METEOROLOGY

Vision
A technologically advanced university producing professionals
and competitive leaders for local and national development.

Mission
To provide quality education responsive to the national and
global needs focused on generating knowledge and technology
that will improve the lives of the people.

Core values
EXCELLENCE
Individual commitment to excellence is central to the values that ESSU promotes. The
university will be able to achieve excellence through adherence to the highest standards
of performance and by collaborating with the best in the fields of instruction, research,
extension, and production.

ACCOUNTABILITY
Every member of the ESSU community is accountable for his every action, decision, or
activities and for whatever money or property the university entrusts to him. He must
accept responsibility for whatever will be the consequences it may bring and to disclose
the results in a transparent manner. Thus, he must act with caution and utmost
consideration for ethics and honesty in the workplace.

SERVICE
Service is the commitment of the university to serve not only its stakeholders to provide
quality instruction, research, extension, and production but also to serve the need of
every member of the ESSU community to advance their well-being.

i
 Preface
This learning guide on Meteorology was developed in order to
provide the students at of this course with a learning material attuned to
the COVID-19 pandemic crisis. The topics have been identified that are
necessary for this course. The non-inclusion of some topics and the
merging of two or more topics into one chapter is subjected to the
prerogative of the developer though carefully done so with the permission
of the authorities.
This material should not be taken as a learning module that offers
lesson abstraction and assessment in one. Rather, this is a learning guide,
which mainly consists of learning activities in order to assess the students’
ability of obtaining information from the given source. Because of this, this
learning guide is complimented with available learning modules which
provides a more concise and a comprehensive take on the topics.

ii
 Table of Contents
University Vision, Mission and Core Values i

Preface ii

Table of Contents iii

General Instructions iv

UNIT 1 WEATHER AND CLIMATE 1

Lesson 1: Weather and Climate defined 2

UNIT 2 ATMOSPHERE STRUCTURE AND TEMPERATURE 7

Lesson 1: Atmosphere Characteristics 8

UNIT 3 MOISTURE, CLOUDS AND PRECIPITATION 11

Lesson 1: Water in the Atmosphere 12
Lesson 2: Cloud Formation 15

UNIT 4 AIR PRESSURE AND WIND 17

Lesson 1: Understanding Air Pressure 18
Lesson 2: Pressure Center and Winds 20
Lesson 3: Regional Wind Systems 21

UNIT 5 WEATHER PATTERN AND SEVERE STORMS 25

Lesson 1: Air Masses 26
Lesson 2: Fronts 29

UNIT 6 CLIMATE 32
Lesson 1: Factors that Affect Climate 33
Lesson 2: World Climates 35
Lesson 3: Climate Change 38

References

Course Guide

Quality Policy and Credits

iii
General Instructions

 Use this learning guide with care.

 Do not write, highlight, erase, alter, or tear the pages of

this module.

 In answering activities or exercises, use a separate sheet

of paper or refer to your instructor for further or other
instructions.

 This learning guide must be returned after the end of the

semester.

If this learning guide is lost and found, please return to:

EASTERN SAMAR STATE UNIVERSITY

iv
 UNIT 1
WEATHER AND CLIMATE

INTRODUCTION:

Weather and climate are similar, but the time scales of change and predictability
differ. The following is a list of terms that can be used to describe them.

Weather refers to a state of the atmosphere around us at any one time. It is

made up of minute-to-day variations in variables such as temperature, precipitation,
humidity, air pressure, cloudiness, radiation, wind, and visibility. Due to the non-linear,
chaotic structure of its governing equations, weather forecasting is limited to days.

Climate refers to the statistics of weather over a longer period of time. It's the
weather on average, which varies very slightly during months or longer periods of time.
Other information is often supplied, such as probabilities or frequencies of extreme
events. Climate may be anticipated if the forcing is understood since the average
temperature of the Earth is regulated by energy conservation. Climate is influenced by
the ocean, ice, land surface, and biosphere, in addition to the atmosphere.

SPECIFIC LEARNING OUTCOMES:

1. Discuss the differences of weather and climate.
2. Relate topography with varying climatic conditions in the Philippines.

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1
Lesson 1: WEATHER AND CLIMATE

Learning Energizer:

I. Record for a one-week weather report in your town. Record them as follows:

DATA Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Dates
Weather system
Temperature
Humidity
Wind
UV Index

II. Search from the internet or cut out any newspapers to present the climatic condition
of Eastern Samar from the past months. Copy or cut it and paste here. Study the
report.

2
3
Essential Questions:

1. What do you notice about the weather report for a week? Can you see any
trend?
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2. What significant report you had observed?

______________________________________________________________
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3. In the next activity, what do you notice about the climatic report of Eastern
Samar? Can you see any significant report?
______________________________________________________________
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______________________________________________________________
______________________________________________________________

4. Based on the above activity, how do you differentiate weather and climate?
______________________________________________________________
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5. How does the topography of Eastern Samar affect its climatic condition?
______________________________________________________________
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6. How does the climate of Eastern Samar differ from any other regions or
provinces in the Philippines?
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Learning Exercises:

Answer the following questions:

1. Biodiversity is very much affected by varying climatic conditions in the

Philippines. This is the primary reason why Philippines has the most diverse
flora and fauna in the Asian region. Suggest concrete ways to preserve them
most especially the endangered ones from the fast changing climatic
conditions.
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2. Visit an agricultural office and interview any of the municipal agriculturists.
Ask them on what are the concrete steps or plans they have to allow
agricultural products adapt the changing climate in the country.

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 UNIT 2
ATMOSPHERE STRUCTURE AND TEMPERATURE

INTRODUCTION:

The atmosphere is a mixture of gases, particles, and aerosols that envelops the
Earth and is collectively known as air. The atmosphere serves a variety of purposes,
including the ability to sustain life. The atmosphere shields humans from harmful
cosmic rays, the Sun's intense ultraviolet (UV) radiation, and even meteorites on their
way to collide with Earth. Despite the fact that traces of atmospheric gases have been
discovered far into space, 99 percent of the mass of the atmosphere is concentrated
below 25 to 30 kilometers altitude, with 50 percent concentrated in the lowest 5
kilometers (less than the height of Mount Everest).

SPECIFIC LEARNING OUTCOMES:

1. Describe the composition of the atmosphere.
2. Discuss the different characteristics of the atmosphere.
3. Discuss why temperatures vary given the geographical settings.
4. Relate atmospheric condition of the earth to conservation of biodiversity.
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7
Lesson 1: ATMOSPHERE CHARACTERISTICS

Learning Energizer:

Illustrate a diagrammatic illustration showing the layers and characteristics of the

atmosphere.

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Essential Questions:

1. How do atmospheric characteristics influence the living system of flora and

fauna in the Earth?

________________________________________________________________
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________________________________________________________________
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________________________________________________________________

2. Based on the above characteristics of the atmosphere, how can you justify the
Earth as life provider?

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________________________________________________________________

3. How are atmospheric temperatures vary given the varying geographical setting
of land masses on Earth?

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4. How can we relate the atmospheric conditions of the earth in the conservation
of biodiversity?

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Learning Exercises:

Answer the following questions:

1. How can we help Earth’s atmosphere to sustain life on earth? Cite practical
steps.
a. ___________________________________________________________
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___________________________________________________________

b. ___________________________________________________________
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___________________________________________________________

c. ___________________________________________________________
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2. Submit a report on the current atmospheric condition of the Earth.

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 UNIT 3
MOISTURE, CLOUDS AND PRECIPITATION

INTRODUCTION:

Consider how simple flying would be if the skies were clear everywhere!
However, flying isn't always simple; moisture in the sky offers a unique set of risks that
no other weather factor can match. Water exists in three states: frozen, liquid, and
gaseous, depending on the climate.
Water evaporates into the atmosphere, becoming an ever-present yet changing
element. Water vapor, like oxygen and other gases, is imperceptible to the naked eye.
Water vapor, on the other hand, is easily measured and expressed in a variety of ways.
(1) Relative humidity and (2) dew point are two often used words.

SPECIFIC LEARNING OUTCOMES:

1. Describe physical changes of water in the atmosphere due to temperature
change.
2. Explain the factors affecting clouds formation.
3. Describe different forms of clouds.
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11
Lesson 1: WATER IN THE ATMOSPHERE

Learning Energizer:

I. Show in a diagrammatic illustration how water changes its physical

characteristics in the water cycle. Discuss each process.

12
 II. Search from the internet or use any cellphone app that can give you
sufficient data on the amount of humidity on a daily basis and specific
period of time in your own locality. Use the following table to record your
observation.

PERCENTAGE PRESENCE OF HUMIDITY

Hours
Monday Tuesday Wednesday Thursday Friday

5:00 AM

8:00 AM

10:00 AM

12:00 NN

2:00 PM

4:00 PM

6:00 PM

Essential Questions:

1. What is humidity? What is/are the effects to the atmosphere when humidity
varies from time to time?
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2. Do you observe any trend on the amount or level of humidity present in your
locality?

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 ______________________________________________________________
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3. What is the relationship of presence of humidity and cloud formations?

Explain.
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4. What is the relationship of the current weather system in your locality with the
amount of humidity present in the air?

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Learning Exercise:

Research for any article on the impact of humidity in the biodiversity. Discuss it here.

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Lesson 2: CLOUD FORMATION

Learning Energizer:

Observe your day to day weather in your locality. Look for different types of clouds
observable for a specific day and time. Fill up the following table to record your
observation.

TYPES OF CLOUDS OBSERVED

Hours
Monday Tuesday Wednesday Thursday Friday

5:00 AM

8:00 AM

10:00 AM

12:00 NN

2:00 PM

4:00 PM

6:00 PM

Essential Questions:

1. Do you observe any trend in the formation and appearance of clouds every
hour and day?
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15
 2. What is the relationship of the clouds formation with the present weather you
experience daily?
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3. What is the role of temperature in the formation of precipitate and

condensation of water vapors in the atmosphere?
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Learning Exercises:

1. Using a graphical representation, show how clouds formed.

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 UNIT 4
AIR PRESSURE AND WIND
INTRODUCTION:

Wind and atmospheric pressure are both important determinants of Earth's

weather and climate. Although these two physical variables appear to be very distinct
at first glance, they are in fact very similar. Wind exists as a result of horizontal and
vertical pressure differences (gradients), resulting in a correspondence that allows the
pressure distribution to be used as an alternate representation of atmospheric
motions. The weight of air above a specific area on Earth's surface or within its
atmosphere is comparable to atmospheric pressure, which is the force applied on a
unit area.

SPECIFIC LEARNING OUTCOMES:

1. Define air pressure.
2. Discuss different factors affecting air pressure.
3. Differentiate what causes high and low air pressures.
4. Discuss different air mechanisms around the globe.
5. Explain different regional wind systems.
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17
Lesson 1: UNDERSTANDING AIR PRESSURE

Learning Energizer:

Click the link below and explore the simulation activity on air pressure. Gases Intro
(colorado.edu) .

Increase the
volume here Release air
particles here

Increase the
temperature

Essential Questions:

1. What is air pressure?

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2. What is the effect of temperature to air pressure?

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 3. What is the effect of changes of volume to air pressure?
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Learning Exercise:

1. What are the effects of varying air pressure in the atmosphere in our day to
day activities? Provide concrete examples.
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Lesson 2: PRESSURE CENTER AND WINDS

Lesson Energizer:

Search for the following latest cyclones recorded in our history. Report how
the following cyclones formed, wind and rain intensity, and their impact to the
livelihood and economy of the people. Please refer to this link List of the most intense
tropical cyclones - Wikipedia .

Wind and rain Impact to

Cyclones Name Cyclone formation
intensity Economy

Essential Questions:

1. Is typhoon similar to cyclone?

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2. How do you differentiate tropical depression and tropical storms?

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 3. How do tropical cyclones formed? What are the necessary atmospheric
conditions are required to form cyclones?
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Learning Exercises:

Provide comprehensive discussions on different forms of cyclones formed in different

continents or areas of the world.
1. Hurricane
2. Tornadoes
3. Typhoons

Lesson 3: REGIONAL WIND SYSTEMS

Learning Energizers:

I. Search from the internet a copy of the news report from an online tool the
most recent Low Pressure Area last 2020. Analyze the differences of the
two. Write your reports on the chart below.

LPA 1 LPA 2

21
 II. Using the same news article, discuss what were the actions of the national
disaster risk reduction management council and the PAG-ASA.
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III. Differentiate northeast monsoon (Amihan) and southwest monsoon

(Habagat) as two seasons in the Philippines.
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IV. Discuss the effects of El Nino and La Nina in the Philippines. Cite some
recent news report to prove your claim.
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Essential Questions:

1. In general, what were the different air systems experienced in the Philippines
during the past years. Differentiate them.

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 ______________________________________________________________
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2. How was the economy affected by these systems?

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3. These are all regular phenomena that we experience. What do you think are
the necessary preparations that local people should do?
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Learning Exercises:

Conduct a simple interview to any local authority like the barangay captain,
barangay kagawad assigned to disaster or any old folk member of the
community. The questions below will serve as guide.

1. In your personal experience, what do you usually observed and

experienced during El Nino and La Nina?

2. How do you prepare for such disasters?

23
3. What do you think are the necessary things to prepare or you think the
community lacks with in times of hydrological disasters?

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 UNIT 5
WEATHER PATTERN AND SEVERE STORMS

INTRODUCTION:
Severe storms and typhoons are experienced anywhere in the world. These
brought so many devastations in the residence, livelihood, properties and even taken
lives. All of these when not prepared, happen naturally. The formations of these
phenomenon are caused of many natural factors occurring in the atmosphere and
hydrosphere. One is the formation of air masses and fronts.
A huge volume of air with usually constant temperature and humidity is
referred to as an air mass. The properties of an air mass are determined by the
place from which it originates. The longer an air mass remains over its source
region, the more likely it is to take on the characteristics of the surface below it. Air
masses are therefore linked to high-pressure systems.
Weather fronts demarcate the separation of two air masses with typically
opposing characteristics. For instance, one air mass could be cold and dry, whereas
the other is quite warm and moist. A reaction (typically a band of rain) occurs as a
result of these variations in a zone known as a front.

SPECIFIC LEARNING OUTCOMES:

1. Discuss the effect of air masses to varying weather systems.
2. Discuss the formation of fronts and its types.
3. Explain the formation and occurrence of thunderstorms.
4. Explain the development and occurrence of severe storms.
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Lesson 1: AIR MASSES

Lesson Energizer:

Share your thoughts based on the two pictures placed below. How are these two
pictures differ from each other?

Figure 1 Frigid Canadian Air Mass

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Figure 2 Air Masses Are Classified by Region

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Essential Questions:

1. What is an Air Mass?

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27
 2. How are air masses affected by temperature?
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3. What is the relationship of production of air masses to the current weather

condition?
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Learning Exercises:

Check the differences:

Continental Maritime
Polar Air Polar Air
Masses Masses

Continental Maritime
Tropical Air Tropical Air
Masses Massess

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Lesson 2: FRONTS

Lesson Energizer:

I. Present the different typhoon signals issued by the PAG-ASA.

II. Using a chart, present the last five tropical storms or typhoons hit the
Philippines last 2019. Present them as shown below:

Typhoon Typhoon Wind Wind Affected Amount of

Names signal Speed gustiness regions rainfall
1.
2.
3.
4.
5.

III. Search for the different activities and programs of the National Disaster
Risk Reduction Management for the year 2020. Present it here.

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Essential Questions:

1. Based on the chart presented in number II, what do you observed on the wind
speed and gustiness? Do you think these are sufficient to destroy the
resources of affected communities?
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______________________________________________________________

2. How do you assess the performance of the national disaster risk reduction
management council to the affected regions by these typhoons?
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______________________________________________________________

3. How is super typhoon formed? How is it different from other typhoons?

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4. Do you still remember Super Typhoons Yolanda last 2013 and Ruby last
2014? How will you compare the effect of this two typhoons in your locality?
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Learning Exercises:
Essay.

Storms and typhoons are parts of the normal geochemical processes on earth. Thus,
these can be considered as vital to living systems. Write an essay on the advantages
and disadvantages of these phenomena with at least 500 words and maximum of
800 words. Present some research-based content to justify your claims.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Please refer to the rubrics below for rating:

Needs
Excellent Satisfactory Fair
Criteria Improvement
(10) (8) (6)
(4)
Research
based content
Organization
of ideas
Sentence and
grammar
fluency

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 UNIT 6
CLIMATE
INTRODUCTION:

A shift in a location's typical weather is referred to as climate change. This could

be due to a shift in the amount of rain that a location receives on a yearly basis. It
could also be a variation in a location's normal temperature over the course of a month
or season.
Climate change is a term that refers to changes in the Earth's climate. This
could be due to a shift in the Earth's normal temperature. It could also be a shift in
where rain and snow fall on Earth.
The climate of the Earth is always changing. The Earth's climate has been
warmer in the past than it is currently. There have been cooler days in the past.
Thousands or millions of years can pass during these periods.
Earth scientists see that the planet's climate is warming. In the previous 100
years, the Earth's temperature has risen by around one degree Fahrenheit. This may
not appear to be a significant amount of money. Small variations in the Earth's
temperature, on the other hand, can have significant consequences.
Some impacts have already begun to manifest. Some snow and ice have
melted as the Earth's climate has warmed. Oceans have also risen as a result of global
warming. It's also shifted the time of certain plants' growth.

SPECIFIC LEARNING OUTCOMES:

1. Discuss different factors affecting climate.
2. Explain the different climate around the globe.
3. Discuss the factors and effects of climate change.
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Lesson 1: FACTORS THAT AFFECT CLIMATE

Learning Energizer:
Discuss the following factors how they affect climatic conditions.

1. Latitude
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2. Elevation
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3. Topography
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4. Water Bodies
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 5. Atmospheric Circulation
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6. Vegetation
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Essential Questions:

Can we consider human as one of the main factors affecting climate? Explain.
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Learning Exercise:

Discuss how the following chemical compounds affect climate.

1. Carbon dioxide
2. Methane
3. Nitrous oxide

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Lesson 2: WORLD CLIMATES

Learning Energizer:
Share your analysis on the photos below showing the temperature and
amount of greenhouse gases around the world.

Figure 3 From https://storymaps.arcgis.com/stories/6942683c7ed54e51b433bbc0c50fbdea

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 Figure 4 From https://storymaps.arcgis.com/stories/6942683c7ed54e51b433bbc0c50fbdea

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Essential Questions:
1. How does the varying and fluctuating temperature affect the global climate?
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36
 2. What is/are the effects of increasing volume of greenhouse gases to world
climate?
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______________________________________________________________

Learning Exercises:

Complete the diagram:

The factors that affect climate The effects to the climate change
are: are:

6. 1.

7. 2.

8. 3.

9. 4.

10. 5.

37
Lesson 3: CLIMATE CHANGE

Lesson Energizer:

I. Search from the internet any article on the current climatic condition in the
world. Write your own critical analysis on the article presented.

Essential Questions:

1. What do you observe on the current climatic condition in the world nowadays?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. What are the primary factors to consider on the worsening of the climate
changes in the world?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

38
Learning Exercises:

1. Present through a poster the current climatic condition of the world. You have
to present the condition based on evidence.

2. Given the different atmospheric phenomena experience in the Philippines,

how can you predict its future climatic changes?
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______________________________________________________________

39
References
Hendrix, M., et.al. (2011). Earth 2, 2nd Edition. Connecticut: Cengage
Learning

Miller, G., et.al. (2013). Principles of Environmental Science. 14th Edition,

Singapore: Brooks/Cole

Miller, G., et.al. (2013). Environmental Science. Singapore: Brooks/Cole

Oliva, M. (2016). Disaster Readiness and Risk Reduction, 1st Edition,

DIWA Learning Systems, Inc., Makati City, Philippines

Oliva, M. (2019). Disaster Readiness and Risk Reduction, 2nd Edition

DIWA Learning Systems, Inc., Makati City, Philippines

Tarbuck, E., et.al. (2010). Earth Science, 11th Edition. N. P. Pearson

Tarbuck, E., et.al. (2011). Earth Science 13th Edition. N.P Prentice Hall

40
 COURSE GUIDE
Course: METEOROLOGY Semester: First School Year: 2021-2022
Instructor: JIM MARK G. ORLAN
Course Description:
This deals with the study of fundamental atmospheric process such as weather and
climate. Emphasis will be on elements of weather, cloud formation processes, seasonal
winds, ITCZ, and tropical cyclones. The issues of climate change, mitigation and adaptation
will be discussed.
Course Outline
TOPIC REFERENCE
Unit 1 Hendrix, M., et.al. (2011). Earth 2, 2nd
A. Weather and Climate Edition. Connecticut: Cengage Learning
Miller, G., et.al. (2013). Principles of
Unit 2 Environmental Science. 14th Edition,
Atmosphere Structure and Temperature Singapore: Brooks/Cole
A. Atmosphere characteristics Miller, G., et.al. (2013). Environmental
B. Heating the Atmosphere Science. Singapore: Brooks/Cole
C. Temperature Controls Oliva, M. (2016). Disaster Readiness and
Risk Reduction, 1st Edition, DIWA Learning
Systems, Inc., Makati City, Philippines
Oliva, M. (2019). Disaster Readiness and
Unit 3 Moisture, Clouds and Precipitations Risk Reduction, 2nd Edition DIWA Learning
A. Water in the Atmosphere Systems, Inc., Makati City, Philippines
B. Cloud Formation Tarbuck, E., et.al. (2010). Earth Science,
C. Cloud Types and Precipitation 11th Edition. N. P. Pearson
Tarbuck, E., et.al. (2011). Earth Science 13th
Edition. N.P Prentice Hall
Unit 4 Air Pressure and Wind https://oceanservice.noaa.gov/facts/weather
A. Understanding Air Pressure climate.html
B. Pressure Centers and Wind www.nationalgeographic.org
C. Regional Wind Systems
MIDTERM EXAMINATION
Hendrix, M., et.al. (2011). Earth 2, 2nd
Edition. Connecticut: Cengage Learning
Unit 5 Weather Patterns and Severe Storms Miller, G., et.al. (2013). Principles of
A. Air Masses Environmental Science. 14th Edition,
B. Fronts Singapore: Brooks/Cole
C. Storms Miller, G., et.al. (2013). Environmental
Science. Singapore: Brooks/Cole
Oliva, M. (2016). Disaster Readiness and

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 Risk Reduction, 1st Edition, DIWA Learning
Systems, Inc., Makati City, Philippines
Oliva, M. (2019). Disaster Readiness and
Risk Reduction, 2nd Edition DIWA Learning
Unit 6 Climate Systems, Inc., Makati City, Philippines
A. Factors that affect Climate Tarbuck, E., et.al. (2010). Earth Science,
B. World Climates 11th Edition. N. P. Pearson
C. Climate Change Tarbuck, E., et.al. (2011). Earth Science 13th
Edition. N.P Prentice Hall
https://oceanservice.noaa.gov/facts/weather
climate.html
www.nationalgeographic.org
FINAL EXAMINATION
Course Requirements
Course Learning Outcomes Required Output
1. Acquire basic knowledge on worlds’ atmospheric 1. Handout requirements
conditions. 2. End of semester
2. Understand basic characteristics and properties of requirement
atmosphere.
3. Discuss the primary factors of developing atmospheric
phenomena.
4. Develop concrete plan for developing community resilient
to disasters contributed by atmospheric phenomena.
Course Policies Grading System
1. Accomplish all the tasks required 1. The grades for each rating period shall be
in the handouts/modules. computed as:
2. Attend all major exams. 50% - Handout Requirements/end of Sem
3. Submit in due time the end of requirement
semester requirements. 50% - Major Examination
Grade for the corresponding rating period
2. Average Grade = (Mid-term Grade + Final
Grade)/2
References
Hendrix, M., et.al. (2011). Earth 2, 2nd Edition. Connecticut: Cengage Learning
Miller, G., et.al. (2013). Principles of Environmental Science. 14th Edition, Singapore:
Brooks/Cole
Miller, G., et.al. (2013). Environmental Science. Singapore: Brooks/Cole
Oliva, M. (2016). Disaster Readiness and Risk Reduction, 1st Edition, DIWA Learning
Systems, Inc., Makati City, Philippines
Oliva, M. (2019). Disaster Readiness and Risk Reduction, 2nd Edition DIWA Learning
Systems, Inc., Makati City, Philippines
Tarbuck, E., et.al. (2010). Earth Science, 11th Edition. N. P. Pearson
Tarbuck, E., et.al. (2011). Earth Science 13th Edition. N.P Prentice Hall
Consultation Schedule: Monday to Friday, 8:00-5:00 Pm
Instructor’s Contact Number: 0956-890-8025/0910-173-6027
Email Address: jimmark.orlan@gmail.com

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 Quality Policy

We commit to provide quality instruction, research, instruction, and production

grounded on excellence, accountability, and service as we move towards exceeding
stakeholders’ satisfaction in compliance with relevant requirements and well-defined
continual improvement measures.

“De kalidad nga edukasyon,

kinabuhi nga mainuswagon.”

DEVELOPED BY:

Jim Mark G. Orlan

REVIEWED AND VALIDATED BY:

****

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