The topic of sexuality has been frequently elaborated in diverse fields such as behavior and social sciences. But this does not signify that sexuality has been explored adequately and there are plenty of pertinent topics that are not fully elaborated, such as Hybristophilia, a phenomenon wherein an individual is sexually attracted to violent offenders. Aside from being sexually aroused by criminals, people who have hybristophilia are susceptible to being romantically involved with violent offenders, or assisting them in committing crimes((Matuszak, 2017).

The main cause of hybristophilia has not yet been discovered, but some studies may ratify what postulated it. The media has a tremendous role in perpetuating fascination with serial killers ( Strutz 2022). And as these offenders are portrayed by attractive actors, more people are attracted to them(Jimenez, 2023). According to Sheila Isenberg,1991, other factors lead to astonishment to high-profile offenders such as fame and masochism. The notoriety and fame of these offenders may bring attention, leading to increased fascination. People who are in a relationship with offenders may experience criticism and financial problems, due to the expenses in communicating and visitation. However, these people are not bothered by these turbulences (Silverwood, 2023).

Due to the eccentricity of such a practice, people usually perceive it as an abnormal behavior. However, due to cultural specificity, we can not say it is abnormal (Silverwood, 2023). (Silverwood, 2023)For example, if in some communities having affairs with an offender is normalized, people in these communities would have different perspectives when it comes to such relationships.

Romantic affairs with incarcerated individuals are most likely complex and not fully understood. It is usually tackled in Western Countries, and seldom in Asian Countries. Also, female hybristophilia (women who are attracted to male offenders) is always given emphasis, instead of male hybristophilia. Hence, further studies are suggested to understand its complexities fully.

References

Isenberg, S. (1991, May 1). Women Who Love Men Who Kill. Www.goodreads.com. https://www.goodreads.com/book/show/251139.Women_Who_Love_Men_Who_Kill

Jimenez, B. (2023). Jimenez i The Impact of Serial Killer Media: A Content Analysis. https://soar.suny.edu/bitstream/handle/20.500.12648/11683/6282_Bryan_Jimenez.pdf?seq uence=1&isAllowed=y

Matuszak,            M.            (2017).            Hybristophilia            White            Paper. https://static1.squarespace.com/static/55dfd21ee4b0718764fb34cc/t/5cb7cabee5e5f00ab1 3be58b/1555548863275/Hybristophilia+White+Paper.pdf

Silverwood, A. R. (2023). Would You Offer Your Heart to the Wolf with the Red Roses? The Lived Experience of Women in Relationships with Violent and Incarcerated Men. AURA - Antioch University Repository and Archive. https://aura.antioch.edu/etds/982/ 

Strutz, K., & Morille, J. (2022). EXTREMELY INSENSITIVE, SHOCKINGLY MISLEADING AND DANGEROUS: EXPLORING THE IMPLICATIONS OF ROMANTICIZING SERIAL KILLERS  IN FILM.

https://digital.library.txst.edu/server/api/core/bitstreams/05581067-8a4c-44de-b104-d540 d58a380a/content   

Abstract

The persistent threat of COVID-19 has posed unprecedented challenges to basic education. To surpass SY 2020–2021, schools in SDO Batangas Province adapted distance learning education to ensure that learners achieve essential curricular goals with the assistance of teachers' competence.

Thus, this study assessed the digital competence of junior high school teachers in distance learning education from Calaca District, Batangas. It also discussed the extent of the teacher’s utilization of digital technology in distance education as the primary tool to cope with and adopt the said system of education, as well as the problems met by the respondents in the implementation of distance learning and the significant relationship between digital competence and the extent of the utilization of digital technology by the respondents. These served as the bases for the researcher in the enhancement activities to reskill and upskill the level of digital competence of junior high school teachers.

The descriptive and quantitative research methods were used in this study, which was supplemented by a survey questionnaire and interviews with respondents. The questionnaire was distributed using Google Forms. The junior high school teachers in the Calaca District of Batangas Province were the subjects of this study.

The findings revealed junior high school teachers in the Calaca District are highly competent in terms of information and data literacy, communication and collaboration, and safety. However, the respondents were competent in terms of digital content creation and problem-solving. In addition, the respondents utilize digital technology in terms of productivity and professional practices and social, ethical, legal, and human issues to a very great extent in the delivery of instruction, assessment, and evaluation, and planning and designing learning environments and experiences to a great extent.

The study also revealed that there is a significant relationship between digital competence and the extent of the utilization of digital technology by junior high school teachers in distance learning education. It also showed that the primary issues and concerns of JHS teachers from Calaca District include the unstable internet connection; the application of teaching strategies that will suit students’ learning, even at a distance; and the students' lack of interest in learning since distance education has been adopted.

Based on the findings, the researcher proposed a session guide to reskill and upskill junior high school teachers' digital competence. The proposed activities should be implemented in all secondary schools in Calaca District, Batangas, for better delivery of distance learning education.

Keywords: digital competence, digital technology, distance learning education, junior high school teachers, issues and concerns

Abstract

This study analyzed and described the dance implements and symbolism of the Bombowak dance of the Ga’dangs in Paracelis, Mountain Province. Using qualitative, ethnographic, and historical methods—armchair anthropology, data transcription and analysis, visual anthropology, video recording, and oral history—the study documented the symbolic and cultural meanings within the dance. Key findings highlight that each hand or body gesture is symbolic, reflecting the nuances of Cordilleran ritual dances. For example, the koton (vest) worn by male Ga’dangs symbolizes "kinamalaki," or the celebration of manhood, while the baag (G-string) symbolizes masculinity. The study proposes the integration of the Bombowak dance into selected Physical Education (PE) subjects as a means of preserving, protecting, and promoting this intangible cultural heritage of the Ga’dangs.

Keywords: Bombowak, Ga’dang, Cordilleran, cultural education, heritage preservation

Introduction

In the Philippines, many ethnic dances have evolved due to cultural shifts, but the Ga’dangs of Paracelis, Mountain Province, have maintained their dance traditions. This research focuses on documenting and analyzing the symbolic movements and dance implements of the Bombowak dance. Ga’dang dances reflect cultural identity and serve multiple purposes, such as courtship, celebration, and reconciliation. According to Villaruz (2014), dance education in the Philippines encompasses tradition, technique, and style, both in academic and societal settings.

The Ga’dangs, also known as Baliwons, are a subgroup of the Gaddang tribe. Their traditional dances feature rhythmic movements mimicking birds, with each element representing an aspect of their life or belief system. These cultural expressions are important for preserving identity, especially in a world that continues to undergo cultural shifts.

Methodology

This study employed a qualitative-ethnographic design and various data collection methods:

1. Armchair Anthropology: The researcher used secondary sources to gather initial data on the Ga’dangs and their dance traditions.

2. Data Transcription and Analysis: Focus group discussions (FGDs) and individual interviews with key informants were conducted.

3. Visual Anthropology: Photography captured the Bombowak dance implements.

4. Video Recording: Documentation of the Bombowak dance performances.

5. Oral History: Collection of historical context through journals and articles about the Ga’dangs.

The researcher engaged with native Ga’dangs who performed and shared knowledge about the dance and its cultural meanings.

Results and Discussion

The Bombowak dance symbolizes various aspects of life for the Ga’dangs. Male dancers wear the koton (vest) and baag (G-string), which signify manhood and masculinity, while female dancers wear a tapis or aken and buruwasi (blouse), each piece adorned with intricate beadwork. Every movement in the dance is symbolic, from the flapping of the arms, which mimics the eagle, to gestures that signify hospitality or acceptance. These cultural elements reflect the Ga’dangs' deep connection to nature and their tribal identity.

Conclusion

The Bombowak dance, rich in symbolism and cultural significance, can be integrated into the PE curriculum to help preserve the cultural heritage of the Ga’dangs. Schools serve as crucial institutions for promoting these traditions to future generations.

Recommendations

1. Museum displays: Ga’dang dance implements should be showcased to raise awareness.

2. Further research: More studies on Ga’dang traditions should be conducted.

3. Curriculum integration: The Bombowak dance should be taught in selected PE subjects to promote cultural appreciation.

4. Workshops and seminars: The dance should be featured in local, national, and international workshops to spread awareness.

5. Support for researchers: Financial and institutional support is necessary for continued research in this area.

References

Cariaga, J. N. (2014). Documentation and notation of the traditional dances of the Yogads of Isabela. Researchers World, 5(71), 2-7.

Mania, A. D. (2003). Pinnanyu-an, Tad-dik and Tengeteng: The indigenous dances of the Igorots and Ifugaos of Solano, Nueva Vizcaya (Unpublished master’s thesis). Saint Mary’s University, Bayombong, Nueva Vizcaya.

Villaruz, B. S. (1999). Philippine international dance conference: Dance in revolution, revolution in dance. Cultural Center of the Philippines, Manila.

ABSTRACT

Issues and challenges in the Philippine public schools were the reasons why Filipino teachers migrate. Teacher movements occurred usually from developing, or poor countries, to developed countries. In such countries, teachers’ pay is often considered inadequate. Money was portrayed as the number one reason or what is technically known as the “pull factor” in teacher migration (Modesto, 2020). However, the movement of Filipino teachers abroad were caused by the shortage of teachers locally such as in the United States of America (USA). This transcendental phenomenological study was aimed to describe the lived experiences of nine (9) Filipino migrant teachers in the USA to provide insights from specific patterns emerging as themes from the phenomenon of investigation. Results revealed that Filipino teacher-migrants shared five (5) themes that emerged on the transition of being public school teachers namely Upgrading the Portfolio, Heavy Workloads, Workplace Conditions, Career Advancement Issues and Financial Burdens. Filipino teacher-migrants experienced Support System and Application Process on the phase where public school teachers opened the opportunity of changing the work environment.  Filipino teacher-migrants shared Misbehavior of Students, Classroom Management Scheme, Financial Freedom, Supportive Colleagues and Administrators and Characteristics of Filipino Teacher-Migrants as emerging themes on the phase called “The Breakthrough” where participants are already immersed in teaching abroad.  Recommendations were suggested to improve the exploration of the phenomenon.

Keywords: Filipino Teacher-Migrants, Migration, Public Schools

Discussion
The study emphasizes the complexity of reading challenges, requiring both cognitive and affective interventions. Decoding and comprehension issues need to be addressed alongside factors like motivation and engagement. Teachers are key in implementing these strategies but often need additional resources and support.

The findings suggest that reading interventions must be adaptable to individual student needs. The Compendium of Reading Literacy Strategies serves as a valuable resource, offering evidence-based solutions that teachers can modify for different classroom settings.

Conclusion
Teachers face significant challenges in addressing students' diverse literacy needs. By identifying common problems and compiling effective strategies, this study offers a pathway for improving reading literacy in Filipino classrooms. Future research should focus on evaluating the effectiveness of these interventions and providing better support for teachers in their implementation.

As the Philippines gears up for the implementation of the Matatag Curriculum 2024, the readiness of teachers, especially those teaching Filipino, is a critical factor in ensuring the curriculum's success. The Matatag Curriculum aims to provide a more integrated and holistic approach to education, focusing on developing critical thinking, cultural awareness, and language proficiency. Filipino teachers are essential in this process as they guide students in understanding not just the language, but also their cultural identity and heritage.

For teachers to effectively implement the Matatag Curriculum, they must undergo comprehensive training and professional development. This training should cover the new curriculum's framework, objectives, and innovative teaching strategies that align with its goals. Understanding the curriculum is crucial, as it sets the foundation for how teachers will plan their lessons and interact with students. Filipino teachers should be familiar with various teaching methods that promote active learning, such as group discussions, project-based learning, and the use of multimedia resources. These approaches can make lessons more engaging and relatable, encouraging students to participate actively in their learning process.

One significant challenge of modular learning is that it requires students to take on more responsibility for their own education. While this independence can foster discipline, it may also overwhelm students who struggle with self-guided learning. As a result, teachers must be prepared to provide additional support and resources. This may include creating clear, concise learning modules that are easy to follow, as well as offering guidance through virtual platforms or during scheduled consultations. When teachers are accessible and responsive to their students' needs, they can help alleviate the stress that comes with self-directed learning.

In addition to understanding the curriculum and teaching methods, teachers must also be ready to adapt their instructional materials to meet the diverse needs of their students. The Matatag Curriculum emphasizes inclusivity, which means teachers need to recognize and address the varying backgrounds and abilities of their learners. Differentiated instruction—where teachers tailor their teaching strategies to accommodate different learning styles—is vital. Filipino teachers can benefit from professional development workshops that focus on inclusive teaching practices, enabling them to create a supportive and engaging classroom environment for all students.

Integrating values education into the Filipino subject is another critical component of teachers' preparedness. The Matatag Curriculum stresses the importance of character development and social responsibility. Filipino teachers have a unique opportunity to weave values education into their lessons, using language and literature to discuss ethical dilemmas, cultural identity, and social issues. This approach not only enhances language skills but also nurtures critical thinking and moral reasoning, helping students become well-rounded individuals.

Collaboration among teachers is also essential for successful implementation. Creating professional learning communities allows teachers to share best practices, resources, and experiences. This supportive environment fosters innovation and helps educators navigate the challenges of the new curriculum together. Mentorship programs can also play a significant role, pairing experienced teachers with novices to provide guidance and encouragement.

In conclusion, the success of the Matatag Curriculum 2024 relies heavily on the preparedness of teachers in teaching Filipino. Through targeted professional development, adaptive teaching strategies, and collaboration, Filipino teachers can effectively implement the curriculum’s objectives. By equipping themselves with the right tools and mindset, they can enhance students' language skills and foster a deeper appreciation for Filipino culture and values, ultimately contributing to the holistic development of the nation’s youth. This commitment to preparedness not only benefits the teachers and students but also strengthens the educational system as a whole, ensuring that future generations are well-equipped to navigate the complexities of a rapidly changing world.

Ang wikang Filipino, na pangunahing hinango mula sa Tagalog, ay matagal nang pinagtatalunan, lalo na dahil sa tinaguriang Tagalog-centric na kalikasan nito. Ang persepsiyong ito ay tumutukoy sa ideya na ang Filipino, ang pambansang wika ng Pilipinas, ay labis na pinapaboran ang Tagalog, na maaaring magdulot ng marginalisasyon ng iba pang mga wika sa rehiyon at mga etnikong identidad sa bansa. Ang isyung ito ay tumatalakay sa masalimuot na ugnayan ng wika, identidad, politika, at kultura sa isang lipunang napaka-diverse. Ang pag-unawa sa Tagalog-centric na pananaw ay mahalaga upang masuri ang mga hamon sa pagtatayo ng bansa at representasyon ng wika sa Pilipinas.

Ang pagpili ng Tagalog bilang batayan ng pambansang wika ay nagsimula noong panahon ng Commonwealth sa ilalim ng Pangulong Manuel Quezon noong 1937. Ang desisyon ni Quezon na piliin ang Tagalog ay nakabatay sa ilang salik: ang malawak nitong distribusyon sa heograpiya, ang dami ng mga nagsasalita nito, at ang estado nito bilang wika ng Maynila, ang sentro ng politika at ekonomiya ng bansa. Bagaman ang layunin ay lumikha ng nagkakaisang pambansang wika, hindi ito nakaligtas sa kontrobersiya. Maraming mga hindi nagsasalita ng Tagalog ang nakaramdam na ang kanilang mga wika, tulad ng Cebuano, Ilocano, Hiligaynon, at Waray, ay hindi nabigyan ng sapat na pansin. Ang pakiramdam ng paboritismo sa Tagalog ay nananatili hanggang ngayon, na nagpapalakas ng Tagalog-centric na persepsyon.

Isa sa mga pangunahing alalahanin tungkol sa Tagalog-centric na pananaw ay ang marginalisasyon ng iba pang mga wika sa rehiyon. Ang Pilipinas ay tahanan ng mahigit 182 wika, marami sa mga ito ay sinasalita ng milyon-milyong tao. Ang dominasyon ng Filipino, na malaking bahagi ay mula sa Tagalog, ay maaaring magdulot ng pakiramdam ng pagkakaiba o pagkukulang sa halaga para sa mga nagsasalita ng ibang wika. Sa mga rehiyon tulad ng Visayas at Mindanao, kung saan malawakang sinasalita ang mga wikang tulad ng Cebuano at Hiligaynon, may nananatiling pakiramdam na hindi binibigyang halaga ng pambansang patakaran sa wika ang kanilang mga kontribusyong lingguwistiko at kultural.

Ang marginalisasyong ito ay partikular na makikita sa edukasyon at midya. Bagaman ang patakaran ng bansa sa bilingguwal na edukasyon ay nag-uutos ng paggamit ng parehong Filipino at Ingles, ang Filipino ay madalas na nauugnay sa mga materyales na batay sa Tagalog, na hindi sumasalamin sa lingguwistikong pagkakaiba-iba ng Pilipinas. Ang mga hindi nagsasalita ng Tagalog ay maaaring mahirapan sa pakikipag-ugnayan sa mga materyal na pang-edukasyon o midya na hindi gumagamit ng kanilang katutubong wika, na maaaring magdulot ng mas mababang antas ng kasanayan at pakikilahok sa pambansang diskurso.

Sa kabuuan, ang Tagalog-centric na pananaw ay sumasalamin sa mas malawak na mga isyu ng hindi pagkakapantay-pantay sa wika, identidad, at rehiyonalismo sa Pilipinas. Bagaman nilayon ng Filipino na pag-isahin ang bansa, ang Tagalog-centric nitong kalikasan ay hindi sinasadyang nagpalayo ng maraming hindi nagsasalita ng Tagalog. Ang paglikha ng mas inklusibong patakaran sa wika na kumikilala at nagpapahalaga sa lingguwistikong pagkakaiba-iba ng Pilipinas ay magiging susi sa pagtaguyod ng pambansang pagkakaisa.

B. NUTRIONAL BENEFITS OF MUSHROOM

Mushroom is considered to be a complete, healthy food and suitable for all age groups, as it contains all nutrient element required for human in desired proportion (Manikandan, 2011). It contains high protein, fiber, vitamin and mineral contents and low-fat levels (Mattila et al., 2001). Mushrooms are very useful for vegetarian diets because it provides all the essential amino acids for adult (Barros et al., 2007). Moreover, it contains high percentage of water 93-95% as compared to lean beef (70%) and fresh vegetables (92%) (Singh, 2017). Furthermore, mushroom contain valuable minerals such as iron, potassium, phosphorus, calcium and copper (Kalač, 2013). In addition, it also consists of   carbohydrate (56%) protein (30%), fat (2%) and also ash (10%) on dry weight basis as well as vitamin B and vitamin D (Singh, 2017). Likewise, it provides high protein and low caloric diet and can be recommended to heart patients (Koyyalamudi et al., 2009). According to Sohi, 1988 as cited in study of Wani et al. (2010), in underdeveloped countries, protein malnutrition has taken epidemic proportions; F.A.O (Food and Agricultural Organization) has recommended mushroom foods to solve the problem of malnutrition. This recommendation was generated due to significant benefits of mushroom.