COR 015

MODULE 02
Philosophy - came from the words “philos” which means “love” and “sophia” which means “wisdom.” philosophy
means “love of wisdom.”

Philosopher - individual who engages in philosophy; a lover of wisdom. A philosopher is someone who is
attempting to find wisdom.

Philosophy as man’s life-long search for his own meaning, value, and purpose.
 Man has knowledge of himself. He has immediate response to questions thrown at him.
o Ask him who he is and immediately he has a reply.
o Ask him whether he is free or not and within a second, he can utter something in answer
to the question.

 This manifests that he knows who he is. He does not ask himself what he is made of.
o You will not encounter someone asking about his name, where he lives, and why he
exists.

 This manifests that he knows who he is. He does not ask himself what he is made of.
o You will not encounter someone asking about his name, where he lives, and why he
exists.

 The knowledge that man has about himself comes from the society where he is born and reared. He
inherits it from society through the family, the school, the church, his peers, and other groups.

 Man’s knowledge, therefore, is inherited knowledge or acquired knowledge.

 Furthermore, man acquires his knowledge blindly, that is, without question or thinking.

 Consequently, he believes and follows it rather blindly or maybe fearfully.

MODULE 03
The Pre-Socratic Philosophers
 defined as the Greek thinkers who developed independent
 Presocratics were interested in a wide variety of topics
 These early thinkers often sought naturalistic explanations and causes for physical phenomena.

Socrates - Socrates turned his inquiry on the human person and human living.
- In his mind, knowledge is a virtue.

The Three Pre-Socratic Philosophers

Thales (c. 624-546 BCE)
 considered the father of western philosophy
 claimed that there is one single substance that comprises everything and that substance is water.

Pythagoras (570-495 BCE)

 Treated philosophy as a way of life
 Believed in reincarnation
 made important contributions to the field of Mathematics, Pythagorean theorem.

Heraclitus (c. 535-475 BCE)

 o claimed that everything is changing and believed that the only permanent thing in this world is change.
o used fire to emphasize this idea of change.

MODULE 04
Two Main Branches of Philosophy:

1. Theoretical Philosophy – studies the principles of human knowledge, thought, argumentation and
communication, the nature of language, consciousness, and metaphysics.
o more concerned on the origin/theory of knowledge.

The following specific branches:

 Ontology - study of being
 Epistemology - study of knowledge
 Metaphysics - study of reality and existence
 Theodicy - study of God on logical abstraction

2. Practical Philosophy – uses philosophical methods and insights to explore how people can lead wiser and more
reflective lives.
o It focuses more on living a good life and concerns well-being, human excellence, wisdom, love and
personal relationships, ethics, the meaning of life, and how to develop enlightened values.

The following specific branches:

 Logic - study of correcting thinking and valid reasoning
 Ethics - study of morality and right living
 Axiology - study of values

MODULE 05
Analytic Approach
 All fundamental assumptions for all the sciences are analyzed.
 emphasizes logic, language, and aligns itself with the empirical sciences.
 Inquires into the meaning of the concepts used and tries to avoid using vague terms that do not fit into
the logical, linguistic, and empirical methods.

Speculative Approach
 tends to use terms that do not fit with simple experiences of the world. It uses abstract words
 it contains things that cannot be seen by anyone like the claim that the soul is immortal.
 It talks about beliefs.

COR 019
MODULE 01
History of Dance
 From the earliest moments of known human history, dance accompanied ancient rituals, spiritual
gatherings and social events.
 The oldest proof of the existence of dancing comes from the 9000-year-old cave paintings that were
found in India, which depicts various scenes of hunting, childbirth, religious rites, burials and most
importantly, communal drinking and dancing.
Dance is used for:
 Rituals - about imitating animals and nature.
 War Dance - exercise and morale boost for hunters.
 Entertainment - helps to release stress of everyday life and socialize with other tribe members.

Dance
- "dance" and "dancing" come from an old German word "danson," which means "to stretch.”
- movement of the body in a rhythmic way, usually to music and within a given space
- moving rhythmically to music, typically following a set sequence of steps.

Elements of Dance – foundational concepts and vocabulary that help students develop movement skills and
understand dance as an artistic practice.

BASTE helps students remember the elements:

 Body - the body is the mobile figure or shape, felt by the dancer, seen by others.

 Action - any human movement included in the act of dancing

 Space - they may stay in one place or they may travel from one place to another.

 Time - movement of dancers through time, and specifically within relationship to the music, tempo,
meter, or rhythm.

 Energy - variations in movement flow and the use of force, tension, and weight.

MODULE 02
Types of Dances
Ballet – theatrical dance in which a formal academic dance technique—the danse d’école—is combined with other
artistic elements such as music, costume, and stage scenery.
o a theatrical dance that features highly formalized steps and movements
o Ballet dancers – are trained to follow a rigid set of postures or technical positions.

Modern Dance – focus of modern dance is expression, rather than following a rigid set of postures or technical
positions that ballet dancers are trained in.
o opposite of ballet dance
o Expressive style of dancing started in the early 20th century

Cultural Dance/Traditional Dance – can be another term for folk dance, or sometimes even for ethnic dance.
o 'Traditional' – is more frequently used when the emphasis is on the cultural roots of the dance.
o can be folk dance, or sometimes even for ethnic dance.

Dance Sports – formal social dancing in couples, popular as a recreation and also as a competitive activity.
o The ballroom dance repertoire includes dances developed from old European folk dances such as the
waltz, Latin American dances such as the tango, rumba, and cha-cha, and dances of 20th-century origin
such as the foxtrot and quickstep.

Pop Dance (Originated in America in 1980) – is one of the most popular types of dances ever since it was created.
o "Pop" comes from the word popular.
o Pop dance and music was always used in clubs and never heard elsewhere until the 1990's

Jazz Dance – a performance dance technique and style that first emerged in the United States in the early 20th
century.
 o refer to vernacular jazz or to Broadway or theatrical jazz.

MODULE 03
FEET POSITION
 First Position - feet close and heels parallel touching toes at 45 degrees

 Second Position - open parallel stride sideward

 Third Position - feet close-crossed hell in-step touching knees locked

 Fourth Position - one in front of the other foot of a pace distance

 Fifth Position - heel of the front foot close to the big toe rear foot

ARM POSITION
 First Position - Arms encircled in front of the chest level, relaxed, fingers slightly apart

 Second Position - Arms raised sideways a little below shoulder level

 Third Position - one arm encircles overhead in the other raised sideways

 Fourth Position - One arm encircles like first position; the other arm sideway

 Fifth Position - both arms overhead

MODULE 04
Basic Folk Dance Steps
2/4 Time Signature Folk Dance Steps
 Touch step - Point R foot in front (ct. 1), step R close to L (ct.2). This is commonly done in front.= 1M

 Close step - Step R foot (ct.1), close L to R (ct.2) = 1M This may executed in any directions

 Change Step - Step R foot in front (ct.1), step L close to R foot in rear (ct. and), step R foot quickly in front
(ct.2). This may be executed in any directions

 Step-Point - Step R foot in front (ct.1), point L in front (ct.2) This step is executed in all directions.

 Plain Polka - Step L in front (ct.1), step R to left foot in rear (ct. and), step L in front (ct. 2), pause (ct. and).

 Hop Polka - Hop on L foot and step R forward (ct.1), step L close to R in rear (ct. and), step R foot forward
(ct.2) and pause (ct. and). This may be executed in any directions

 Heel and Toe Polka - Place L heel in fourth in front (ct.1), touch left toe in rear (ct.2). Take one plain polka
step forward, starting with the L foot (ct.1, and 2, and)

 Slide Polka -Take two slide steps forward and a plain polka: Slide L foot in front (ct.1), close R to L in rear
(ct. and), slide R foot in front (ct.2), close L foot in rear (ct. and). Take one plain polka forward starting
with the L foot (cts. 1, and 2, and)

3/4 Time Signature Basic Folk Dance Steps

 Touch Step - Point R foot in front (ct. 1), step R close to L (ct. 2, 3). This is commonly done in front=1M
  Step Point - Step R foot in front (ct. 1), point L foot in front (cts. 2, 3) This step is executed in all directions.

 Step Swing - Step R (cts. 1, 2); swing L (ct. 3) or step R (ct. 1); swing L (cts. 2, 3) Step hop step R (cts.1,2);
hop R = 1M

 Close Step - Step R foot (cts. 1), close L to R foot (cts.2, 3) = 1M, ‘ or 2) Step R foot (cts. 1, 2), close L to R
foot (ct.3) = 1M This may be executed in any directions.

 Native Waltz - Step L foot in front (ct.1), step R close to L in rear (ct.2), step L in front (ct.3) This may be
executed in all directions

 Cross Waltz - Step R foot across the L in front and raise slightly the L foot across in rear (ct.1), step the L
foot close to R in rear (ct.2), step R foot in front (ct.3). Step on the ball of the rear foot on the second
count.

4/4 Time Signature Basic Folk Dance Steps

 Schottische
 Escotis
 Chotis

APP 006
MODULE 02
Research Design - an approach you can use to solve problems.

Types of Research Designs

 Qualitative - exploring and understanding the meaning individuals or groups ascribe to a social
or human problem.
 Quantitative - testing objective theories by examining the relationship among variable.
 Mixed - an approach to inquiry that combines both qualitative and quantitative forms.

Quantitative Research Design - uses numbers in stating generalizations about a given problem or inquiry
in contrast to qualitative research that hardly uses statistical treatment in stating generalizations.
o Makes you focus your mind on specific things by means of statistics that involve collection and
study of numerical data.

MODULE 03
Quantitative Research Designs
Experimental Research - study that strictly adheres to a scientific research design.

Types of Experimental Research Design

 True Experimental Research Design - the researcher randomly assigns tests units and
treatments to the experimental groups.
 Quasi-experimental Research Design – involves manipulation of an independent variable
without the random assignment of participants to conditions
  Pre-experimental Research Design – the simplest of research design.
 Non-experimental Design - label of study given to a study when a researcher cannot control.

Types of Non-experimental Research Design

 Survey Research Design - used when the researcher intends to provide a quantitative or
numeric description of trends, attitudes or opinions of a population
 Correlational Research Design - a researcher measures two variables, understands and assesses
the statistical relationships between them with no influence from extraneous variables.
 Comparative Research Design - comparing and contrasting two or more samples of the study
subjects on one or more variables
 Evaluative Research Design - seeks to assess or judge in some way, providing information about
something other than might be gleaned in mere observation or investigation of relationships

MODULE 04
Variable - characteristics of an individual of organization that can be observed and measured; it can vary
among people of organization and studies.

Primary Kinds of Variable:

 Independent Variable - those that cause, influence, or affect outcomes. Variable that AFFECT.

 Dependent Variable - shows the effect or results or outcomes of the influence of the
independent variable. Variable that BEING AFFECTED.

 Intervening or Mediating Variable - are in-between the independent and dependent variable,

 Control Variable - those that measured in a study because they potentially influence the
dependent variable.

 Confounding Variable - those that actually measured but they exist.

MODULE 05
Research Title
 summarizes the main idea or idea of your study.
 a good title contains the fewest possible words needed to adequately describe the content

Titles are categorized into four types:

 Nominal Titles - capturing the main theme of the paper
 Compound Titles - also called hanging title, are those made using a colon.
 Full Sentence Title - are apt to be longer and accentuate the outcome of the study.
 Question Title - generally aimed to catch the reader’s attention.

The title is a very essential components of a research paper because:

 It predicts content.
 It catches the reader's interest.
 It reveals the nature or genre of the manuscript
 It contains key word that will make it easy to access by computer research
A Good title should:
 indicate the article content;
 catch the reader's interest;
 reflect the tone or slant of the piece of writing; and
 contain keywords that will make it easy to access by a computer search.

Techniques in Narrowing Down a Broad Topic:

1. State your broad topic
2. Describe your broad area more specifically
3. Ask familiar questions such as what, who, where, when, why and how.
4. Name a specific topic to your broad topic to make it a focused topic

MODULE 06
Research Topic - subject or issue that a researcher is interested in when conducting research.

5W Strategy:
 WHY - Why did you conduct this study?
 WHO - Who are the information providers on this topic?
 WHAT - What are the major questions for this topic?
 WHERE - Where is your topic is important: at the local, national or international level?
 WHEN - When is/was your topic is important?

Here are some strategies to help narrow your topic:

1. Aspect - choose one lens through which you view the research problem, or look at just
one facet of it.

2. Components - determine if your initial variable or unit of analysis can be broken into
smaller parts

3. Methodology - the way in which you gather information can reduce the domain of
interpretive analysis needed to address research problem.

4. Place - smaller the geographic unit of analysis, the more narrow the topic is.

5. Relationship - you yourself how do two or more different perspectives or variables

relate to one another.

6. Time - period is considered to narrow the focus of the study.

7. Type - focus your topic in terms of a specific type or class of people, places, or
phenomena

8. Combination - two or more of the above strategies to focus your topic very narrowly.

MODULE 07
Background of the Study – an overview of the research study and explains why you, as researcher, are
doing the study. It provides information that is important or essential basically an overview of the
research study and explains why you, as researcher, are doing the study. It provides information that is
important or essential

BOS CONTENT
 Thesis Statement/Describing the Problem Solution
 Statistical Data
 Legal Bases
 Impactful Content

Source of Information
 Primary source - provides direct or firsthand evidence about an event, object, person, or work
of art.
 Secondary source - describe, discuss, interpret, comment upon, analyze, evaluate, summarize,
and process primary sources.

STM 007
MODULE 01

Divine Creation Theory – created by a supernatural being called GOD.

 religion/Christian belief

Theory of Catastrophism – life is originated by the creation and it is followed by catastrophe

 Bishop James Ussher and Baron Georges Cuvier

Philosophical Theory of Eternity – life has a beginning and no end.

 Sir Hermann Bondi, Thomas Gold, Sir Fred Hoyle

Cosmozoic Theory – life originated from outer space (cosmozoa)

 Richter and Arrhenuis

Abiogenesis Theory – life can arise from non-living things.

 Alexander Oparin and J.B.S. Haldane

Biogenesis Theory – living things can arise from pre-existing living things.
 comes from ‘bio’ meaning ‘life’, and ‘genesis’, meaning ‘beginning’
o Louis Pasteur - In 1859, to prove biogenesis right down to a bacterial level. By 1861, he succeeded in
establishing biogenesis as a solid theory

MODULE 02
Living Organisms - characterized by a highly organized structure and arranged in a hierarchical pattern.

Atoms – smallest scale; fundamental unit of matter

Molecules – chemical structure consisting of at least two atoms.

Organelle – structure that has a specific function.

Cell – structural and functional unit of life.

Tissue – group of similar cells having common function.

Organ – group of tissues grouped performing a common function.

Organ System – consists of functionally related organs.

Organisms – consists of different organ systems.

Population – group of organisms of the same species living in a specific area

Community – group of organism different species living together and interacting.

Ecosystem – group of organisms interacting to the non-living environment.

Biosphere – group sum of all ecosystem.

MODULE 03
Cell - basic unit of life. It means that all organisms are composed of cells.
Robert Hooke – he contributed to the discovery of cells while looking at a thin slice of cork.
 First to discover the cell; coined the term “cells’

Hans & Zacharias Janssen – They produced the first compound microscope.
 Started experimenting with lenses.

Anton van Leewenhoek – the first man to witness a live cell under a microscope.

Matthias Schleiden – showed that the development of all vegetable tissues comes from the activity of the cells.
 Proposed that plants are composed of cells.

Theodor Schwann – proposed that in animals too, every structural element is composed of cells and cell products.

Rudolf Virchow – concluded that all cells arise from pre-existing cells.
 “Omnis cellula e cellular” which means “cells originate from cell”

The 3 principles of Cell Theory are:

1. All living things are composed of one or more cells,
2. Cell is the basic unit of life and;
3. All cells arise from pre-existing cells.

MODULE 04
Nucleus
 Governor of the cell
 It controls all the activities of every organelle
 Houses the DNA and directs the synthesis of protein and ribosomes.

Plasma Membrane
 Gate keeper of the cell; it guards the entrance
 Semi-permeable
Cell Wall
 Present in plant cell
 Provides rigidity and gives shape

Cytoplasm
 It is where all organelles are embedded
 Cytosol fluid portion of the cytoplasm

Cytoskeleton
 network of protein fibers
 Microfilaments for cellular movement and provides rigidity and shape
 Intermediate for structural
 Microtubule composed of tubulin, resist compression

Mitochondria
 Responsible for making ATP (Adenosine Triphosphate)
 Mitochondrial matrix encloses DNA
 Cristae houses enzymes that catalyze reactions for cellular respiration

Chloroplast
 Carry out photosynthesis
 Contains photosynthetic pigment
 Absent in animal cell
Autotrophs (plants)
Heterotrophs (animals)

Endoplasmic Reticulum
Rough ER
 has ribosomes attached responsible for protein synthesis
Smooth ER
 has no ribosomes attached responsible for lipid synthesis

Golgi Apparatus/Gogi Body

Camillo Golgi - Italian physician who identified them.
 Tagging, sorting and distribution of proteins
 cis face - Receive proteins and lipids from the endoplasmic reticulum
 trans face - releases golgi vacuoles which contain modified enzymes or proteins

Lysosome & Peroxisomes

 Peroxisomes - has oxidation reaction that breakdown fatty acids and amino acids
o Release hydrogen peroxide
 Lysosomes are called “suicidal bag”
 Contains hydrolytic enzyme
 Phagocytosis or endocytosis
 Breaking down old organelles and apoptosis to recycle

Centrioles
 Responsible for cellular division
 Not present in plant cell

Vacuole
  Turgor pressure and 90% volume of the cell
 If large vacuole shrinks, it will result to wilted appearance of plant
 Not present in animal cell

MODULE 05
Bacteria - Single-celled organisms that lack nucleus

Cell Wall
 Maintains its shape, provides rigidity to the cell
 Composed of peptidoglycan
 Protects cell from bursting in hypotonic medium

Capsule
 Made up of polysaccharide
 Protect it from phagocytosis
 Works as food reserve and sticks the cell together

Cytoplasm
 For cellular growth, metabolism and replication of genetic material
 Also called the store house of the cell

Plasma Membrane
 Also called the cytoplasmic membrane
 Semi permeable membrane
 Helps in transportation of substances

Ribosome
 Bacterial ribosome functions for protein synthesis
 Helps in transferring the genetic material of bacterial cells

Flagella
 A hair-like structure
 Locomotion - it helps the bacterial cell to move clockwise, counter-clockwise, forward and spin
 Can be found at either or both ends

Pili
 For attachment or adhering to host
 Sex pili or fertility pili
 Conjugation - gene transfer from donor to recipient thru pilus

Nucleoid
 Prokaryotic cell where DNA is housed
 No membrane bound
 Contains RNA, proteins and enzymes used for cellular process

MODULE 06
Prokaryotic Cell - Mostly single-celled (unicellular) organisms that lacks of nucleus or any other membrane bound
organelles.

Eukaryotic Cell - Multicellular organisms that has nucleus, characterized by numerous membranes bound
organelles
o Have a membrane bound nucleus that encloses its genetic material