A.

PROFILE
Professor : Dr Frederick W Gomez
College : Education
Department : Social Studies
School Year/Semester : 2019 – 2020 / 2nd Sem
Lecture Hall/Rm Nos : Bldg No. 3
LET Number : 1100345
Cell Phone No : 09266584071
E-mail Add : gomez_072364@yahoo.com
Consultancy Hours : 8:00-11:30/4:00-5:00
Publication : http://www.google.com.ph/Scrib (PoS, Res, Philo, Hist, Educ)
https://www.academia.edu/37423416/ABC_of_Research_Methods
https://www.academia.edu/37423410/Research-Methods_IG.pdf
https://www.scribd.com/document/347586950/Teachers-and-Principals-Clinical-Instruction-Supervision-in-the-Classroom
https://www.academia.edu/35598249/TAWA_tawa.docx
https://www.academia.edu/36464302/Social_Dimension_in_Education
https://www.scribd.com/document/296468131/Political-Science-100
https://www.scribd.com/document/257211473/Human-11
https://www.scribd.com/document/257330154/Social-Studies-105/World Hst & Civ 2
https://www.scribd.com/doc/295947740/CIV-2-Outline
https://www.scribd.com/document/266167607/SOCSTUD-102-World-Hist-Civ-1
https://www.academia.edu/40072353/Educ5-Building_and_Enhancing_New_Literacies_Across_Curriculum
https://www.academia.edu/40423144/Educ_5_-Building_and_Enhancing_New_Literacies_Across_the_Curriculum
https://www.academia.edu/people/search?utf8=%E2%9C%93&q=Educ4
Tutorial/Personal Hours : by appointment
Tutorial/ Virtual Hours : Yahoo-messenger/Skype
B. COURSE

Course Title Foundation in Social Studies (FSS)– 4

Subject Discription Places and Landscape in a Changing World
Course Description The course explores the concepts and dynamics of people and activities from various lacations, describing the locations and patters of human activity, exploring process and patterns with historical lens,
and understanding the relationship of the natural environment to the other aspects of human behanvior which encompasses on the diversity of interconnections of people and places in a globalizing world
as mediated by cultures, politics and historical developments.
Course Credits 3units
Contact Hours/week 3hours/week
Prerequisite Minor subjects
Course Outcomes /Program 1. Utilize appropriate various sociocultural and historical materials in explaining current issues;
Outcomes 2. Organize communities towards self-reliance and self-sufficiency;
3. Demonstrate leadership skills that will help in teaching or training students who will empower their communities;
4. Integrate local and global perspectives in teaching the principle of the common good;
======================================
VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)
 5. Employ the principle of sustainable development in teaching and learning;
6. Show scholarship in research and further learning; and
7. Display the qualities of an innovative teacher who has mastery f the subject matter.

C. OBJECTIVES

Course Objectives / Performance Indicators Summative Assessment Task Details

CMO No. 75, s. 2017
1. a. Relate current events with available historical data to help students
develop critical perspectives towards social studies;
b. Draw the connections between and among people, events and places
to analyze local and glbal social issues;
2. a. Design community – based activities to help learners achieve an
integrated view of social development;
b. organized student clubs/activities for community outreach project; and
c. Conduct public assemblies to increase social awareness.
3. a. Train students to be involved in community-related activities;
b. Established lingkages with govenemnt and non-government
organizations to promote public welfate.
4. a. Access information from local and foreign media about social issues to
enhance teaching;
b. distinguish truthful from false presentation of information from social
media.
5. a. Initiate advocacy campaigns towards the attainment of sustainable
development goals;
b. Organize initiatives for stweradship of natural resources;
c. Participate in activities that promote environmental consciousness;
and
d. integrate the environmental principles in lerning and teaching.
6. a. Participate in research to improve the teaching and learning of social
studies; and
b. Join seminars, trainings, workshops and related activities to improve
the teaching and larning of the social studies.
7. a. design innovative strategies that heighten students engagemtn in the
social studies classroom; and
b. Produce assessment materials to measure student’s performance.
This course fundmentally employed the summative assessment task on
Individual work, Collaborative effort, buzzing, collage, demonstration,
cooperative, inquiry-based, data-gathering, collecting, graphing,
caricaturing, journal noting, Ignatian Pedagogy through CERAE and
research-based approach which they are measured according to the
design mechanism and tools attached in this Outcomes Based Teaching
Learning Plan (OBTLP).
Expected feedbacking made after the presentation of output.
The Prelim Exam and Semi-Final Exam were design to help the slow
learner interface and phase-out their slow academic performance.
Midterm Periodical Exam and Final Periodical Exam were given to
sum-up their total academic achievement & performance.
All computation and formulas are provided in this OBTLP.
This Places and Landscape in the Changing World OBTLP attempts to
“coin” and “translate” “theory” into “practice.” So that as mankind live on
earth may be able to “transform” words into action. All doings made by man
to nature may be “helpful” in building a better place to live. Thus, the
geographic variables may be understood according to they are made. To give
pride to those who are living in their respective places and landscape both
rural and urban areas. Attached to the landforms and water-forms of the land
may the variability on the changing identity made into pluralistic way with
full of respect and reverence. As rural inhabitants compete their urban
counterpart in terms of their value-laden places and landscape.
As nature provide sceneries that the rural are blessed may all men seen
places and landscape full of life to the fullest as their urban counterpart
mainstreaming development as by-product of man’s partnership to creation.
However, there are also instances that the urban locale can landscape the
needs and wants of an individual that the rural cannot. With that, may this
study will help the individual to “foresee” and “predict” the variability of such
places and landscape in the changing modern world. May the multimedia
infrastructure resilient enough to flatten the places and landscape as the WIFI
and PSYFI increases in the road-mapping on the superhigh-link Netizens of
the world.
In conclusion, as everybody learn the places and landscape in a changing
world may they instill and inculcate to the G-Alpha; G-Z; G-I and Boomlets
generation the real roadmap towards WIFI and PSYFI places and landscape
identity to culturally clone identical to nature despite of being pluralistic.
Thus, in this paper one may be able to see the energy of preservation and
standby who we are in the beginning and continually doing the right thing and
doing what is right to the mother-earth as we continually living a better place
for us to live.

D. COURSE OUTLINE & TIMEFRAME

======================================
VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)
Week Course Content / Subject Matter
l Concepts and Dynamics of People and Activities/ Location and Pattern of Human Activity
1 PRACTICES – Places & Landscape Evaluation, Assessment and Character Assessment (Reading 1.1)
2 LINK TO SUSTAINABILITY – Indicator for Quality Change – Quality of Life (QoL) Capital (Reading 1.2)
3 STAKEHOLDERS – Character Assessment (Reading 1.3)
4 MULTIMEDIA INFRASTRUCTURE - capturing, storing, checking, integrating, manipulating, analysing and displaying data related to positions on the earth's surface (Reading 1.4)
11 Exploring Process and Pattern with Historical Lens
5 LAND – USE – historic characterization (Reading 1.5)
6 TECHNIQUE – JUDGING – SENSITIVITY - Character and Visual Sensitivity (Reading 1.6)
7 ECONOMIC VALUATION – Preferences (Reading 1.7; 1.7.1 & 7.1.2)
8 IDENTITY-PRACTICE-PLURALITY-POWER – Landscape identity (Reading 1.8)
lll Diversity of interconnections of people and places in a globalizing world
9 CLIMATTE CHANGE & NATURAL FORCES – Environment, Heritage and Landuse (Reading 1.9)
10 LANDSCAPE INVESTIGATION GUIDELINES – Social Science Inquiry (Reading 1.10)
11 SPACE & PLACE – LanscapeRelationship (Reading 1.11 & 1.11.1)
lV Research Paper (Publishable Paper – Quali – Quanti) Approach
12-17 1. Introduction
2. Methods
3. Results and discussion
4. References
E. LEARNING PLAN
Desired Learning Course Content/ Subject Matter Textbooks/ Teaching and Learning Assessment Task (ATs) Resource Time
Outcomes (DLO) References Activities (TLAs) Materials Table
Make a land classification PRACTICE – Places & Landscape https://macaulay.webarchive.
hutton.ac.uk/visualisationlitrev/chap1.html
The teacher will introduce the content within
seven (7) minutes. Tell the student to orgagnize
Submit a short size bondpaper roadmap
landscape land classification in your own
Computer, laptop, Week 1
roadmap according to www.countryside.gov.uk/cci/guidance and internet Jan 13-17
Evaluation, Assessment and www.snh.org.uk/strategy/LCA
themselves in a team compose of seven (7)
members and cooperatively and collaboratively
barangay. (Brgy Map land Classification)
connection,
their usage in your own Character Assessment (Reading working together to achieve the DLO. Allow the Let the team submit the output at the end of the compass, ruler,
Barangay (Brgy Map land 1.1) team to make a land classification roadmap in a week. coloring,
short size bondpaper. Let them share in a team
Classification) regarding the “importance” of this land The team will get ready for their repertoire bondpaper, pencil
landscape topic classification in landscape identity. Assessment /rubric is found below the OBTLP
paper 1 Practice on PL.pdf
www.countryside.gov.uk/cci/guidance and Tell the team to prepare their repertoire. Prelim & Semi-final exams were given to help
www.snh.org.uk/strategy/LCA the slow learners. Midterm and final exams were
given to assessed their major accomplishment,
achievement and Performance
Construct the Ignatian LINK TO SUSTAINABILITY – The teacher will introduce the content within
seven (7) minutes. Tell the student to orgagnize
Submit a short size bondpaper on QoL Capital
CERAE
Computer, laptop, Week2
internet Jan 20-24
Pedagogy using the Indicator for Quality Change – themselves in a team compose of seven (7)
connection,
members and cooperatively and collaboratively Let the team submit the output at the end of the
CERAE on the QoL Quality of Life (QoL) Capital landscape topic working together to achieve the DLO. week. compass, ruler,
Capital Indicators, (Reading 1.2) paper 2 Link & Sustainability.pdf coloring,
Allow the team to discuss within their own The team will get ready for their repertoire
Monitoring and Usage www.countryside.gov.uk/cci/guidance and circle about the QoL capital indicators and their Assessment /rubric is found below the OBTLP bondpaper, pencil
www.snh.org.uk/strategy/LCA central idea. Mention the key stages in the QoL

======================================
VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

List Down name of the
community counterpart
partners and its methods
on the Stakeholders
involvement in the Places
& Landscape Character
STAKEHOLDERS – Character
Assessment
landscape topic
(Reading 1.3) paper 3 STAKEHOLDERS.pdf
www.countryside.gov.uk/cci/guidance and
www.snh.org.uk/strategy/LCA
capital approach to link the sustainability of the
stakeholders.
Tell the team to prepare their repertoire.
The teacher will introduce the content within
seven (7) minutes. Tell the student to orgagnize
themselves in a team compose of seven (7)
members and cooperatively and collaboratively
working together to achieve the DLO.
Allow the team to conduct research on the short
or medium or long range plan about their
landscape identity on solid waste management,
Prelim & Semi-final exams were given to help
the slow learners. Midterm and final exams were
given to assessed their major accomplishment,
achievement and Performance
Submit a journal notes in a short size bondpaper
and column into two. The first column names of
Computer, laptop, Week3
internet Jan 27-31
the stakeholders and the second column their
connection,
methods of community involvement & their
interest of representation. compass, ruler,
Let the team submit the output at the end of the coloring,
week.
The team will get ready for their repertoire bondpaper, pencil
Assessment /rubric is found below the OBTLP

Assessment
Make a collage regarding
the role of the multimedia
infrastructure on the GIS
places & landscape
identity.
MULTIMEDIA
INFRASTRUCTURE - capturing,
storing, checking, integrating,
manipulating, analysing and
displaying data related to positions
on the earth's surface
(Reading 1.4)
employment and community involvement.
Tell the team to prepare their repertoire.
The teacher will introduce the content within
seven (7) minutes. Tell the student to orgagnize
themselves in a team compose of seven (7)
landscape topic members and cooperatively and collaboratively
paper 4 GIS.pdf
working together to achieve the DLO.
Allow the team to explore & discover how the
GIS geographic data landscape empowers
places in the changing world. And let the team
landscape topic
discuss about the desk study and field survey on
classification and description character and
paper 4.1 UsingTechnologyLearning as Landscape.pdf
attributes using the multimedia infrastrucuture.
www.countryside.gov.uk/cci/guidance and
www.snh.org.uk/strategy/LCA Tell the team to prepare their repertoire
Prelim & Semi-final exams were given to help
the slow learners. Midterm and final exams were
given to assessed their major accomplishment,
achievement and Performance
Submit a short size bondpaper on collage paper Computer, laptop, Week4
about the multimedia infrastructure that depict
internet Feb 3-7
about its role on the GIS places and landscape
connection,
identity empowering character and attributes.
compass, ruler,
Let the team submit the output at the end of the coloring,
week.
bondpaper, pencil
The team will get ready for their repertoire
Assessment /rubric is found below the OBTLP
Prelim & Semi-final exams were given to help
the slow learners. Midterm and final exams were
given to assessed their major accomplishment,
achievement and Performance

Draw a relief map of
Tagoloan that will show
the Residential,
agricultural, commercial
and industrial area
Make the Ignatian
Pedagogy using the
CERAE on the
approaches, vulnerability,
tolerance and resilience to
change on the judging
landscape capacity
LAND – USE – historic The teacher will introduce the content within
seven (7) minutes. Tell the student to orgagnize
Submit the Relief Map of Tagoloan that classify
the reidential, agricultural, commercial and
Computer, laptop, Week5
internet Feb 10-14
characterization themselves in a team compose of seven (7) industrial.
connection,
landscape topic members and cooperatively and collaboratively Let the team submit the output at the end of the
(Reading 1.5) paper 5 Land Use.pdf
working together to achieve the DLO. week. compass, ruler,
The team will get ready for their repertoire coloring,
www.countryside.gov.uk/cci/guidance and Allow the team to explore and discover the land Assessment /rubric is found below the OBTLP
www.snh.org.uk/strategy/LCA classification of the municipality and let them bondpaper, pencil
discuss the potential landscape identity to be Prelim & Semi-final exams were given to help
empower in the locality. the slow learners. Midterm and final exams were
given to assessed their major accomplishment,
Tell the team to prepare their repertoire achievement and Performance
TECHNIQUE – JUDGING – The teacher will introduce the content within
seven (7) minutes. Tell the student to orgagnize
Submit the DLO on Ignatian Pedagogy on
CERAE.
Computer, laptop, Week6
internet Feb17-21
SENSITIVITY - SPECIFIC themselves in a team compose of seven (7) Let the team submit the output at the end of the
connection,
landscape topic members and cooperatively and collaboratively week.
TYPE OF CHANGE & paper 6 Technique Judging & Capacity.pdf
working together to achieve the DLO. The team will get ready for their repertoire compass, ruler,
CAPACITY - Character and Assessment /rubric is found below the OBTLP coloring,
www.countryside.gov.uk/cci/guidance and Let the team read Paper No. 6; discover & point
Visual Sensitivity www.snh.org.uk/strategy/LCA out the the three terms mentioned and suggested Prelim & Semi-final exams were given to help bondpaper, pencil
to be adopted by the places and landscape the slow learners. Midterm and final exams were
(Reading 1.6) manager to do in building images. given to assessed their major accomplishment,
achievement and Performance.

======================================
VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)

Construct a collage that
will picture – out places
and landscape depicting
the economic, political and
social advantages to the
inhabitants.
Construct a collage that
will portray the places and
landscape identity.
Construct a collage that
will show the climate
change & natural forces
empowering identity
Make an Ignatian
Pedagogy using the
CERAE paper that will
give the Panoramic view
on the three phases of
investigation framework
guidelines on PL-QoL
======================================
VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)
Tell the team to prepare their repertoire
ECONOMIC VALUATION – The teacher will introduce the content within
seven (7) minutes. Tell the student to orgagnize
Submit collage paper on economic, political and
social advantages of the locale
Computer, laptop, Week7
internet Feb 24-28
Preferences landscape topic
themselves in a team compose of seven (7)
connection,
(Readings 1.7; 1.7.1 & 7.1.2)
members and cooperatively and collaboratively
paper 7 economic valuation of rural landscapes.pdf
working together to achieve the DLO.
Let the team submit the output at the end of the
week. compass, ruler,
www.countryside.gov.uk/cci/guidance and
www.snh.org.uk/strategy/LCA coloring,
Allow the team to visualize through the collage The team will get ready for their repertoire
paper by coloring the important “economic,” Assessment /rubric is found below the OBTLP bondpaper, pencil
“political,” and “social” advantages in the
landscape topic landscape topic locale. Prelim & Semi-final exams were given to help
paper 7.1.2 Weather moisture landscape & irrigation.pdf
paper 7.1 Livestock.pdf the slow learners. Midterm and final exams were
www.countryside.gov.uk/cci/guidance and Tell the team to prepare their repertoire given to assessed their major accomplishment,
www.snh.org.uk/strategy/LCA achievement and Performance
The teacher will introduce the content within Submit collage paper on changing Computer, laptop, Week8
IDENTITY-PRACTICE- seven (7) minutes. Tell the student to orgagnize
landscape identity – practice – internet Mar 2-6
PLURALITY-POWER – themselves in a team compose of seven (7)
plurality and power. connection,
landscape topic members and cooperatively and collaboratively
Landscape identity working together to achieve the DLO.
paper 8 identity practice plurality and power.pdf
Let the team submit the output at the end of the compass, ruler,
(Reading 1.8)
week.
coloring,
www.countryside.gov.uk/cci/guidance and Let the team construct a collage that shows the The team will get ready for their repertoire
www.snh.org.uk/strategy/LCA places & landscape identity. One haft of this Assessment /rubric is found below the OBTLP bondpaper, pencil
https://doi.org/10.1080/01426397.2019.1589774 collage will show the “before” and one haft of
this collage will show the “after” of this Prelim & Semi-final exams were given to help
landscape identity. the slow learners. Midterm and final exams were
given to assessed their major accomplishment,
Tell the team to prepare their repertoire achievement and Performance
The teacher will introduce the content within Submit collage paper on CLIMATE CHANGE Computer, laptop, Week9
CLIMATE CHANGE & seven (7) minutes. Tell the student to orgagnize and NATURAL FORCES Affecting
internet Mar9-13
NATURAL FORCES – themselves in a team compose of seven (7) Environment, heritage and Landuse in one Manila
connection,
landscape topic members and cooperatively and collaboratively Paper. Color them according to their implication.
Environment, Heritage and Landuse paper 9 CLIMATE CHANGE.pdf
working together to achieve the DLO. compass, ruler,
(Reading 1.9) Let the team submit the output at the end of the coloring,
www.countryside.gov.uk/cci/guidance and Let the team construct a collage paper that will week.
www.snh.org.uk/strategy/LCA show the climate change: Principal Impact bondpaper, pencil
Themes in respect of the Natural Resources, The team will get ready for their repertoire
Land Use and Cultural Heritage in their own Assessment /rubric is found below the OBTLP
locality.
Prelim & Semi-final exams were given to help
Tell the team to prepare their repertoire the slow learners. Midterm and final exams were
given to assessed their major accomplishment,
achievement and Performance.
The teacher will introduce the content within Submit the DLO Ignatian Pedagogy Computer, laptop, Week10
LANDSCAPE seven (7) minutes. Tell the student to orgagnize
on CERAE. internet Mar16-20
INVESTIGATION themselves in a team compose of seven (7)
Let the team submit the output at the end of the connection,
Landscape topic members and cooperatively and collaboratively
GUIDELINES – Social Science paper 10 Investigation-Guidelines paper 10.pdf
working together to achieve the DLO. week.
Let the team submit the output at the end of the
compass, ruler,
Inquiry week. coloring,
www.countryside.gov.uk/cci/guidance and
(Reading 1.10) www.snh.org.uk/strategy/LCA Let the team work-out the Ignatian Pedagogy –
The team will get ready for their repertoire bondpaper, pencil
Assessment /rubric is found below the OBTLP
CERAE on the landscape investigation
guidelines using the three phases framework of
inquiry. Prelim & Semi-final exams were given to help
the slow learners. Midterm and final exams were

capital
Caricaturize (cartooning) SPACE & PLACE – Lanscape
how the space and place
Relationship
identity decay
(Readings 1.11 & 1.11.1)
Submit Publishable Paper
Research Paper (Publishable
Paper – Quali – Quanti)
Approach
F. Suggested Readings and References
Readings in PDF
landscape topic Landscape topic
paper 11 Space and paper
10 Investigation-Guidelines
Place.pdf
======================================
VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)
landscape topic
paper 11 Space and Place.pdf
www.countryside.gov.uk/cci/guidance and
www.snh.org.uk/strategy/LCA
https://www.academia.edu/
37423416/ABC_of_Research_Methods
https://www.academia.edu/
37423410/Research-Methods_IG.pdf
landscape topic landscape topic
paper 9 CLIMATE
paper
CHANGE.pdf
paper
8 identity practice
10.pdf
given to assessed their major accomplishment,
Tell the team to prepare their repertoire achievement and Performance
The teacher will introduce the content within
seven (7) minutes. Tell the student to orgagnize Submit cartoon caricature depicting the economic
Computer, laptop, Week11
internet Mar23-27
themselves in a team compose of seven (7) or political scene in a one short size bondpaper.
connection,
members and cooperatively and collaboratively Let the team submit the output at the end of the
working together to achieve the DLO. week. compass, ruler,
coloring,
Let the team explore possibility on the space The team will get ready for their repertoire
and place decay by portraying cariturize Assessment /rubric is found below the OBTLP bondpaper, pencil
cartooning mimickry. The team is directed to
use the economic or political scene it can be Prelim & Semi-final exams were given to help
glocal. the slow learners. Midterm and final exams were
given to assessed their major accomplishment,
Tell the team to prepare their repertoire achievement and Performance
As the seventeen (17) weeks of the The team will submit their short size ring- Computer, laptop, Week 12
bounded PUBLISHABLE PAPER one Mr 30-Apr3
meeting prescribed; the team may be internet
able to come-up a good title and week before the final exam. connection, ring- Week 13
APA format in a TNR font style & fontsize
potential publishable paper. They are
No. 12 with the following feature:
binding machine, Apr6-10
tutored, mentored, coached & Abstract – not less than 50 words & not short size Week 14
blended on their writing process by more than 150 words; Introduction bondpaper, printer Apr13-17
the profefssor in the beginning of the (PILOT); Methods; Findings & Week 15
class until their final submission Discussion; Conclusions; and References Apr20-24
using a short size ring-bounded (not less than 25 RRLS)
Week 16
paper. Apr27-May1
Week 17
May4-8
landscape topic landscape topic landscape topic landscape topic landscape topic
paperplurality
paperurban
7.1.3 Constructing 7.1.2 Weather
and power.pdf paper
landscape.pdf 7.1 landscape
moisture paper
Livestock.pdf
& irrigation.pdf paper 6 Technique
7 economic valuation Judging & Capacity.p
of rural landscapes.pdf
 landscape topic landscape topic landscape topic landscape topic landscape topic landscape topic landscpe topic
paper 4.1 UsingTechnologyLearning
paper 5 Land Use.pdf paper 4 GIS.pdfas Landscape.pdf paper 2 Link & Sustainability.pdf
paper 3 STAKEHOLDERS.pdf paper 11.1 Geography for a Changing World.pdf
paper 1 Practice on PL.pdf

Albrecht, G. (2018). Solastalgia and the creation of new ways of living. In S. Pilgrim & J. Pretty (Eds.), Nature and culture: Rebuilding lost connections (pp. 217–234). Abingdon,
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Butler, A., Sarlöv-Herlin, I., Knez, I., Ångman, E., Ode Sang, Å., & Åkerskog, A. (2018). Landscape identity, before and after a forest fire. Landscape Research, 43(6), 878–889. [Taylor & Francis
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Cayuela, H., Joly, P., Schmidt, B.R., Pichenot, J., Bonnaire, E., Priol, P., et al. (2017). Life history tactics shape amphibians' demographic responses to the North Atlantic Oscillation. Global Change
Biol. 23, 4620–4638. doi: 10.1111/gcb.13672

Cayuela, H., Grolet, O., and Joly, P. (2019). Context-dependent dispersal, public information and heterospecific attraction in newts. Oecologia 188, 1069–1080. doi: 10.1007/s00442-018-4267-3

Cheptou, P. O., Hargreaves, A. L., Bonte, D., and Jacquemyn, H. (2017). Adaptation to fragmentation: evolutionary dynamics driven by human influences. Philos. Trans. R. Soc. B 372:20160037.
doi: 10.1098/rstb.2016.0037

Clauzel, C., Bannwarth, C., and Foltête, J. C. (2015). Integrating regional-scale connectivity in habitat restoration: An application for amphibian conservation in eastern France. J. Nat. Conserv. 23,
98–107. doi: 10.1016/j.jnc.2014.07.001

Consentino, B. J., and Droney, D. C. (2016). Movement behaviour of woodland salamanders is repeatable and varies with forest age in a fragmented landscape. Anim. Behav. 121, 137–146. doi:
10.1016/j.anbehav.2016.08.013

Cornelius, C., Awade, M., Candia-Gallardo, C., Sieving, K. E., and Metzger, J. P. (2017). Habitat fragmentation drives inter-population variation in dispersal behavior in a neotropical rainforest
bird. Perspect. Ecol. Conserv. 15, 3–9. doi: 10.1016/j.pecon.2017.02.002

Cosgrove, A. J., McWhorter, T. J., and Maron, M. (2018). Consequences of impediments of animal movements at different scales: a conceptual framework and review. Divers. Distrib. 24, 448–459.
doi: 10.1111/ddi.12699

Cote, J., Bestion, E., Jacob, S., Travis, J., Legrand, D., and Baguette, M. (2017). Evolution of dispersal strategies and dispersal syndromes in fragmented landscapes. Ecography 40, 56–73. doi:
10.1111/ecog.02538

Coulon, A., Aben, J., Palmer, C. F. S., Stevens, V. M., Callens, T., Strube, D., et al. (2015). A stochastic movement simulator improves estimates of landscape connectivity. Ecology 96, 2203–2213.
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VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)
 Diacono, M (2019) Landscape Character Assessment - Present Practice and the Future (Masters' thesis). Oxford Brookes University. Unpublished.

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Dossche, R., Rogge, E., & Van Eetvelde, V. (2016). Detecting people’s and landscape’s identity in a changing mountain landscape. An example from the northern Apennines. Landscape Research,
41(8), 934–949.

Eiter, S., & Potthoff, K. (2016). Landscape changes in Norwegian mountains: Increased and decreased accessibility, and their driving forces. Land Use Policy, 54, 235–245.

Eiter, S., & Potthoff, K. (2016). Landscape changes in Norwegian mountains: Increased and decreased accessibility, and their driving forces. Land Use Policy, 54, 235–245.

Egoz, S., Jørgensen, K., & Ruggeri, D. (Eds.). (2018). Defining landscape democracy: A path to spatial justice. Cheltenham: Edward Elgar

Fairclough, G., Sarlöv Herlin, I., & Swanwick, C. (Eds.). (2018). Routledge handbook of landscape character assessment. Abingdon, Oxon: Routledge.

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Fraser, K. C., Davies, K. T. A., Davy, C. M., Ford, A. T., Tyler Flockhart, D. T., and Martins, E. G. (2018). Tracking the conservation promise of movement ecology. Front. Ecol. Evol. 6:150. doi:
10.3389/fevo.2018.00150

Frazier, George (2017). The Last Wild Places of Kansas: Journeys into Hidden Landscapes. Kansas: University Press

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--------------------------------. Research Method – IG. https://www.academia.edu/ 37423410/Research-Methods_IG.pdf

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182). London: Routledge.
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VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)
 Olwig, K. (2016). Virtual enclosure, ecosystem services, landscape character and the ‘rewilding’ of the commons: The ‘Lake District’ case. Landscape Research, 41(2), 253–264.

Price, G. (2019). Landscape Assessment for Indicative Forestry Strategies. Forestry Authority, Cambridge.

Raine, Thomas Rainer and West, Claudia (2015). Planting in a Post-Wild World: Designing Plant Communities for Resilient Landscapes. Portland, Oregon: Timber Press

Stark, Lois Farfel (2018). The Telling Image: Shapes of Changing Times. Cal.:GreenLeaf Book Group Publishing

Stephanou, Nicolas (2019). Landscape in the Changing World. e-education.www.psu.edu › geog30 › node/access/7/23/2019

Theroux, Paul (2016). Landscapes on Peoples and Places. New York: Kindle/Mariner Books
G. Course Reuirements ◘ Reaction/Think Piece Paper (IGNATIAN PEDAGOGY – CERAE) in every major exam (Prelim, Midterm & Semi-final) APA format; font size & style (TNR 12);
◘ Option - One Journal Notes (Community Involvement) Major exam (Prelim, Midterm & Semi-Final) APA format; font size & style (TNR 12)
◘ Research Paper (to be submitted one week before the final exam.APA format…font size & style TNR 12)
◘ Reaction/Think Piece Paper (IGNATIAN PEDAGOGY – CERAE) in every major exam (Prelim, Midterm & Semi-final) APA format; font size & style (TNR 12);
H. Grading System ◘ Option - One Journal Notes (Community Involvement) Major exam (Prelim, Midterm & Semi-Final) APA format; font size & style (TNR 12)
◘ Research Paper (to be submitted one week before the final exam.APA format…font size & style TNR 12)
Community involvement activity:
◘ Individual visit on the Barangay Disaster Reduction Group (BDRG) and assess or evaluate their preparedness;
◘ Document domestically geographic incidence and recommend solution (pictorial / qualitative or quantitative research)
Evaluation approaches and methods:
◘ Attendance (related appearances or actual participation designed in the syllabus)
◘ Assignment (related activity designed in the syllabus as feedback to connect the Past & Present )
◘ Class participation (individual and group activity designed in the syllabus)
◘ Quizzes (long & short: Announce and Un-announce measures designed in the syllabus)
◘ Project (Mapping; transectorization; documentary; portfolio; collage; CERAE; Journal; output)
◘ Major exams (Periodical Exam: Prelim, Midterm, Semi-final and Final)
Grading standards:
Class Standing (CS):
◘ Projects (individual and Group Paper) - 5%
◘ Recitation (Asking & Answer Questions) - 10%
◘ Assignments - 2%
◘ Attendance - 3%
◘ Quizzes (long & short) - 40%
◘ Major Exams (periodical; P/M/SF/F) - 40%
Formula of the Grading system:
Each total raw score must be converted into equivalent percentage by using the following formula:
Period Exam = 1/3 of the grades
Class Standing (CS) = 2/3 of the grades
Formula:
Prelim Grade = CS X 2 + Prelim Exam
3
Midterm Grade = CS X 2 + Midterm Exam + Prelim Grade
3
--------------------------------------------------------------
2
Semi Final Grade = CS X 2 + Semi final Exam + Midterm Grade
3
--------------------------------------------------------------
2
Final Grade = CS X 2 + Final Exam + Semi final Grade

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VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)
 3
-------------------------------------------------------------
2
Rubric Measurement Guideline
1. General Rating on the submitted individual/team CERAE paper
1. Content 20pts
2. Experience 20pts
3. Reflection 20pts
4. Application 20pts
5. Evaluation 20pts
TOTAL…………………. 100
2. General Rating on the submitted individual/team COLLAGE paper
1. Abstract 20pts
2. Theme (pics) 20pts
3. Neatness 20pts
4. Organize 20pts
5. Visualization 20pts
TOTAL……………… 100
3. General Rating on the individual/team presentation
1. Punctuality 20pts
2. Content 20pts
3. Trend 20pts
4. Presentation 20pts
5. Activities/interaction 20pts
TOTAL…………………100
4. General Rating on the submitted individual/team drawing/demo paper
1. Manila paper size 20pts
2. 1 ½ to 2 inches letter size 20pts
3. Replica (image) to reality 20pts
4. Modulated voice 20pts
5. Preparedness & mastery 20pts
TOTAL……………………. ..100
1. General Rating on the submitted individual/team Publishable Research Paper
A. Overall Quality of the paper Covers 40%
1. Clarity of objectives/problems 5%
2. Soundness of the theoretical/conceptual framework 13%
3. Appropriateness of Research Design/ Statistical Tool 12%
4. Coherence of findings, Conclusions and Recommendations 10%
B. Relevance and Significance of the Study 25%
C. Organization of the paper 20%
D. Novelty and Originality 15%
___________
100%
◘ For the MWF classes allowable absences is only up to 10 absences
I. Classroom Policies ◘ For the TTH classes allowable absences is only up to 7 absences
◘ Class Hours Lost by Late registration are considered as absences
◘ Unjustifiable late & cuts are considered absent

-----Please read:
*** Student Handbook
*** Faculty Manual
*** Non-Teaching Manual
*** Institutional Administrative Code
*** CMOs
*** other relative laws
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VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)
======================================
VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)