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Gawad saN Luis

SPECIAL AWARDS

Special Award for Christian Spirit and Social Involvement

• Arnold D. Badival, Special Services Department• Hilario A. Boleyley, Special Services Department• Carmelita M. Cariño, Special Services Department• Maximino B. Fernandez Jr., Special Services Department• Elizabeth G. Lablabong, Special Services Department• Edith G. Longboan, Special Services Department• Rolly L. Maranes, Special Services Department• Amelia T. Mariano, Special Services Department• Octavio B. Pagoli, Special Services Department• Martha C. Pundo, Special Services Department• Ma. Jannette S. Reyes, Special Services Department• Raymond L. Leal, SLU Net Office • Rolando C. Umali Jr., Accounting Office• Rodrigo V. Partida, Center for Culture and the Arts • Alicia M. Bautista, College of Natural Sciences• Engr. Cecile Lardizabal, College of Natural Sciences

Special Individual Award• Nora S. Umalla (College of Information & Computing

Sciences)• Allan Jay C. Espiritu (College of Natural Sciences)

Special Institutional Award • College of Education• Department of Pharmacy, College of Natural Sciences• Department of Radiologic Technology, College of

Natural Sciences• Department of Medical Laboratory Science (Medical

Technology), College of Natural Sciences

ACADEMIC ACHIEVEMENT AWARDS

COLLEGE OF ACCOUNTANCY & COMMERCE• Denver Alvin P. Collado – Master in Business

Administration• Richel L. Lamadrid – Doctor of Applied Economic

Science• Zenedith P. Monang – MS Business Administration

COLLEGE OF EDUCATION• Joel S. Cabanilla – PhD Educational Management• Felina P. Espique, PhD – MA Special Education• Marcelino B. Laguyo – MA Physical Education• Jane K. Lartec, PhD – MA Special Education

COLLEGE OF ENGINEERING & ARCHITECTURE• Michelle S. Cariño – MS Management Engineering• Cheryl Marie G. Castillo – Master of Engineering (ECE)• Ma. Corazon D. Ocampo – MS Management Engineering

COLLEGE OF HUMAN SCIENCES• Anabelle L. Abordo – MA Philosophy• Jose C. Alangwawi – PhD Management• Wendy B. Eustaquio – MA Religious Studies• Gracia C. Macabiog – PhD Education• Dennis M. Placido – PhD Educational Management• Rosalina P. Segundo – PhD Educational Management

COLLEGE OF INFORMATION & COMPUTING SCIENCES• Benedick P. Bacani – MS Information Technology• Mia T. Dela Cruz – PhD Educational Management

COLLEGE OF NATURAL SCIENCES• Janette D. Awisan – MS Medical Technology• Praxedes F. Rosuman – PhD Science Education

Gawad San Luis for employees ‘09

Official Publication of Saint Louis University, Baguio City, Philippines, PH 0048-8992Entered as a Second Class Mail at the SLU Post Office, Baguio City with permit no CAR-2008-03 on August 19, 2008 and published quarterly by the

Research, Extension and Publications Office, 2/F Jose Burgos Administrative Center, Saint Louis University, A Bonifacio St , 2600 Baguio City, PhilippinesTel Nos 444-8246 to 48/443-2001 Local 357 • Fax No 442-2842 • repodir@slu edu ph, puboff@slu edu ph and pubsec@slu edu ph

www slu edu ph

Director : Gaston P. Kibiten, PhD Editor : Marianito N. Meneses Computer Layout Artist-Encoder : Ester M. Bersamira

Writers/Contributors: Wilfred B. Bambico, Oscar D. Bautista, Narliza T. Benter, Joel S. Cabanilla, Edmundo L. Ceniza, Jeffrey M. Centeno, Naas Demyttenaere, Ma. Felicidad Fronda-Fortea, Dr. Jasmin R. Igama, Rosario M. Marzo, Sally I. Maximo, Belen F. Mina, Josephine A. Ocampo, and Jomel Q. Viado • Student Writers: Lilibeth M. Lim, Ethiel D. Natividad, and White & Blue Staff • Photo credits: Eduardo D. Caronongan, MISO and REPO

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23 May 2009

Cover: The Academic Session 2009 last May 23 included the report of the University President for SY 2008-2009, the Gawad San Luis award for employees, and the Tribute to the Retirees.

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COLLEGE OF MEDICINE• Dr. Clinton B. Balud – Diplomate, Philippine Society

of Newborn Medicine (a Subspecialty Society of the Philippine Pediatric Society, Inc.)

• Dr. Grace S. Gallao – Fellow, Philippine Pediatric Society, Inc.

• Dr. Eleanor M. Josue – Fellow, Philippine Pediatric Society, Inc.

• Dr. Sherry Ong-Cunanan – Fellow, American College of Surgeons

HUMAN RESOURCE DEVELOPMENT OFFICE• Ederlyn Marie G. Cortes – MS Psychology

OFFICE OF THE PRESIDENT• Jeffrey M. Centeno – PhD Philosophy

PRESIDENTIAL AWARDS

Presidential Award for Professional Excellence

COLLEGE OF ACCOUNTANCY AND COMMERCE• Reynaldo S. Bautista, PhD• Roberto M. Arguelles, PhD• Elizabeth Trinidad

COLLEGE OF MEDICINE• Dr. Sherry Ong-Cunanan

COLLEGE OF NURSING• Dr. Victor Romulo G. Dumaguing

Presidential Award for Excellence in Research

Publication in an international/national journalCOLLEGE OF ACCOUNTANCY AND COMMERCE

• Reynaldo S. Bautista, Masanori Kobayashi, Cordelia Lacsamana & Victoriano Aquitania.

• Denver Alvin P. Collado • Elvira D. Dacayo, PhD• Gladys M. Navarro • Eleanor D. Paca

COLLEGE OF HUMAN SCIENCES• Danilo S. Alterado• Leonila L. Taray

COLLEGE OF NURSING• Norenia T. Dao-ayen • Evelyn Bautista • Herminigilda Verroya

OFFICE OF THE PRESIDENT• Jeffrey M. Centeno, PhD

Paper presentations in international/national conferencesCOLLEGE OF ACCOUNTANCY AND COMMERCE

• Roberto M. Arguelles, PhD• Reynaldo S. Bautista, PhD• Denver Alvin P. Collado• Elvira D. Dacayo, PhD• Glory S. Drequito• Richel L. Lamadrid, PhD• Gladys M. Navarro• Asuncion G. Nazario• Lorraine B. Ngaosi• Eleanor D. Paca• Maria Joan P. Barlis• Evelyn Rosemarie J. Dizon• Josephine A. Ocampo• Asuncion G. Nazario

COLLEGE OF EDUCATION• Felina P. Espique, PhD• Wilfred B. Bambico, PhD

COLLEGE OF ENGINEERING AND ARCHITECTURE• Arch. Donna R. Tabangin • Engr. Jacqueline C. Flores • Engr. Nelson F. Emperador (+)

COLLEGE OF INFORMATION AND COMPUTING SCIENCES

• Cecilia A. Mercado• Jose Maria A. Pangilinan (and Janssens, G.K.,)• Dalos D. Miguel• Ia Kristine D. Puzon

COLLEGE OF LAW• Atty. Jason R. Barlis• Atty. Ceasar G. Oracion

COLLEGE OF MEDICINE• Dr. Jessica Lourdes E. Ramolete• Dr. Roma Anna G. Dumaup

COLLEGE OF NATURAL SCIENCES• Regina Lourdes C. Broñola• Mechell P. Lardizaval • Paulina A. Bawingan, PhD• Gaudelia A. Reyes, PhD & Carlito P. Laurean, PhD (BSU)

Presidential Award for Christian Spirit and Social Involvement

COLLEGE OF EDUCATION• Marilyn L. Balmeo

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2009 retirees

ResponseTribute to the Retirees, 23 May 2009

• Belen F. Mina , Faculty member, College of Info. & Computing Sciences

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Father President, Vice Presidents, fellow faculty, co-employees, guests, friends… good afternoon. Thank you so much for the honor bestowed upon me to speak in behalf of my co-retirees on this grand

occasion of honoring us through this tribute. We are humbled by Saint Louis University’s gesture of remembering us, as we are about to leave the portals of this great institution of learning by giving us this tribute, acknowledging and complimenting our modest contributions as molders and builders of Christian communities, and leaders abiding to the Louisian guiding light and motto of quality of education, tradition, and virtue of Sapienta Aedificat – ‘Wisdom Builds.’

This occasion gives me the opportunity to look back 40 years ago today, when I first joined the ranks of employees of SLU as a young classroom teacher for high school students of Saint Louis Boys’ High School then located along General Luna road.

I stand before you today proud to tell you that I have had the opportunity and blessings of having been educated in a Catholic institution such as SLU and its sister affiliate institutions like the Saint Louis Center ran by the ICM Sisters.

As an alumnus of SLU, my Louisian education has aptly enabled me to craft my teaching philosophy and find the meaning of life. This meaning which I have discovered nurtured in me the passion to pursue the ministry of teaching.

Personally, I found teaching as the noblest way of

giving life to my students whom I journeyed with as their teacher during the 40 unique years I have had with SLU, not to mention my brief stay at St. Michael’s College, Padada, Davao del Sur.

My stay with Saint Louis Boys’ High School has provided me the creative opportunity in teaching and guiding young boys by the Catholic philosophy and virtue of Christian education. The late Fr. Dupont’s motto “Character makes a Man” served as a maxim for us teachers in molding not only our students but also ourselves. Being a lady teacher in a pure boy’s institution was a challenge and fun. To the boys, we acted as their parents, their sister and friend, as though we were a family in inculcating the meaning of the motto in their lives.

Those young boys today are among the prominent young professionals excelling and modeling the virtues of a

true Louisian in the local, national and global community. I am privileged to mention here and to thank my students for allowing me to be a part of what they are today, and for the inspiration they have enkindled in my passion and life as a teacher.

I believe that my 40 unique years of teaching young men and women has and will continue to flourish in abundance as fruition and the Louisian education I have imparted in our unique roles in the University. I am convinced that you, my fellow retirees, feel the same in your own specific role. We have the sense of ownership for those

Mrs. Mina

Photos by MISO

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2009 retirees

and endeared themselves to how I taught them. I put premium on putting a human face in teaching my subject. I feel very strong about this which in a way has sustained my passion and sense and commitment as a Louisian educator an advocate of ‘Wisdom Builds’. I am happy to see my education students as now my colleagues in teaching.

As I bid goodbye to my students and colleagues and leave this great institution, I am humbled by the expression of their missing me and wish it was not too soon that I have to retire. I wish too to stay for awhile but that’s how life God has planned it for us. I know the Lord knows more than what we deserve, as much as we desire. With obedient hearts we put our life in His caring hands. However, I believe, we are not retiring. To retire is to end everything. But our retirement is giving you, my co-employees, the opportunity and chance to give and prove your expertise, as what we have done during our stay.

I am grateful to my colleagues in the workplace whom I had the opportunity to work, learn and journey with during these 40 years. Continue the journey. To our administrators who took care of us as part of the Louisian family, to our respective families who were the source of inspiration and courage in the pursuit of our career and livelihood to our co-employees who shared with us the joys, laughter, and their knowledge as we moved on, THANK YOU EVERY MUCH.

Finally, I thank the Lord for the countless blessings that Saint Louis University has provided us and, primarily FOR BEING A TEACHER.

learning we have imparted.

I my particular care, I am privileged to have handled them either as their teacher in mathematics or as their teacher-adviser. How I wish I can mention all their names, particularly those who are here with me in the academe, particularly SLU. But I am afraid that I might miss several of you, as I may have forgotten your names but not your faces. Thank you for the challenge you gave me while I was your teacher.

My profound gratitude to SLU for allowing me to grow and advance in my professional and personal life. I cherish the memory of having been given the chance to grow in my career. I was once a classroom teacher, a department head of mathematics, and at one time handled an administrative position as an Assistant Principal of Saint Louis Boys High School.

After my tour of duty in Boys High and in recognition of my expertise I opted to transfer and to teach in college. In the tertiary level, I was offered to teach my specialization, Mathematics. I was welcomed to be part of the College of Education and the College of Information and Computing Sciences. I handled education and nursing students. By now, I am also one of the trainors in the Institute of Inclusive Education to help teachers teach mathematics to the visually-impaired students.

Through those times that I taught in college, I witnessed my students’ sustained enthusiasm in learning mathematics

The 2009 retirees.

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OLEP updatesRosario M. Marzo, OLEP Director, and Ethiel D. Natividad, BSC Mgmt 4

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JU sends exchange students

Jinan University (JU) of Guangzhou, China sent last May 31 the 4th batch of exchange students for the first semester of school year 2009-2010. They are Liang Zhiwei (Samir),

Zhong Shiqin (Rocky), Ning Lanting (Tiffany), Lin Feng (Mariah), Zhang Mingxing (Aelly), Zhou Lu (Constance) and Mei Xiaowen (Manni). They will be enrolled in the Colleges of Accountancy and Commerce, Natural Sciences, and Human Sciences for this first semester only. They are housed at the ladies’ and men’s dormitories. Exposure to a foreign country and the daily practice of the English language are some of the major reasons why Jinan students choose the Philippines as part of their school’s competitive exchange program. Yu Huifen, the director for international affairs of JU, said that SLU students are also invited to be exchange students in their university.

SLU ties up with KHU

SLU continous to explore partnerships with other schools who are interested in exploring cooperation in education, research and cultural exchange. Last April 7,

a Memorandum of Understanding between SLU and Kyung Hee University (KHU) of Korea was signed by Fr. Jessie M. Hechanova and Prof. Ock Mo An, the vice chairwoman of the Korea Society of Tourism Policy, consultant for the Korea Association of Hotel Managers and professor at the College of Hotel and Tourism Management of KHU. She is also an alumna of SLU.

(L-R) (front) Zhang Mingxing (Aelly), Zhou Lu (Constance), Ning Lanting (Tiffany), Mei Xiaowen (Manni), and Lin Feng (Mariah); (back) Liang Zhiwei (Samir), and Zhong Shiqin (Rocky).

The two universities plan to set up a Korean Foundation in SLU. Possible programs and activities between the two institutions would include development of joint courses and educational programs, exchange of credits, exchange of graduate and undergraduate students for study and research, exchange of professors and researchers for research, lectures and discussions, exchange of information including the exchange of library materials and research publications, joint conferences, seminars and workshops, joint student activities and joint use of equipment, facilities and resources. The MOU signing done in SLU was witnessed by Dr. Noel B. De Leon, VP for Academic Affairs, Dr. Reynaldo S. Bautista, dean of the College of Accountancy and Commerce, Jose Antonio Baltazar, department head for Hospitality and Tourism Management, and Rosario M. Marzo, OLEP director.

SPELL students graduate

The fourth batch of students under the Special Program for English Language and Literature (SPELL) of the Institute for Foreign Languages and International

Studies (IFLIS) graduated last May 26. Sharing rooms with Filipino students rather than with themselves allowed SPELL students to learn and practice English faster and better. Negotiations are under way for SPELL 5 where 34 Sung Kong Hoe University (SKHU) students are expected to be enrolled for the July 2009–May 2010 program. The MOA will be signed in June 2009. Magdalena Tabaday from the College of Human Sciences is the English exchange professor to SKHU from

(L-R, front) Prof. Ock Mo An and Fr. Jesse M. Hechanova; (standing) Mr. Baltazar, Mrs. Marzo, Dr. De Leon, and Dr. Bautista.

Photo by MISO

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March to July 2009. However, she has been granted an extension by SLU as exchange professor until December 2009 upon the request of SKHU.

Setting up an int’l relations office

SLU and Benguet State University (BSU), through the Philippine Institutional University Cooperation Program (PIUC), sponsored a half-day seminar on “Setting-Up

an International Relations Office” last May 8 at the Gladiola Center at BSU. The main resource person was Professor Martine Dekoninck, the head of the Development Unit of the International Relations Office of the Katholieke Universiteit Leuven (Catholic Unversity of Leuven) in Belgium. Other resource speakers were Rosario M. Marzo, and Dr. Linda Alupias of BSU. The PIUC has just ended its 10th year of implementation and the major intention of the phase-out is to consolidate and highlight the experiences gained from the PIUC.

One of the activities is an outreach activity through a seminar about the setting-up of an international relations office. The objective was to provide an avenue by which the experiences of KUL, SLU, and BSU may be shared with other universities and colleges in the CAR and nearby regions.

AC team outreach activity

Last May 15-16, 2009, American Corner (AC) director Rina Diaron, AC librarian Emily Gumangan, and OLEP director and the American Studies Program

Committee (ASPC) coordinator Rosario M. Marzo, spearheaded an outreach program in coordination with the Philippine Librarians Association Inc.- Cordillera Administrative Region Librarians Council (PLAI-CARLC), by conducting a seminar –workshop entitled “Organizing and Managing Collections and Services for Effective Delivery of Information” at the Mountain Province State Polytechnic

State College in Tadian, Mountain Province. Its objectives were to understand the principles, concepts and practices involved in organizing community and/or school libraries and to train non-librarians in rendering technical and reader services to actual and potential users. Mrs. Diaron coordinated a project with the Thomas Jefferson Information Center (TJIC) of the U.S. Embassy called the “American Caravan” to donate books to the different communities in the aforementioned area.

Ms. Tabaday at Sung Kong Hoe University

The seminar participants.

(L-R) Mrs. Gumangan, Tadian, Mt. Province representatives, Mrs. Diaron, and Mrs. Marzo.

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OLEP updates from page 7

Builders of Baguio Award

The OLEP director and Nito Meneses, SLU Publications Officer, submitted to the Baguio Centennial Commission last May 30 the accomplished nomination

forms for SLU, CICM and Bishop William Brasseur, CICM, to the BCC’s “Builders of Baguio Award”. The results will be released by late July 2009. One of the highlights of the 100th Charter Day Celebration of Baguio City this September 1 is the recognition of centennial awardees. The “Builders of Baguio Awards” is in recognition of institutions, families and the men and women who have contributed significantly to the progressive building of Baguio from a mountain settlement to a premier urban center, tourism haven, environmental and religious sanctuary, educational center and economic hub in the northern Philippines.

To be able to be competitive and be able to substantially contribute to the overall intellectual development of their students, teachers must strive to adhere to continuous learning. This can only be

achieved by attending seminars, trainings, short courses, among others, which are tools in achieving excellence. The Certificate Program for Non Specialist Teachers in Araling Panlipunan, Filipino and MAPEH, a summer training program for teachers implemented by the Regional Science Teaching Center (RSTC) based in SLU, continues to contribute to the improvement of the qualification of teachers thru intensive training, focused on the basic concepts, principles, various innovative strategies and techniques appropriate for teaching – learning Araling Panlipunan, Filipino and MAPEH. Last May 26, a total of 188 secondary teachers composed of 98 teachers for MAPEH, 44 for Filipino and

46 for Araling Panlipunan graduated after completing two summer courses of the said certificate program. The teachers who finished Phase I (Summer 2008) and Phase II (Summer 2009) of the training program have as a minor subject either Araling Panlipunan, Filipino or MAPEH. The closing program held at the Gonzaga gym was graced by DepEd-CAR assistant regional director Dr. Teresita M. Velasco who was the guest of honor and speaker, DepEd regional supervisors Rosalinda E. Tavarra and Elfredo C. Dalang, and CoE dean Dr. Maria Corazon O. Bomogao.

RSTC holds graduation for secondary teachers

• Oscar D. Bautista, Director, Regional Science Teaching Center

Photos by MISO

Dr. Velasco delivers her inspirational message.

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The SLU College of Education was recognized as an active partner of Intel Philippines in implementing

Intel curriculum during the 2009 National Intel Teach Pre-service Conference at the Bohol Plaza Resort last February. SLU is the only university in the Philippines who has been integrating this unique learning philosophy in the educational system. The Intel curriculum is institutionalized in CoE’s subject Educational Technology (Educ108) Cecilia T. Ubarra, K-12 Education Program Manager-Intel Technology Philippines, Inc., awarded the plaque of recognition to the CoE.

Two graduate professors of the College of Education were lecturers on “Enhancing Research Capability of Tertiary Schools

in Abra” at the Divine Word College (DWC) in Bangued, Abra last February 27-28. Dr. Wilfred B. Bambico, the current president of PAGE-CAR, talked on “Trends and issues in research”, “Identifying researchable areas and selecting research problems” and “Data gathering techniques”. Dr. Ma. Felicidad F. Fortea, graduate program coordinator, on the other hand spoke on “Validity and reliability of data gathering tools”, “Writing the research”, “Ethics of research” and “Sourcing literature using APA style.” During the second day, they were asked to critique the current college-based researches to be presented in the 2010 centennial of the SVD congregation to be held in DWC – Bangued.

CoE faculty conduct research seminar• Wilfred B. Bambico, PhD, faculty, College of Education

As its entry in the conference, the SLU team posted its institutional integration regarding the Intel curriculum focusing on Inclusive Education.

CoE-Intel partnership

Dr. Fortea (3rd from left); Rev. Fr. Cirilo Ortega, SVD, President of Divine Word College of Bangued (center) and Dr. Bambico (3rd from right).

Also in the said conference, CoE faculty were recognized. Dr. Wilfred B. Bambico and Dr. Felina P. Espique as Intel faculty master trainers and Shirley L. Ayao-ao, department head for Professional Education, as national Intel trainer.

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Resolved with the vision of building a partnership with the parents to provide a safe enriching and friendly environment that promotes the holistic growth and development of the personality and

potential of infants, toddlers and early pre- school children of SLU employees, the Louisian Child Care Center (LCCC) welcomed 36 children in November 2008. The hard work of the committee members and other people concerned proved that it was really worth their time helping SLU establish the unique program. At present, the Center was able to extend its services to 50 children. LCCC lessons on grace and courtesy- exercises which set a tone of respect and kindness, sit alongside the more conventional subjects during the daily activities. We show children how to shake hands, greet a friend and say goodbye. We teach them how to relate with young and older people and how to play with friends. We show them how to offer a sincere apology and how to resolve conflicts peacefully. Some children demonstrate some unfavorable behavior but with proper guidance from the center staff and parents, the children showed remarkable improvements: from pushing to hugging and touch only concept; from grabbing toys to saying “May I borrow please?”; from being a loner to being friendly; from intentionally bumping to saying “Excuse me”; from yelling to using a kind tone when speaking (no whining or yelling); from saying “I like it now/ Me first!” to “I’m waiting for my turn”; from saying “This is mine! Mine! Mine!” to “I’m sharing this to my friends”; lastly, from being so dependent to striving to manage things by himself by saying “I can do it all by myself!” Integrating learning with the children’s daily activities is one of the thrusts of the center. This is why different learning activities were planned and implemented from the start of the operation. The children were able to boost their talents with their daily singing and dancing activity,

Employees’ tots learn skills, values• Narliza T. Benter, House Parent, LCCC

explore their artistic side through arts and crafts activities, improve their communication skills through constant conversation with friends and adults. The children have their own circle time for their story-telling activity, and this time, adults are just the listeners. From merely scribbling, the children learned how to follow lines, write

letters and numbers and lastly how to color properly. The concept of letters, numbers , shapes, colors and other important topics was introduced in order to prepare them for formal school in the future. Working with children is really tiring and yet fulfilling. Reminiscing the first day they entered LCCC really makes us smile. Yes! We witnessed their tantrums, we saw them crawling and now “walking”,

we heard them uttering words we can’t understand but now they can articulate simple words. This is the reason why we are very eager to continue what has been started and improve more on the existing program. Thank you dear parents for entrusting your children to us. We are hoping to be your partners in molding your precious loved ones, instilling in them skills and values that would eventually help them face the next chapter of their lives. The partnership with various colleges in SLU played an important role in providing invaluable services to the LCCC. We extend our sincerest gratitude to the College of Nursing (interns ), College of Human Sciences (Psychology- volunteers), and College of Education (practicum students) for the time, patience, care and love they shared with the children.

Photo by REPO

The author facilitates a story-telling session.

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Almost 300 student journalists from around Luzon sped to Baguio City to join Lambakan 2009 the annual journalism and cultural gathering of White and Blue last March 23 to 25 at SLU’s main

campus. College and high school co-eds from various schools and universities learned from the lectures of famed Filipino journalists. It is now on its 3rd year. The 50-year-old student publication set Lambakan 3’s theme as OBRA MAESTRA: Pinagtagping Kamalayan at Kulturang sumasalamin sa Lipunan. Dhobie De Guzman, news director of ABS-CBN TV Patrol northern Luzon, taught the participants the basics of broadcast journalism and shared with them his ‘rags-to-riches’ experience before being employed in ABS-CBN. Also, the well-known maker of the Guyito and chief editorial cartoonist of the Philippine Daily Inquirer, Jess Abrera, traveled all the way from Manila to lecture on the fundamentals of editorial cartooning and the expression of individual opinion through caricatures. Among the other notable lecturers were SLU associate dean for men Andrew Macalma (on student leadership), Benguet Press Corps Chairman Delmar Cariño (on editorial-writing and media ethics), Baguio Midland Courier’s associate publisher Leia Castro (on copy-reading and headline-

stages Lambakan ‘09• White & Blue Staff

writing), University of the Philippines-Baguio professor Junley Lazaga (on poetry-writing), freelance photographer JJ Landingin (on photojournalism), Baguio’s Public Information Officer Ramon Dacawi (on sports-writing), Philippine Star’s Artemeo Dumlao (on news-writing), and PDI’s Desiree Caluza (on feature-writing). Baguio City vice mayor Daniel Fariñas and Baguio Centennial Commissioner and councilor Edilberto Tenefrancia welcomed the delegates to the city. Along with White & Blue’s aim to promote the Cordillera culture, Lambakan ’09 featured well-received performances by the Cordillera Cultural Performing Group, Dap-ayan ti Kultura, Aloha Philippines, and Tanghalang SLU, among others. White & Blue organized an ‘Amazing Race’ around Baguio City during the last day of the event based on the format of the popular TV show. About a hundred student-delegates joined the ‘Lambakan Race’ which pushed them to rush to the tourist destinations in Baguio that include Diplomat Hotel, Camp John Hay, Botanical Garden, Wright Park, Maryknoll Sanctuary, Bell Church, and Lourdes Grotto. SLU Publications Officer Marianito Meneses is W&B’s adviser.

SAO award

SLU was adjudged as the National Awardee for Best in Student Welfare and Services

during the 2008 Best Student Services Award sponsored by the Commission on Higher Education during the awarding program the UP-NCPAG Assembly Hall, UP Diliman, Quezon City last April 17. SLU was also the CAR overall winner.

(L-R) CHED-CAR director Dr. Freddie T. Bernal, SAO dean Gil S. Espiritu, Guidance Center director Corazon B. Kawi, Dr. Ramon D. Santiago of CHED-CAR, SAO associate dean of men Andrew S. Macalma.

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The Philippine Guidance and Counseling Association (PGCA)-Baguio City chapter has re-elected Dr. Lilian G. Gandeza, Registered Guidance Counselor (RGC) and dean of the College of Human

Sciences, as its president during its general assembly April 19. Aside from Dr. Gandeza, the other elected officers are Dr. Angelita Padilla, RGC (vice president), Ofelia Padlan, RGC (secretary), Marie Judith Cacho, RGC (treasurer), Isabel Agusdan, RGC (auditor), Mayclaire Jimenez, RGC and Irene Padtoc, RGC (business managers), and Renee Taguibos (PRO). Last May 20, the PGCA-Baguio chapter was awarded as an outstanding chapter by the PGCA national board during the 45th PGCA Annual Convention at the Diamond Hotel in Manila. The recognition from the mother organization is a big boost to the PGCA-Baguio’s efforts of contributing to the professionalization of counselors in Baguio and the neighboring provinces. PGCA-Baguio snared the award because of its outstanding service to its members by organizing workshops that help advance the status of counselors in the CAR; for its willingness to assist the national PGCA Board in the licensure campaign; and, for its dedication to the counseling profession by co-organizing with the PGCA and supporting its special workshops. The PGCA-Baguio has undergone many processes and ‘birth pains’. It was organized in 1978 but became inactive for some time. After being revived in 2003, it became inactive again. By February 2004, Dr. Gandeza, then director of the SLU-Guidance Center, obtained a copy of R.A. 9258 better known as the Guidance and Counseling Act of 2004 from Dr. Lucila Bance, PGCA vice president. She relayed the information to various guidance centers around Baguio and its surrounding provinces through the SLU-Guidance Center, making it the center of information on the professionalization of guidance counselors. After

Dr. Gandeza is PGCA-Baguio prexy• Jomel Q. Viado, Psychometrician, Guidance Center

much prodding from Dr. Rosa Maria Llanes, former PGCA president, to revive the chapter, older members were contacted but still nobody was interested. In March 2007, a meeting was called for all guidance counselors in Baguio and the Cordillera region on plans to meet the requirements of professionalization. Although only 35 members all from Baguio attended the PGCA-

Baguio chapter was formally re-born. A set of officers was elected. Since then, PGCA Baguio has been able to host three regional fora, and actively disseminated information regarding the requirements for the grandfather clause of RA 9258 and the licensure examinations. A good number of guidance counselors from Baguio, Benguet, Mountain Province and Manila who attended have benefited from these fora and have qualified for the grandfather clause and the licensure examinations. PGCA-Baguio It has also accepted applications from counselors from other provinces after taking the cue from PGCA president Dr. Imelda Villar in November 2008 stating that the names of chapters do not necessarily reflect their geographical scope.

(L-R) Dr. Imelda Villar, president of the Philippine Guidance and Counseling, Inc.; Dr. Gandeza; Dr. Lily Rosqueta–Rosales, chair of the Professional Regulatory Board for Guidance; and, Dr. Luzviminda Guzman, board member.

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Herminigildo V. Garrobo, faculty of the English department of the College of

Human Sciences, bested nine other contestants from all over the country and bagged the championship trophy in the International Prepared Speech Category during the Annual Convention of the Philippine Toastmasters at the Marco Polo Hotel in Davao City from May 22 to 23. His prepared speech entitled “The Swimming Lesson” revolved around the wisdom of Confucius which goes “Our greatest glory is not in never falling, but in rising every time we fall.” This main message was symbolized in the onomatopoeic ‘Chugs-swoosh!’, the sound created when someone dives or is thrown into a pond, pool or river. As quoted in his speech, “Chugs is the part when we dive deep in life, and swoosh symbolizes our

rising up.” In the speech, Hermie shared the unconventional swimming “lesson” his father gave his older siblings when they were very young, and the inspiration from his second brother’s struggle and survival in a “river” of sickness called Pott’s Disease. With this achievement, Mr. Garrobo earned the right to represent the Philippines, District 75 of Toastmasters International, in the same category at the inter-district level (all districts of TI outside of the US and Canada) at the Annual Toastmasters International Convention in Mashantucket, Connecticut, USA on August 11 to15. If he wins in the inter-district level, he will qualify to compete in the Annual World Championship of Public Speaking also in the same convention. The privilege of being able to represent Division G (member-clubs from northern and central

Luzon) in the Davao as well as in the USA TI conventions was an offshoot of his championship in the speech competition in Baguio last March 21 that pitted him against toastmasters from La Union, Baguio, Benguet, Pampanga, Bulacan and Cagayan. Toastmasters is an international organization whose vision is to make effective communication and leadership a worldwide reality. Annually, it conducts speech competitions that start from the club level and elevates to the district/national and international levels. Only the prepared speech category has an international level, thus dubbed as International Prepared Speech Competition.

Garrobo is Toastmasters national champ

• Nito Meneses

Mr. Garrobo with the other winners.

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To TEACH . . . was my dream . . . A TEACHER . . . I became . . . In TEACHING . . . I found my ULTIMATE AIM!

Given a second chance to start my career all over again, I will still choose to be a TEACHER. What kept me going all these 41 years (three years in SLU Boys’ High School, 24 years in the College

of Commerce, four years as a volunteer teacher of the Saint Elizabeth Parish Children’s Christian Development Program in Aeia, Hawaii, and 10 years in the College of Education)? I counted my blessings, faced trials, and shrugged off the hurt of painful criticisms by taking them as hard lessons, that later made me a better person. Not the material blessings nor the prestige that goes with the position urged me to continue teaching. But the intangible rewards of love, respect and the joy that I experienced, and the thought of touching lives positively. At a young age of 19, teaching at an all-boys school (SLU Boys’ High School) was a real challenge, a hurdle, and an obstacle relay, which I survived for three years. My experiences as a neophyte teacher at Boys’ High School were the most memorable and most challenging three years in my career. I have proven that the more challenged you are, the more fulfilled you become. It was in SLU Boys’ High School was where I developed a very strong foundation of virtues and values that guided me through the years – patience, perseverance, hard work, camaraderie, and devotion and love for students. I have learned to follow rules, be responsible, stay focused, and do my best, because “doing your best, makes you a winner,” and if you survive – that becomes your intrinsic reward. Surely, I did not give up my teaching career, I was just offered a teaching position as a mathematics instructor at the College of Commerce (now the College of Accountancy and Commerce). “Pamilya Komersiyo” has provided beautiful memories of a real academic family. Being the youngest faculty in the college during my first years, I was pampered with love by my senior colleagues and a very supportive dean. Cooperation among the members of the “Pamilya” – the dean, the department heads, instructors and the students - was our secret of being one of the outstanding colleges in all university activities. Students were respectful in the classroom, that I did not encounter any

Reflections of a retired teacher• Ma. Felicidad Fronda-Fortea, ED.D., College of Education

disciplinary problems nor students who took advantage of my patience, despite the fact that outside the classroom, we were “barkadas”. I became their confidant in their family problems and love life. Some of them have established a lifetime bond with me by becoming their “ninang” at their wedding. At the middle of my teaching career, I had to accompany my husband who was assigned at PNB Hawaii.

I thought going to Hawaii with my family would be a great respite from the academe, but the urge in me to teach was so

strong. Being a volunteer teacher in the Children’s Christian Development Program at the Saint Elizabeth Parish, and as a volunteer library assistant at the Waiau Elementary School in Hawaii for four years, taught me the joy of sharing free service for the Lord and for the children. If I prepare lectures in the Philippines; in Hawaii, I had to practice singing, dancing and reciting nursery rhymes, and preparing visual aids. The College of Education has been my academic family for the last ten years of my regular teaching career (I still dream to be a classroom teacher once in a while to avoid the boredom of lack of intellectual challenge). Like the “Pamilya Komersiyo” the challenge, the love of students and colleagues, the spirit of dedication of being a mentor of future CoE teachers, and the adviser of the CoE Math Club for eight years, made me so

All those years... TO BE THE BEST

I COULD BE was my life‘s vision...

SERVICE was my password...

LOVE and CARE were my guidelines...

STUDENTS were my motivations... and

SHARING KNOWLEDGE and

LIFE was my mission.Next page

Dr. Fortea with some of her students.

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realized and so fulfilled, that now I can retire and say “I have done my part, I did my best, and have achieved my ultimate goal as a teacher.” For me, “the value of life does not depend upon the place we occupy. It depends upon the way we occupy that place.” (St. Therese of Lisieux) Being CoE’s Graduate Coordinator for eight years has taught me that to be in a position is to humble yourself, to be service- and student-oriented. Having 11 programs (two doctoral and nine masteral) was such a challenge. I knew deep in my heart that I lacked the expertise in most of these programs, but I also knew that there are professors, who may not have so many years of experience, but were much brighter and more knowledgeable than I was. EMPOWERMENT was the answer. I had much confidence in my colleagues’ expertise and I trusted them to fulfill the responsibilities assigned to them – either as instructors, advisers, panelists, editors, statisticians, secretaries or as critics. I’ve learned that no matter how good your intentions are and how well you do things, some people may still judge you wrong. To be an authentic person, learn to be humble. You never make yourself less if you learn to apologize or accept mistakes. Life experiences are lessons that leave indelible marks in the heart. The real SECRET of a realized and fulfilled life is that I found security and fulfillment in a happy balance of family life, social life with friends and school life with students.I’ve learned through the years that to be a teacher, one should be SMART:

S – sincere: Be yourself. Do things without pretensions. You reveal yourself with the things you say, do and believe in!

M – model: Be an example of good conduct. Students remember you better by how you portrayed yourself and by how you treated them, rather than by the subject matter you shared.

A – amiable: Be loving. Students look up to you as somebody they can be comfortable with, without abusing your goodness, and can run to for emotional support.

R – reliable: Be knowledgeable in your field of specialization. Students look up to you as somebody they can depend on in preparing themselves for their career.

T – trust worthy: Be truthful to yourself and others. You have done your part well in the lives of your students if you have taught them to believe in themselves. Your devotion as a mentor, your example as a role model in developing love and respect.

I look at retirement as renewing my tires to be able to continue the journey of finally doing the things I have put aside when the going was high speed in my learning teaching career. My deep appreciation to the administration of SLU, my deans, colleagues, officemates, students and all the significant others who made my life in Saint Louis University meaningful and worthwhile.

Reflections... from page 14 Total care for terminally-ill patients

• Dr. Jasmin R. Igama, Consultant-in-charge, Palliative Care Program

Tens of millions of people die with unrelieved sufferings. It is a known fact from several published studies and reports that people are living and dying in unrelieved pain, uncontrolled

physical symptoms, unresolved psychological and spiritual problems, fear and loneliness. The World Health Organization defines palliative care as the active total care of patients whose illnesses are no longer responsive to curative treatment. It is an area of healthcare that focuses on patients who have illnesses that are causing their health to deteriorate thus slowly progressing towards death. Palliative care includes the management of pain and other distressing symptoms, and the provision of psychological, social and spiritual support. Every patient with an active, progressive far advanced illness has the right to receive palliative care. Organized in August 2006 and became fully operational in March 2007, the SLU Palliative Care Mission Program established at the SLU-Hospital of the Sacred Heart (HSH) is another milestone in the University’s social involvement. It is the first of its kind north of Manila to render palliative and hospice care to chronic and terminally-ill patients, mostly indigent patients from the Cordillera region and neighboring areas. The SLU-Palliative Care Program aims to: provide relief from pain and other distressing symptoms; maintain the best quality of life within the limitations of the patients’ illness; affirm life and regard dying as a normal process; and, offer a support system to help the family cope during the patient’s illness and even after his/her death. The program has two components. The first is hospital-based palliative care where the symptoms of terminally-ill patients are alleviated prior to their discharge. The second is the hospice care where they will be followed up and taken cared of in their respective homes by community-based volunteers from SLU’s Departments of Psychology, Social Work, and Religion, the Colleges of Nursing and Medicine, the HSH’s medical-paramedical staff and hospital chaplain. Through this multi-disciplinary mission team of doctors, nurses, social workers, psychologists and campus ministers that acts as a support system for both the patients and their families, the special accompaniment and care of terminally-ill patients is assured. The patients who are being admitted to the Palliative Ward are those who are chronically-ill with at least a life expectancy of more than three months. Those with one month life expectancy are delegated to end-of-life care, hospice care, or home care depending on the wish of the patient or his relatives.

To page 16

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So far, for the past two years, 31 in-patients with cancer followed by those with cardio-vascular disease were referred to the program as the top two case-referrals for pain control, nursing and nutritional support, psychological and spiritual support, and bereavement care.The team also conducted 45 home-visits for follow-ups and another four for moral support to family members whose relatives died.

Total care... from page 15

March 7, 1985 was when Medical Outreach Missions Foundation, Inc. (MOMFI) was founded marked the humble beginning of a journey of reaching out to the marginalized

population of the Cordillera region and which has accommodated other regions as far as Mindanao. Through the years, MOMFi travelled near and far despite obstacles, difficulties and varying weather and terrain conditions.

Last April 5 - 8, MOMFI started its journey towards its 25th year anniversary as the 15 man team (the 5th batch of MOMFULAG Society) joined the Utrek (Unified Trekkers) group headed by Dr. Rommel Palaganas and Dra. Rosa Fruto in its annual medical-dental mission in Babadak, Kabayan, Benguet and the trek to Mt. Pulag. The day after coming from Mt. Pulag and even during Holy Thursday, a team headed by Dr. Romeo O. Abiog, MOMFI vice president, conducted health education, distribution of relief goods and physical examination of elementary school children in Dasay, San Juan, La Union. In coordination with the Social Action Development Center (SADC) of the Diocese of Bontoc-Lagawe, MOMFI served for the first time the barangays of Lenga and Bana-ao in Tadian, Mt. Province on April 23 and 24, respectively. In the afternoon of April 29, a 14-man team left for Atok, Benguet and conducted our 3rd annual medical mission in adopted barangays of Pasdong and Naguey last

Towards MOMFI’s 25th anniversary• Lilibeth M. Lim, MD 3, President MOMFI Volunteers

April 30 and May 1, respectively. Even with Typhoon Emong approaching the area on May 6, the team left for Sadsadan, Bauko, Mt. Province and conducted two-days of medical mission in the different barangays. This mission was coordinated also by the SADC of the Diocese of Bontoc-Lagawe and in cooperation with the Holy Family Parish hosted by Fr. Bong Garay, SVD. Even with typhoon Emong on the first day of the mission, many

patients lined up for consultation and many children waited for their turn to be circumcised. The next stop on May 13, was a one-day mission in Suguidan Sur, Naguilian, La Union covering four barangay beneficiaries of the Child and Family Service-Philippines. The CFS is MOMFI’s partner for the past four years now. Finally, last May 18, the team conducted medical-surgical mission in Gumatdang, Itogon Benguet sponsored by the SLU Boy’s High School batch ’92 headed by John Guimbaolibot, its president and Gumatdang barangay captain Arnel Bahingawan, also a member of batch ’92. Dr. Larry Haya, Dr. Lorenzo Fernandez and Dr. Anthony Vanadero who are also members of Batch ’92 joined us together with some SLU Pharmacy students headed by Maribel Edwas.

With the present global economic crisis, the threat of A(H1N1), and with its limited resources, MOMFI will continue its journey of reaching out as we forge to our silver anniversary, high in spirit and living up to our motto “In God’s Care, We Share”.

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The 48th UNESCO International Conference on Education was held in Geneva, Switzerland in November 2008, with the theme “Inclusion: The way of the future.” This conference gathered education

practitioners, policy-makers, and education ministers and secretaries from various governments including the Philippines to discuss the future of education. At the conclusion of the conference, the participants not only recalled that “everyone has a right to education” but they stressed that inclusive education (IE) that addresses the diverse needs of all learners is the way that will lead us to a better future. They affirmed that IE is fundamental in achieving human, social and economic development. After all, only a society that nurtures, develops and uses the skills, talents and strengths of all its members will enlarge its resources and ultimately will really develop. IE differs from “integration”, “mainstreaming” and “special education” which tend to be concerned principally with “special educational needs’ and imply changing or becoming “ready for” accommodation by the mainstream. In contrast, inclusion is about the child’s right to participate and be included and the school’s duty to respect, protect and fulfill this right. It is about: Teachers recognizing and appreciating the diversity of the

learners by maximizing the participation of all pupils/students and developing their varied potentials.

Rejecting segregation or exclusion of learners for whatever reason – ability, gender, language, nationality, family income, disability, sexuality, color, religion or ethnic origin.

Making learning more meaningful and relevant to all.

In April 2008, the Philippines ratified the United Nations Convention on the Rights of Persons with Disabilities compelling our nation to the full development of all human potential in all its diversity. To realize this without discrimination, the convention mandates an IE system at all levels. IE not only provides the best educational environment for all, including children with disabilities, but also helps to break down barriers and challenges stereotypes. When children with and without disabilities grow up together and learn side by side in the same school, they develop a greater understanding and respect for each other. Therefore, the United Nations urges a transition from a school system relying on special education to an inclusive system. The Saint Louis University-Institute for Inclusive Education (SLU-IIE) fulfills its mission by an unwavering commitment to IE. To respond to the challenge brought forth by UNESCO, the SLU-IIE in partnership with CBM, an international Christian development organization committed to improving the quality of life of persons with disabilities: Provides pre-service and in-service training to teachers so

that they can respond to diversity in the classroom.

Inclusive Education: The way to the future• Naas Demyttenaere, Exec. Director, IEE

Supports the strategic role of teacher education institutions in the professional training of teachers on IE.

Encourages innovative research in teaching and learning processes related to IE.

Ensures that persons with disabilities are able to access quality education in regular classrooms and provides them with the necessary aids and support.

Accomplishments as of December 2008

Through trainings, a more inclusive environment and teaching methods were achieved. These trainings supported by the itinerant program continue to enable teachers, families and children with disabilities establish and foster their relationships. Access to appropriate teaching and learning aids also facilitated the inclusion of children with visual impairment.

Training programs: Training on understanding hearing impairment Symposium on low vision for ophthalmologists and

optometrists 7 out of 8 satellite centers have already integrated IE in

their special seminar topics Scholarships on IE were granted to 18 faculty members Conferences on IE participated by 375 graduating

education students 270 teachers participated in trainings-seminars and

school based orientations in coordination with DepEd 39 students with visual impairment participated in

computer trainings and summer classes for Braille and math

Trainings on hearing impairment attended by 18 nurses and 24 intern doctors

Seminar on IE was conducted for 100 public high school teachers from the CAR

100 elementary school teachers and staff of SLU, LHS and 50 heads of the different offices in SLU attended an orientation on IE.

Itinerant program: This program ensured the acceptance of learners with

visual or hearing impairment in the regular schools and building the relationships of the school and students.

190 schools, 279 families and 310 children with visual or hearing impairment were monitored

Provision of appropriate tools, devices and books: A total of 600 braille books were distributed to 103 blind

students and 111 large print books to 21 low vision students

458 other reading materials in Braille given to 145 blindstudents and 63 in large print to 28 students

46 texts in Braille print were produced and distributed to 19 teachers

176 students given educational aids and 66 pieces of optical devices distributed to 48 children with low vision

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research Bits

Latest researches presentedCollege of Accountancy and Commerce

• Josephine A. Ocampo, Dept. Head, CAC

The SLU College of Accountancy and Commerce (CAC) research output “Correlates of Accounting, English, and Mathematics to the CPA Board Examination Performance: The Case of the Biggest Autonomous University North of Manila, Philippines” was presented by Josephine A. Ocampo, department head for Accountancy, during the 17th National Accounting

Teachers’ National Conference in Bacolod City April 28-30. It was the first time that the annual conference included a research presentation. The study was presented particularly to the participant-members of the Association of Certified Public Accountants in Education (ACPAE) and the Philippine Institute of Certified Public Accountants (PICPA). CAC dean Dr. Reynaldo S. Bautista is the lead-author of the study, with Mrs. Ocampo and Evelyn Dizon, faculty member, as co-authors.

College of Information and Computing Sciences

Cecilia A. Mercado, “Readiness assessment tool for an eLearning environment implementation”, 5th International Conference on eLearning for Knowledge-Based Society, Assumption University, Thailand, December 11-12, 2008

College of Natural Sciences

Regina Lourdes C. Broñola, “Anti-inflammatory activity of the aqueous extract of makabuhay stem”, 13th Annual Convention of the Natural Products Society of the Philippines, NISMED, U.P. Diliman, Q.C., December 3, 2008

Racquel T. Chua, “Antioxidant potential screening of selected indigenous fruits using in vitro lipid peroxidation assay”, Philippine Association of Chemistry Teachers, Inc., Tagbilaran City, Bohol, April 12-16, 2009

Mechell P. Lardizaval, “Taxonomy of Cordillera lichens in selected provinces of the Cordillera region”, 18th Annual Philippine Biodiversity Symposium - Wildlife

Conservation Society of the Philippines, UP Baguio, Baguio City, April 15-17, 2009

Mrs. Mercado.

Ms. Chua.

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Christian education: A free relationship

in the common search for truth

Anton Pegis published his book Christian Philosophy and Intellectual Freedom

in 1959. Half a century after its publication, the themes and arguments of that little book (a pocket-size of 89 pages, to wit) continue to provoke the same debate about the purpose of education in the light of the Christian faith today. Pegis’ work demonstrates the enduring value of cultivating intellectual virtues in which genuine education consists. For him, following the inspiration of St. Thomas Aquinas, the natural light of reason reveals to the searching mind the vast horizon of truth that finds its ultimacy in divine revelation. Accordingly, genuine education that is open to divine revelation through a life of intellectual freedom is a social responsibility to challenge the malaise of fundamentalism that deprives growth in freedom in a rational society. Fundamentalism is the tendency to hold one’s views indifferent and closed to other cultures, making one’s own the only right view. This position breeds violence among cultures. Openness to truth to the extent that human reason can yield constitutes the vision of Christian education. Far from being a proselytizing tool, Christian education ideally strives to create in everyone an open attitude towards diversity of cultures as constitutive of being fully human. The creation then of an “integral Christian human person,” as Pegis eloquently calls it, puts in perspective various efforts to transform the present society into a better place where everyone can live together in mutual enrichment. Indeed, while truth is inexhaustible, it can however be reformulated in new ways attaining to a level of significant timeliness. The relevance of truth lies in its capacity to confront emerging problems in unique situations with the human person achieving a transformed existence. This suggests that areas of inquiry like the sciences conscientiously take into account the integrity of conducting responsible researches to advance the wellbeing of humanity. The dynamism of humanity precisely manifests the evolving character of human existence that is moving towards realizing its deepest potential. So, what do we want to achieve with education? In what does it consist? What is its enduring purpose? Patiently reflecting on these questions and candidly answering them can help us rethink the way we understand and do education today, especially Christian education, as suggested by Pegis. For at the heart of the question of education is the imperative of the reverence for truth. “The essence of education,” to recall here Alfred North Whitehead’s most eloquent formulation, “is that it be religious.” Education is a process of truth-seeking that demands a collaboration of knowledge, skills, and values.

THINKING DIFFERENTLYJeffrey M. Centeno, PhD

Technical Assistant

ON SMALL THINGS AND BIG THINGSSally Itliong-Maximo

Dept. of Psychology, College of Human Sciences

Lessons from ducks

In its authentic sense, education involves developing the capacity to live harmoniously with one another in a pluralistic world. In short, learning to live together in genuine respect for each other’s differences is the goal of education. Consequently, in our attempt to rethink education today with the clear thrust of improving teaching perspectives and practices, in active response to the pressing reality of different learning conditions and needs, we take a look at the role of the university in the promotion of inclusive education. The university is the place of inclusive education, that is, of universal learning, par excellence. Hence, as an institution of higher learning, the university relates to the three-fold correlation of teaching, scholarship, and research. On the basis of these integral components the university lives and justifies its existence in the society. In other words, bringing the three-fold relationship of teaching, scholarship, and research that forms the existence of the university into the practical realm of living together essentially harmonizes theory and practice. This is the truth that the university professes in practice. (I can almost imagine that this will be the leading proposition of the upcoming 23rd General Assembly of the International Federation of Catholic Universities (IFCU) in Honduras this July 2009 with the timely conference theme “The Catholic University in Post-modern Societies.” SLU is an active member of IFCU.) As we approach the historic centenary of SLU in 2011, it may be worth our while to pause and examine ourselves on how we - students, faculty, personnel, and administration - have together contributed to the fulfillment of the task of Christian education of the society at large as mandated by the Catholic identity of the university. Let us be on our way towards a meaningful SLU centennial celebration. Welcome to SLU, Freshies!For comments, email slu_100@yahoo.com

I saw a duck watching over a dead duck. It would shove its comrade once in a while probably coaxing it back

to life. I was supposed to take a picture of them but the ‘live’ duck began to display an attack mode probably thinking I would cause harm to its care. A week later, I passed by the same spot and saw the duck still keeping vigil over its fellow duck. If I may be allowed to attribute higher mental processes to these birds, I would exclaim: “WOW, what patience! Does it know that its friend duck is already dead and will no longer breathe despite its watching?” I have read that migratory ducks watch over each other in flight, take turns being a leader and have a special formation to make the flight of the flock easier. They have a special honking sound to communicate with each other. I have read too that when there is injury, another stays

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PersPectives

WELLNESSJoel S. Cabanilla, PhDFaculty, College of Education

A wellness mind-set

behind with the wounded duck, waits for it to recuperate and both fly together when the other has fully recovered. I presume that from an evolutionary perspective, this instinct ensures the survival of their species. As humans, we can gain several insights from duck behavior. Foremost, cooperation brings a community farther and beyond. I am not an expert on birds but I like observing them whether in flight or in ground. Although, I have seen these birds squabbling for food on ground, so far, I have not yet seen ducks fighting in flight formation. Flying ducks just seem majestic as they head for the same direction. When we work in systems or groups, it is unavoidable to encounter differences in personalities. I believe, however, that we can work cooperatively with people for a shared vision and mission even if we feel we do not like them. In spiritual terms, we can actually love people even when we do not like them very much. However, this is a choice and requires a great deal of maturity to commit to. I have a seminarian friend who invited me a few weeks ago in his college. After giving me a tour of the grounds, he told me: “Community life is so difficult because we encounter difficult personalities.” I replied: “You know friend, I have already reflected on that some time ago since I also have a share of difficult persons in my life (acknowledging that I, too, was a difficult person in their lives just by being different from them). I just realized that I guess this is really God’s way of teaching us how to love.” Indeed, there is no challenge in loving somebody who is already lovable to us. The advice given to a priest friend: “Sometimes,

The word wellness is an inclusive umbrella covering several interrelated dimensions

that are beneficial to health: physical, emotional, intellectual, social, environmental, spiritual and occupational. One dimension frequently affects the others. For example, a person who is emotionally down often has no desire to exercise, study, socialize with friends or even attend church service. In the late 1950s, Dr. Halbert Dunn used the term wellness in his writings about the pursuit of optimal well-being. He talked about “health” as a reasonably passive state of existence- in contrast to “wellness” which he described as an ever changing process of growth toward an elevated state of superb well-being. Looking at the dimensions of wellness, it clearly goes beyond the absence of disease. Wellness incorporates factors such as adequate fitness, proper nutrition, stress management, disease prevention, spirituality, not smoking or abusing drugs, personal safety, regular physical examination, health education and environmental support. Today, wellness is defined as an integrated and full of life level of functioning oriented toward maximizing potentials, dependent upon self-responsibility. Wellness

involves not only preventive health behaviors but a shift in thinking and attitude. Wellness is a mind-set of lifelong growth and achievement in physical, emotional, intellectual, social, environmental, spiritual and occupational dimensions. It means a lifetime of striving toward higher levels of performance. Wellness is a way of living in which growth and improvements are sought. It involves a lifestyle of deliberate choices and self-responsibility requiring conscientious management and planning. It also involves much more than curing sickness, measuring body fat, jogging, exercising among others. It is a mind-set of personal empowerment. It means approaching life with optimism, confidence, energy and good health. Wellness is a lifelong quest toward optimal functioning in which you take charge. In a school sports competition, for example, wellness is the crucial aspect of the game. “It is not a matter of losing and winning the game, it is an issue of showing good health and safety among the competitors”. Wellness philosophy states that “athletes safety and health first, winning second”. Wellness mind-set involves accepting the changes in life while seeking the positive payoffs of change. This quest has rewards of high self-esteem, commitment to excellence, positive health, productivity, and zest for living. Individuals who strive for wellness have an exceptional openness to experience. Rather than fearing new experiences and lifelong changes, a wellness mind-set welcomes ideas as a way to grow which can result in adaptation and a return to a balanced level of functioning. A wellness mind-set does not allow prejudices or stereotypes to distort his/her experiences. He/she takes control of his/her life and face with creativity and freshness for increasing longevity. As Donald Ardel said, “Wellness is not a goal to be attained but a process to be maintained.”

we also have to give others reasons to forgive us (and vice-versa)” forwards a similar connotation. True enough, how can we learn forgiveness if there is nothing and no one to forgive? In our times, having the ‘best moal’ may be translated into having the best material possessions, prestige and status at the expense of more life-giving values. The drive to compete is not bad in itself since it often yields competence and high level performance. For instance, I like to feel a healthy sense of competition when playing the sports I love. By doing our best in a healthy competition, we also strive to bring out the best in our ‘opponents’ to ensure an equal match and a more exciting play. However, this competitiveness must be tamed so that it does not breed too much tension and aggression. The proper mind set is to play the game well and not to be better than the other or to be the best among the rest. Whatever the output, everyone wins as long as everybody played their part well and had fun in the process. No doubt, humanity has a lot to learn from the ducks’ cooperative instinct in order to survive as a specie. Whilst the behavior is instinctive among the ducks, it is a choice among humans. Nonetheless, lessons can be learned about what can happen if people choose to compete compulsively. If metaphorically, we desire our systems to ‘fly far and beyond,’ it has to begin with the individual choice to bring out the best in others, to commit to doing our responsibilities well and to persevere in loving each other.

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With the rapid urbanization that engulfed Baguio City in the past decades together with the ills that come with it, seldom can we look back with curiosity into Baguio’s early past. Rare are the

times when we can have a chance to read, learn and perhaps do some serious research to find out how Baguio evolved, how her environ and thoroughfares looked like then, who were the prominent early ‘builders’ and pioneers of Baguio and where have they established their niches, and how day-to-day life was generally lived. It is barely two months before the city’s centenary on September 1 and the Baguio Centennial Commission (BCC) that was created to organize and coordinate all programs for the celebration is up to its sleeves. One of the 14 committees created is the awards and recognition committee which is currently implementing the ‘Builders of Baguio’ Awards. The ‘Builders of Baguio’ project became an effective eye opener and avenue towards reminiscing, rediscovering and learning about persons, events, stories and places in Baguio not only by the BCC awards committee’s team of researchers and other volunteers, but more significantly the

general public who have contributed their time and efforts digging into historical records and their own memory recall to be able to fill-in nomination forms. For the past two months, the colorful heritage of the city has been slowly unfolding, revealing the rich, inspiring and colorful tapestry of Baguio as painted by its early settlers and builders. The current generation of Baguio-born residents, as well as other people who have chosen to make Baguio their permanent home, are both fortunate and blessed to be able to witness this historic year 2009 as Baguio City turns 100 years old. The educative aspect of the Baguio centennial would definitely have a great impact on the residents, their families especially their children as well as the thousands of students studying in various schools when the ‘Builders of Baguio’

Baguio’s history unfolds• Nito Meneses

awardees shall have been known during the September 1 awarding. These now form priceless documentation fully describing how the nominees significantly contributed in building and developing Baguio as well as the impacts or effects that resulted from their contributions. Based on the final masterlist of the BCC, a total of 826 duly accomplished nomination forms were submitted comprising of 567 individuals, 121 institutions and 138 families. The profile of

nominees is comprehensive and is representative of a variety of professions, vocations and disciplines past and present. It is hoped that the admiration, interest and sheer awe generated from reading vivid descriptions of their accomplishments and exploits shall imbue the Baguio residents and other stakeholders with a renewed inspiration and motivation to sustain Baguio as a livable city in the years to come.

OLEP director Rosario Marzo and this author nominated Saint Louis University, CICM and Bishop William Brasseur. The author added the SLU-Hospital of the Sacred Heart and the Mt. Province Broadcasting Corporation. The SLU-EISSIF and other CICM pioneers have also been nominated by other sectors.

A panoramic view of early Baguio circa early 1920s. In the foreground is Session road and in the background are Harrison road, Burnham Park and Kisad road.

Builders of Baguio Awards:

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In the late 16th century, the Spaniards colonized the Philippines. Seven years after they settled in Manila, Juan de Salcedo, a Spanish official, went to the north and into the mountains to search for gold. He discovered a land of fertile valleys, virgin forests and ore-rich streams.

Don Guillermo Galvey, Spanish commander of the Commandancia Politico Militar in La Trinidad who travelled on horseback, found mist-shrouded valleys, verdant rolling hills, large herds of carabaos, cows and horses.

The Spaniards parcelled the commandancias into rancherias which they entrusted to the landed gentry.

In 1892, Dean C. Worcester an adventurous American zoological collector was told by Domingo Sanchez, a member of the Spanish Forestry Bureau, about a fabulous area in the Luzon northlands at an elevation of 5,000 feet which had a perpetual temperate climate and at times visited by frost.

In 1898, Spain ceded the Philippines to the United States of America for $20,000,000.

Worcester became a member of the first Philippine Commission. In July 1900, he and a party of other curious Americans came for an expedition trip to this rancheria called Kafagway (old name of Baguio). They approached Bag-yiw from San Fernando La Union using the Naguilian Trail (now Naguilian Road). They rejoiced upon finding frost, pine trees, cool breezes, and pine-covered hills that were ideal for summer retreats from the smelting heat of the lowlands.

The wide low valley of Kafagway, a rancheria of 20 houses was owned and headed by Ibaloi chieftain Mateo Cariño. A village of Ibaloi

Igorots, now known as the Benguets, were settled in their thatched huts in the area which is now Burnham Park.

Also in the year 1900, the Americans established the first civil government in Benguet. Kafagway became the capital.

The name Baguio was derived from the abundant moss-like green plants which the indigenous inhabitants called Bigyiw or Bag-iw.

Glimpse of Baguio’s early history • Nito Meneses

The early Baguio market circa 1908. On the right is what is now Maharlika Livelihood Center and in the background is Session road.

Baguio in the 1930s. Harrison road with the Chinese Patriotic School at the center.

secoNd Quarter 2009

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On June 1, 1903, a resolution was passed by the American colonial government naming the Baguio as the Summer Capital of the Philippines. Under the supervision of Col. Lyman W. V. Kennon, they constructed the Benguet Road (now known as Kennon Road) in three years which was opened in March 1905. It became the first road to connect Manila to the Mountain Province. He also took charge of the construction of a wagon road from Naguilian.

In 1904, the Philippine Commission poured their efforts into creating Baguio. It held its history-making sessions in Baguio at a site now occupied by the Baden-Powell Inn. Thus, the name Session Road was given to the avenue running the city’s commercial district.

The American colonial government converted Baguio into a hill station or a mountain resort because Americans believed that health could be best preserved in the tropics by frequent visits to the cooler climate of high-altitude rest and resort centers. Thus, a sanitarium was established for those Americans who need to recover from the tropical diseases without having to endure the long sea journey back to America.

Camp John Hay was established in November 1903 reserving a site of 535 acres for a military reservation.

Urban planner Arch. Daniel Burnham of Chicago arrived in December 1904 and was commissioned to program the comprehensive development for the 49 square hectare town into a modern city with a projected population of only 25,000. He laid out parks and roads that followed the mountain top contours that led to specific urban focal points but always looped back to Session road.

In 1907, missionaries from Belgium, particularly from the Congregation of the Immaculate Heart of Mary or CICM and later the Missionary Canonesses of St. Augustine arrived in Baguio and established mission schools and churches, most prominently Saint Louis University

and the Baguio Cathedral. Upon the invitation of the first American governor general William Howard Taft, Episcopalian missionary Bishop Charles Henry Brent and his group established Brent School.

On September 1, 1909, Justice George Malcolm drafted the Act 1963 of the Philippine Commission stipulating the city charter of Baguio City.

Baguio prospered in the years before World War II but was destroyed by the repeated bombings during liberation by the American air force to flush out the Japanese under Gen. Yamashita. From the ruins, Baguio rose steadily into a commercial and industrial center of the Cordilleras.

Glimpse of... from page 22

The Baguio Cathedral circa 1930s.

Baguio City circa 1930s–1940s. Baguio parking plaza with Session road in the background.

CREDITS:Text: Finin, Gerard, “The

Making of an Igorot”, 2005

Villadolid, Bon, “Baguio City: the Colony’s Summer Capital, Today’s Tourist Haven”, Business Review-Phil., Sept. 2004

Worcester, Dean C., Baguio and the Benguet Road, chapter XVII, 1914

Photos: “Timeless Baguio 1909-

2009”, Dec. 2008 “Japanese Pioneers

in the Northern Phil. Highlands”, Filipino-Japanese Foundation of Northern Luzon, Inc., 2004

Dean Worcester Photographic Collection of the Philippines

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The SLU-Institute of Foreign Languages and International Studies (IFLIS) believes that learning a language is about more than just grammar. It is about effective communication through listening, speaking,

reading, and writing. Learning a language is also about functioning within the context of the language’s thought and culture.

Thus, IFLIS has further strengthened its Special Program in English Language and Literature (SPELL) especially designed for the 41 students of Sung Kung Hoe University of Seoul, Korea by providing them a deeper awareness of the cultural, social, political and economic forces that interplay in the community. In addition to improving their English proficiency, the SPELL 4 students enhanced their language immersion by joining the three-day off-campus first trimester activities highlighting Philippine culture and the arts, community, the environment, including an educational trip to the Ilocos region and an English camp in Pagudpud in October last year. In the second trimester last January and February, they had had their community service and immersion in Balacbac, Camdas, Country Club

Koreans experience community immersion

• Edmundo L. Ceniza, PhD, former Director, IFLIS

Village, Dontogan, Middle Rock Quarry and Poliwes communities in Baguio City; and, in Ambiong and Beckel in La Trinidad, Benguet. They attended wedding celebrations and barangay council meetings, visited and interviewed local officials and residents. They also shared their knowledge to the school children

by teaching them basic computer, simple songs, and how to cook Korean food, as well as conducted story-telling sessions and sports activities among day care pupils, and group dynamics for the youth. Language immersion is an approach where the curricular and off-campus activities are conducted in a foreign language. This means that the new language, which is English in this case, is the medium of instruction as well as the object of instruction. Moreover, language immersion also develops in them a sense of cultural and community immersion as well as community service. They perform community service, take part in cultural activities, eat local food and embark on educational excursions.

Teaching students basic computer operation.

Introducing Korean food to a barangay official.