksyonal (Ikaw at ako) - Pagpapakita ng pagmamahal, lambing, yakap at halik para sa

sanggol.

2. Antas Transisyonal – Kaya ng magsalita ng pautal-utal/bulol. Dahan-dahan pa siyang natututo.

7-1 year and 6 months old/2 years.

a. Heuristiko (Sabihin mo sa akin kung bakit) - Lahat ng bagay ay tinatanong. Tayo bilang
tagabantay ay naiinis dahil mahilig silang magtanong.

b. Imahinatibo (Kunwari) - Grabe ang imahinasyon. Sobra sa paggamit. Gumagawa ng isang

bagay na hindi naman totoo.

c. Impormatibo (May sasabihin ako sayo) - Ang bata ay hindi marunong magsinungaling, Ang
mga bata ay sasabihin ang nakita nila. Mabubulgar ng bata ang iyong sikreto.

3. Antas na maunlad sa wika - 2 years and above. Kaya ng magsalta ng tuloy-tuloy.

Panahon ng Espanyol
Ang ating lupain, bago pa man matuklasan ng mga Europeo, ay may sarili ng sibilisasyon at sistemang
pampolitika, relihiyon, at pangwika. Tagalog ang pinakamaunlad at mayaman sa panitikan na katutubong
wika kahit bago pa man dumating ang mga mananakop. (San Juan, 1974)

Padre Pedro Chirino - Padreng Heswita. Sa Tagalog niya nakita ang mga katangian
ng apat na pinakamaunlad na wika sa daigdig:
1. Ang hiwaga at hirap ng Ebreo
2. Pagiging natatangi ng mga salita ng Griyego lalo na sa mga pangngalang pantangi
3. Pagiging buo ng kahulugan at pagkaelegante ng Latin
4. Pagiging sibilisado at magalang ng Espanyol

Ang sinaunang Tagalogay isinusulat sa paraang Silabiko o Pantigan. Mayroon itong 17 titik: 3 patinig
(a, i, u) at 14 na katinig (ba, ka, da, ga, nga, ha, la, ma, na, pa, sa, ta, wa at ya). Kakikitaan ng
impluwensiyang Tsino (Am, Ate, Batutay, Buwisit at Hikaw), Arabe (Hukom at Sulat) at Sanskrit
(Basa, Kati at Dusa) ang sinaunang Tagalog.
Isa sa mga pangunahing layunin ng mga Espanyol ay ang Pagpapalaganap ng Kristiyanismo.

Pinag-aralan ng mga misyonaryong Espanyol ang wika ng mga katutubo upang mas mapadali
ang pagtuturo ng Kristiyanismo. Mas naging tumpak at kapanipaniwala rin ang pangangaral
ng relihiyon dahil nagmula ito mismo sa bibig ng mga pari at hindi sa mga tagasalin o interpreter.

Mayroong 13 na naihanda ang mga naunang misyonero na mga aklat sa gramatika at

diksyonaryo na ginamit ng kanilang mga kahalili sa pag-aaral ng wika ng mga katutubo.

Haring Carlos I (1516-1556) - Noong 1550, nagpalabas ng kautusan na nagtatakda ng

pagturo ng pananampalatayang Katoliko sa wikang Espanyol. Iniatas din ang pagtuturo ng pagbasa,
pagsulat, at mga doktrinang Kristiyano sa mga nais matuto sa paraang madali at hindi hihingi ng dagdag
na bayad.

Haring Felipe IV (1621-1665) - Noong Marso 1634, nagpalabas ng isang atas na muling nagtatakda ng
pagtuturo ng wikang Espanyol sa lahat ng katutubo at hindi na lamang sa nais matuto. Humiling din sa
mga arsobispo at obispo na atasan ang mga pari at misyonero sa kanilang nasasakupan na pangunahan
ang pagtuturo ng Espanyol at pananampalatayang Katoliko.

Haring Carlos II (1665-1700) - Nagpalabas ng atas na muling nagbibigay-diin sa mga atas-pangwika

nina Carlos I at Felipe IV at nagtakda ng parusa sa mga hindi susunod dito.

Haring Carlos IV (1788-1800) - Noong Disyembre 1792, nagpalabas ng atas na nagtatakda ng

paggamit ng Espanyol sa mga kumbento, monastery, lahat ng gawaing hudisyal at ekstrahudisyal, at mga
gawaing pantahanan.

Nakapagpalabas ang monarkiya ng Espanya mula 1867 hanggang 1899 ng 14 na atas na nagtatakda ng
paggamit at pagturo ng wikang Espanyol ngunit lahat ng ito ay nabigo.

Dekretong Edukasyonal ng 1863 - Nag-atas ng pagtatag ng primaryang paaralan sa bawat

pueblo sa Maynila upang mabigyan ng edukasyon sa Espanyol ang mga anak ng katutubo. Itinakda rin
nito na Espanyol lamang ang gagamiting midyum ng pagtuturo dahil ang layunin ng kurikulum ay ang
pagkakaroon ng literasi sa Espanyol. Nakasaad dito na hindi pahihintulutang humawak ng kahit anong
katungkulan sa pamahalaan ang mga katutubong hindi marunong magsalita, bumasa o sumulat ng
Espanyol.

Nabigo ang monarka ng Espanya na mabigyan ng edukasyon sa Espanyol ang mga katutubo dahil sa
paghahadlang ng mga prayle.

Ayon kay Marcelo H. del Pilar, sinabotahe ng mga relihiyoso o prayle ang programang pangwika at sila
ang may kasalanan kung bakit mababa ang kalagayang pang-edukasyon ng Pilipinas. Ito ay dahil
natatakot ang mga prayle na maging kolonyang Hispano ang mga Pilipino sa halip na kolonyang
Monastiko.

Ayon sa mga prayle, hindi sila ang may kasalanan kundi ang kahinaan ng mga batas, kapos ang pondo
para sa mga guro at pagpapatayo ng mga paaralan.

Dalawang pamanang wika na naiwan ng mga Espanyol sa 333 taong pananakop:

1. Ang romanisasyon ng silabaryo ng mga wikang ginagamit sa Pilipinas.
Nagpahintulot ng mas madaling komunikasyon ng mga Pilipino sa daigdig na gumagamit na rin
ng sistemang iyon.

2. Ang yaman ng bokabularyong Espanyol. Na nakapasok sa talasalitaan ng mga katutubong

wika sa Pilipinas

Dalawang Konstitusyon:
1. Konstitusyon ng Biak-na-Bato
a. Inakda nina Felix Ferrer at Isabelo Artacho.
b. Nilagdaan noong ika-1 ng Nobyembre, 1897.
c. Ingles bilang opisyal na wika.
d. Ayon sa Artikulo VIII ng Konstitusyon ng Biak-na-Bato “Tagalog ang dapat na maging
wikang opisyal ng Republika.” Dagdag pa, “Ang ituturo sa elementarya ay ang wastong pagbasa,
pagsasalita at pagsulat sa wikang opisyal na Tagalog.”
e. At mga pangunahing simulain ng Ingles. Ang lalong mataas na edukasyon ay bubuuin ng
dalawang kurso ng Ingles at dalawang kurso ng Pranses.” Sinabi rin “Kailanma’t ang Ingles ay sapat
nang malaganap sa buong kapuluan, ito ay ipapahayag na wikang opisyal.”

2. Konstitusyon ng Malolos
a. Inakda nina Felipe Calderon at Felipe Buencamino.
b. Nilagdaan noong ika-21 ng Enero 1899.
c. Binalik ang Espanyol bilang pansamantalang opisyal na wika sang-ayon sa Artikulo 93,
habang pinipili pa sa mga wikang sinasalita sa Pilipinas ang hihiranging opisyal na wika.
13 na aklat sa gramatika at diksiyonaryo:

1. Arte y vocabulario tagalo (1582) nina Padre Juan de Placensia, isang Pransiskano. Pinayagan
itong maging aklat sa gramatika ng Sinodo del Obispos sa Maynila dahil sa dali ng paggamit dito
at kakayahan nitong magbigay ng hustong kaalaman tungkol sa Tagalog (San Juan, 1974)
2. Arte y reglas de la lengua tagala (1610) na isinulat ni Padre Francisco de San Jose na kilala ring
Padre Blancas de San Jose, isang Dominiko at inilimbag ni Tomas Pinpin, ang unang Pilipinong
tagalimbag. Itinuturing ito ng mga misyonero at iskolar bilang pinakakomprehensibong
kodipikasyon o resulta ng sistematikong pagsasaatos ng wikang Tagalog (Rafael, 1993)
3. Vocabulario de lengua tagala (1613) ni Padre Perdo de San Buenaventura, isang Agustino.
 4. Arte de la lengua yloca (1627) ni Padre Francisco Lopez, isang Agustino, ang unang aklat sa
gramatika sa wikang Ilocano.
5. Compendio de la arte de la lengua tagala (1703) ni Padre Gaspar de San Agustin, isang
Agustino.
6. Vocabulario de la lengua bisaya (1711) ni Padre Matheo Sanchez, isang Heswita.
7. Arte de la lengua pampanga (1729) at Vocabulario de la lengua pampanga en romance (1732)
ni Padre Diego Bergaño, isang Agustino.
8. Arte de la lengua tagala y manual tagalog (1745) ni Padre Sebastian de Totanes, isang
Pransiskano.
9. Arte de la lengua bicolana (1754) ni Padre Marcos de Lisboa, isang Pransiskano. Itinuturing
itong unang aklat sa gramatika sa wikang Bikol.
10. Vocabulario de la lengua tagala (1860) nina Padre Juan de Noceda at Padre Pedro de Sanlucar,
mga Heswita. Itinuturing itong pinakamahusay na bokabularyong naisulat sa Panahon ng
Espanyol (Aguilar, 1994)
11. Ensayo de gramatica hispano-tagala (1878) ni Padre Toribio Minguella, isang Agustino.
12. Gramatica de la lengua de Maguindanao segun se habla en el centro y en la costa sur de la isla
de Mindanao (1892) ni Padre Jacinto Juanmarti, isang Heswita.
13. Arte de la lengua bisaya-hiligayna de la isla de panay (1894) ni Padre Alonso de Mentrida,
isang Agustino.

Panahon ng Amerikano

Ika-10 ng Disyembre 1898 - Nilagdaan ng mga kinatawan ang Kasunduan ng Paris

Ika-21 ng Disyembre 1898 - Benevolent Assimilation (Papasok ang mga Amerikano hindi bilang
mananakop pero bilang kaibigan)

Ika-20 ng Enero 1899 - Unang Komisyon.

Ika-11 ng Abril 1899 – Naging mabisa ang Kasunduan ng Paris at pagkalipat ng pamahalaan.

Ika-16 ng Marso 1900 - Ikalawang Komisyon.

Ika-21 ng Enero 1901 - Itinatag ng Dep. Of Public Instruction. Batas Blg. 74.

Ika-23 ng Agosto 1901 - Dumaong ang 500 na guro sa Maynila.

1913 - Noong pansamantalang gobernador heneral si Newton W. Gilbert.

1928 - Sangguniang pambayan.

Pang. William McKinley - Maging mabisa ang Kasunduan.

Dr. Jacob Schurman - Mas pinili ng katutubo ang Ingles kaysa sa Espanyol. Inirekomenda ang pagtuturo
ng Ingles. Unang Komisyon. Pangulo ng Cornell University.

William Howard Taft - Dep. of Public Instruction. Ikalawang Komisyon.

Kap. Albert Todd - Pansamantalang pamuno ng pagtuturong publiko sa ilalim ng militar.

Newton W. Gilbert - Pansamantalang gobernador heneral.

Henry Jones Ford - Propesor.

Pangulong Woodrow Wilson – Pangulo ng Estados Unidos.

Napili ang Ingles bilang wikang opisyal ng Pilipinas dahil:

1. Wika ng silangan
2. Wika ng isang demokratikong institusyon
3. Wika ng kabataang Pilipino na hindi marunong ng Espanyol
4. Wika ng puwersang namamahala sa Pilipinas.

USAT – United States Army Transport.

Thomasites – Tawag sa mga 500 na guro.

Oral Communication

The Speech Writing Process

 The process for writing is not chronological or linear, it is recursive.

Oral Presentation – It is when you deliver the written word, making it come alive for the audience.

Audience Analysis – Entails looking into the profile of your audience.

Demography – Age range, male-female ratio, educational background and affiliations or degree
program taken, nationality, economic status, academic or corporate designation.

Situation – Time, venue, occasion and size.

Psychology – Value, beliefs, attitude, preference, cultural and racial ideologies and needs.

The Purposes for Writing and Delivering the Speech:

1. Informative Speech – Provides the audience with clear understanding of the concept or idea
presented by the speaker.
2. Entertainment Speech – Provides the audience with amusement.
3. Persuasive Speech – Provides the audience with well-argued ideas that can influence their own
belief and decision.

Topic – It is the main point.

Narrowing down a topic – Making your main idea more specific and focused.

Data Gathering – It is the stage where you collect ideas, information, sources and reference relevant or
related to your specific topic.

Writing Pattern – Structures that will help you organize the ideas related to your topic.

Different Writing Patterns

 1. Biographical – Present descriptions of your life.
2. Categorical/Topical - Present related categories supporting the topic.
3. Causal – Present cause and effect relationship.
4. Chronological – Presents the idea in time order.
5. Comparison and Contrast – Present comparison/contrast of two or three points.
6. Problem and Solution – Presents an identified problem, its causes and recommended solution.

Outline – It is a hierarchical list that shows the relationship of your ideas. It is a tool used to organize
your written ideas about a topic into a logical order.

Body of the speech – Provides an explanation, example or any details that can help you deliver your
purpose and explain the main idea of your speech. One major consideration in developing the body of
your speech is to focus or central idea.

Strategies to highlight your main idea:

1. Present real life or practical examples.

2. Show statistics.
3. Present comparison.
4. Share ideas from the experts or practitioners.

Introduction – It is the foundation of your speech. Your primary goal here is to get the attention of your
audience.

Strategies:

1. Use a real life experience and connect that experience to your subject.
2. Use the practical examples and explain their connection to your subject.
3. Use facts or statistics and highlight their importance to your subject.

Conclusion – It restates the main idea of your speech. It provides a summary, emphasizes the message
and calls for action.

Strategies:

1. Begin your conclusion with a restatement of your message.

2. Use positive examples, encouraging words, or memorable lines from songs or stories familiar
to your audience.

Editing/Revising - Your written speech involves correcting errors in the mechanics such as grammars,
punctuation, capitalization, unity, coherence and others.

Andrew Dlugan (2013) - An award winning public speaker.

Six Power Principles for Speech Editing:

1. Edit for Focus - “So, what’s the point? What’s the message of the speech?” Ensure that
everything you have written, from introduction to conclusion, is related to central message.
2. Editing for Clarity - “I don’t understand the message because the examples or supporting details
were confusing” Make all ideas in your speech by arranging them in the logical order.
 3. Edit for Concision - “The speech was all over the place; the speaker kept on talking endlessly as
if no one was listening to him/her” Keep your speech short, simple and clear by eliminating
unrelated stories and sentences and by using simple words.
4. Edit for Continuity - “The speech was too difficult to follow. I was lost in the middle.” Keep the
flow of your presentation smooth by adding transition words and phrases.
5. Edit for Variety - “I didn’t enjoy the speech because it was boring” Add spice to your speech by
shifting tone and style from formal to conservation and vice versa, moving around the stage or
adding humor.
6. Edit for Impact and Beauty - “I didn’t enjoy the speech because it was boring” Add spice to your
speech by shifting tone and style from formal to conservation and vice versa, moving around the
stage or adding humor.

Speech Delivery

Stephen Lucas (2011) - The art of public speaking.

Types of Speech According to Delivery

1. Extemporaneous – Speaking with limited preparation. Guided by notes or outline. Delivered

conversationally. Most popular type.
2. Impromptu – Speaking without advanced preparation. Unrehearsed speech. Spoken
conversationally.
3. Manuscript - Speaking with advanced preparation. Planned and rehearsed speech. Reading
aloud a written message.
4. Memorized – Speaking with advanced preparation. Planned and rehearsed speech. Reciting a
written message word-for-word from memory.

Delivery for Different Situations

1. Speaking to a specific audience size – Audience size depends on the venue size.
2. Speaking in an open-air venue or outside a building – Examples are open courts of grounds,
football field, farms, etc.
3. Speaking in different venues – Speaking venues that vary according to size, classroom, meeting
or conference room, ball room, social hall, auditorium, covered court, open court, etc.
4. Speaking with a microphone – Its main function is to increase the volume of your voice, not to
clarify the pronunciation and enunciation of words.
5. Speaking with a podium or lectern – A podium or lectern is a reading desk with a stand and a
slanted top.

EAPP Reviewer

Ways of Defining:

1. Formal Definition – It consists of species + verb + genus + differentia.

2. Definition by Semantic Origin/Etymology - Etymology is the study of the origins and historical
development of words.
3. Definition by Analysis – Divide the subject into parts and define each part separately.
4. Definition by Comparison and Contrast – Show how the term is like and unlike something.
 5. Definition by Example/Illustration - Give examples or narrate incidents (Use cases).
6. Definition by Function – Define the word or concept based on its use/function (What is it for).
7. Definition by Negation – Describe what it is not. Give its limitations.
8. Definition by Metaphor – Define the concept without the use of like/as.

Concept Paper as Extended Definition

 A concept paper that is written to inform, if the topic or concept is unknown to the audience.
 It is written to introduce new information or dimension that gives a new perspective to the
concept.

Concept Paper as Project Proposal

1. Identify a Problem
2. Introduction
3. Find a target sponsor
4. State your objectives
5. Find a target sponsor
6. Methodology/Project Design
7. Project Needs
8. Timetable

Philosophy Reviewer

Existentialism

 Finding meaning in existence and focuses the meaning in life of a human person.

Joren Kierkegaard – Founder of Existentialism.

To be is to be – Jean Paul Sartre. He is an existentialist. It focuses in existentialism and freedom.

Human person – Humanistic nature. Nagagawa ng values sa buhay, by this we find our meaning.
Existence precedes Essence – Existence. Coincides with Freedom. Provides absolute freedom to
choose. Leads to anguish of freedom. Essence. It is simply our meaning.

Bad Faith – Denial of Freedom. Lying to oneself. You convince yourself that you are a limited being.
You deny yourself of Freedom.

Freedom – Associates with essence and existence. Provides absolute choices. Your choices create
your experience.

Situated Freedom

 Critique of Sartre’s freedom.

Maurice Merleau-Ponty – Founder of Situated Freedom.

 Predefined values/Pre-defined meaning.

 Look for prior decisions before you decide.
 Freedom has limitations.
  Limiting situations.
 Reciprocity of the individual and the world.
 An example is iyong gusto ng nanay mo na maging runner ka pero pinanganak kang isang leg
lang meron ka, there’s a limiting situation already.

Determinism

B.F Skinner – Founder of Determinism.

 Behaviorism/Behavior.
 All behaviors comes from preceding factors.
 No freedom.

Source of Freedom:

1. Internal – Genes from parent/relatives.

2. External – Influence from the world, relationships, people, environment, etc.

Freedom and Responsibility

 The two concepts are inseparable since man’s freedom is connected with his own being. It
always comes for responsibilities.

Responsible Freedom – Whatever one chooses, one is always accountable.

Responsibility-Responsive – Ability to respond in any given situations.

 We are responsible for our freedom (choices).

 Choices creates you as a person.

2 Modes of Existence/Intersubjectivity

Martin Buber – Founder of I-Thou and I-It.

I-Thou

 Philosophy of relation.
 Dialogical.
 Ideal.
 Deeper understanding.
 Always connected with other people.
 Uniqueness.
 Unity of being.
 Subject to Subject (Tao to Tao).
 Internal Thou is the source of all thou which is God. Eventually, babalik lahat sa internal thou.

3 spheres of Dialogue:

1. Dialogue with self.

2. Dialogue with others.
3. Dialogue with nature.
 4. Dialogue with spirit.

I-It

 Selfish ang isa.

 Objectifying the other.
 Sex workers and Omegle.
 Monological.
 Self-centered.

Hindrance

1. Seeming – Judging based on impressions.

2. Imposition – Limiting what to do.
3. I-It Relationships.

Phenomenology of Love

 Climate of painfulness, truthfulness and Respect.

 Love is asked by the time of Plato.
 Hindi pwede mawala ang meaning ng love.
 Love is a part of the essene of a person.
 Love is pictured as a possession. The act of possessing.
 I love you is a scam to be.
 Love is equal to sex. Applicable ang love sa intimate relationship. If there's sex, there’s love.
 Love is blind and lovers don’t see.
 Love is to attract the good qualities of the other.
1. Love and Loneliness.
2. Equality in Love.
3. Loving Encounter.
4. Reciprocity of Love.
5. Creativity of Love.
6. Union of Love.

Erich Fromm’s Misconceptions in Love:

1. Emphasis of being loved rather than the act of loving itself.

2. Emphasis on the object loved rather than the act itself.
3. Confusion of falling in love and infatuation.