Republic of the Philippines

Commission on Higher Education

RAPU-RAPU COMMUNITY COLLEGE
A.Q. Dela Cruz Avenue Poblacion
Rapu-Rapu Albay

Portfolio
in
Social Studies
Members:
Wowie Guinto
Alex Balbin
Regino Echague
Enalyn Bernisca
Erma Balubar
Jellyn Sigo
Remark Abogado
Rod Adrian Neypes
Vince Bryan Patawaran

Barangay:
Poblacion Rapu-Rapu Albay

Rameses Ebrada
Instructor

1
 TABLE OF CONTENTS

INTRODUCTION . . . . . . . . .1

ABOUT THE MEMBERS . . . . . . . .2

The physical environment of a community . . . .3

(Road Map of the Barangay)

Community history . . . . . . . .4-8

Activity
Critical thinking questions:

Population boundaries, size, and distribution . . . .9

Activity:
Critical thinking questions:

Temporary subpopulations . . . . . . .10

Activity
Critical thinking questions:

Regional position . . . . . . . . .11-12

Activity
Critical thinking questions:

Geo-physical and climate factors . . . . . .13-14

Activity
Critical thinking questions:

Land use . . . . . . . . . .15-18

Activity
Critical thinking questions:

Housing . . . . . . . . . .19-22
Activity
Critical thinking questions:

Transportation . . . . . . . . .23-25
Activity
Critical thinking questions:

Economic Cycles . . . . . . . . .26

Activity
Critical thinking questions:

Cyclical Crises . . . . . . . . .27-28

Activity
Critical thinking questions:

Occupation, income, and education level . . . . .29-30

Activity
Critical thinking questions:

Residential and household characteristics . . . . .31

Activity
Critical thinking questions:

2
Government, politics, and law-enforcement issues . . .32
Activity
Critical thinking questions:

Religion . . . . . . . . . .33-34
Activity
Critical thinking questions:

Reflection . . . . . . . . . .35

Acknowledgement . . . . . . . .35

Documentations . . . . . . . . .35

3
 INTRODUCTION

THIS PORTFOLIO TELLS ABOUT THE

IMPORTANT INFORMATIONS ABOUT THIS
COMMUNITY AND ITS HISTORICAL EVENTS
THAT MAKES THIS PORTFOLIO MEANINGFUL.
IT FIGURE OUT THE PHISYCAL ENVIRONMENT
OF THIS COMMUNITY LIKE THE
IMPROVEMENTS OF TRANSPORTATION,
PHYSICAL CHANGES IN COMMUNITY,
CHANGES IN POPULATIONS, AND ALSO THE
RATE OF POPULATIONS AS TIME GOES ON,
THE POPULATION ARE INCREASING. WE WILL
SEE THE ACTUAL
IMPROVEMENTS/DEVELOPMENT OF THIS
COMMUNITY. THIS RESEARCH IS ALL ABOUT
THE GEOGRAPHY AND CULTURE OF
POBLACION. THE CONTENTS HERE IS A
LEGAL-BASED. WE HOPE THIS PORTFOLIO
WOULD HELP THE FUTURE
RESEARCHERS/LOCAL INDIVIDUALS IN THE
COMMUNITY.

1
 ABOUT THE MEMBERS

WE GROUPED THIS PORTFOLIO INTO TWO GROUPS.

GROUP 1:

ENALYN B. BERNISCA

JELLYN N. SIGO

ERMA B. BALUBAR

REGINO F. ECHAGUE

THE FOLLOWING TOPICS ARE WHAT THEY HAVE WORK TOGETHER:

• TEMPORAY SUBPOPULATION
• RESIDENTIAL AND HOUSEHOLD CHARACTERISTICS
• OCCUPATION, INCOME, EDUCATION LEVEL
• CYCLICAL CRISES
• TRANSPORTATION
• LAND USE
• ECONOMIC CYCLE

GROUP 2:
WOWIE G. GUINTO
ALEX B. BALBIN
ROD ADRIAN V. NEYPES
REMAR S. ABOGADO
VINCE BRYAN B. PATAWARAN

THE FOLLOWING TOPICS ARE WHAT THEY HAVE WORK TOGETHER:

• COMMUNITY HISTORY
• POPULATION, BOUNDARIES, SIZE, AND DISTRIBUTION
• REGIONAL POSITION
• GEO-PHYSICAL AND CLIMATE FACTORS
• HOUSING
• GOVERNMENT, POLITICS, AND LAW ENFORCEMENT ISSUES
• RELIGION

2
 Portfolio A
Teaching Social Studies in Elementary Grades
(Geography and Culture)
(II-Block B)

Profile of the Different Cultural Resources in the Local

Community.
1. The physical environment of a community

The physical environment and geographic location of a

community include the space and the time it occupies. The spatial
aspect of a community refers to its natural dimensions (e.g., hills,
rivers, forests, or oceans) as well as its human-made environment
(e.g., highways, buildings, bridges, and street plans). Together,
these compose the setting (e.g., rural county, urban neighborhood
or coastal village) in which the target populations work and live
(Eberhardt & Pamuk, 2004). In addition to space, the physical
environment of a community occupies time. Communities have a
history and a future that influence what can be accomplished in the
present. They outlive individual members and successive
generations, ranging from infants to seniors, and reflect an orderly
progression of the population through days, seasons, and years.
The community's history and future ambitions are just as much a
part of community life as its rivers, roads, and buildings.

3
Community history
Activity
• Determine the historical events that are important to the
development and life of the community.

4
5
• Record the date and circumstances surrounding the settlement of the
community.

6
 • Describe patterns of population growth since the community was first
settled, including waves of migration, immigration, and outmigration.
Describe recent and current patterns of population growth or loss.
What factors have contributed to these changes?

- During the operation of mining company in Rapu-rapu, the Lafayette

mining corporation was implemented different programs for the community
like scholarships, giving allowances and school supplies for the students.
But after the mining operations, it brings a big impact of losing economy
rates especially in implementing financial matters for everyone. It loses the
opportunities to have a support on studies particularly in near barrios.

• What are examples of milestone events important to members of the

community, including natural and human-made events? Examples
include job growth or loss and economic changes; wars; major social
events; community accomplishments; opening of new roads,
railroads, or bridges; and disasters.

- The Clean and Green Program - the community was persuaded to plant
crops and trees in part of forest sanctuary protected by the local government. It
addresses the importance of having a plenty and natural habitat not only for the
humans but also of all living things, the new accomplishment in this community
is the road widening, and the project of building covered court also known as
"Rapu-rapu Gymnasium", the covered courts of elementary and college which
greatly helps in preparing special events.

• Obtain a historical map of the community and designate the place

and time of major physical alterations. If you do not have access to a
historical map, ask longtime community members about major
physical alterations.

• Create a timeline of changes in community settlement patterns, such

as a shift from downtown to suburban and then back to downtown.

-the changes in the past years in this community was the physical
settlement patterns in housing and building community resources such as
stores, merchandises and other important goods that is necessary for

7
 individuals. Also, the electrical power that is now 24/7 as the main prior for
the development of the community and the trasportarion services such as
FERRYS, SEA AMBULANCE, POLICE MOBILE and also health programs.
From per bottled gasoline to gasoline station

• Include major economic trends in the community on the timeline.

- The past few years, the electric power supply was starting from 12 noon
to 12 midnight but now a days, the power supply is already now 24/7 for the
sake of all people in the community to have a proper supply of electricity.

• Include major political trends on the timeline.

- The past few years in major political trends are giving educational
assistance for the students. The accomplishment of focusing on
renovation of roads, department buildings and free space fishports for all
fish vendors which is recently built from now.

Critical thinking questions: What additional discoveries have I made

during this activity? What additional information would be helpful for me to
include?

- The community was continuing the progression on making and building

new programs and reliable activities headed by the local government.

8
Population boundaries, size, and distribution
Activity:
• Explore a community virtually using Internet mapping tools, such as
Google Maps, Google Earth, and Simply Map. Supplement the
information by obtaining and reviewing a street map of the
community.

Record_2021-03-19-
15-14-25.mp4

• Tour the community (e.g., drive and/or walk it, always keeping safety
in mind) and draw a map of the space, including natural and human-
made topographical features and social organizations. (e.g.
Church/Chapel, Hospital/Center, LGU, Barangay Hall, School, Public
Square etc..)

Record_2021-03-19-
15-14-25.mp4

• Identify the physical boundaries of the community.

• Record the size of the community (e.g., in square miles).

-The municipality has a land area of 155.30 square kilometers or 59.96

square miles which constitutes 6.03% of Albay's total area.

Critical thinking questions: What additional discoveries have I

made during this activity? What additional information would be
helpful for me to include?

-After our tour in this community we notice that the improvements of

the buildings are very nice unlike before and there are also new
buildings being built and you can really see the gradual development of
the community here.

9
Temporary subpopulations
Activity
• Identify the people who enter the community on a daily basis but do
not live there.

- Based on our survey in this community, among all the part of near
barrios which is particularly work and stayed for their own purpose.
They actually do not live here because they have no permanent
properties like houses and land areas.

• Identify the people who stay in the community on a weekly basis.

- Students, volunteer workers, construction workers.

• Record the seasonal subpopulations residing in the community.

Describe how many people are in the community during each season:

- During special occasions like Fiestas, Pena Francia, All Saints Day and
etc. many people which near in barrios are joined in mentioned occasions.

10
Regional position
Activity

• Identify whether the community is a town, county, borough, village,

or part of a municipality.

-Part of a municipality

• Identify types of services that are available to community members.

What resources needed to access these services (e.g., transportation,
membership, or insurance)?

POLICE MOBILE, SEA AMBULANCE, 4Ps, TESDA, DOLE, ALS, SENIOR

CETIZENS INSURANCE,

• Identify where and how far community residents need to go to obtain

various services.

People here in Poblacion can obtain these various services

implemented by the government particularly held in Población because
Poblacion is the Centre of the Rapu-Rapu Island. And the other
barangays can also obtain this kind of services but they have to travel
using boat or they can walk for a mile to arrive here in Poblacion.

• Describe commuting relationships between this community and other

communities. What are the implications for daily living activities, such
as work, kinship, and leisure?

- The only way to commute between this community between the

other communities are with the use of sea transportations or just walk to
across the mountains and riversides. The implications fo the daily living
activities in this activity such as work are some of the workers on this
barangay are lived in a far community as a reason why there are some prefer
and choose to live here because of their work.

11
 • Determine the distance, in time and miles, to the nearest urban
center.

• Read a local news source and speak to local community members to

explore how the community relates to the geo-political units in which
it is located.

Critical thinking questions: What additional discoveries have I made during this
activity? What additional information would be helpful for me to include?

-We discover that as time goes on, there will be new services in
transportation, membership, insurance etc. Implemented by the goverment
for the people here in the community that will really help to further develop
this community.

12
Geo-physical and climate factors
Activity
• Identify the natural features of the environment that serve as an
organizing force in the district/community (e.g., rivers, mountains,
plains, or coast).

Rice Fields are the main source of food specially rice and crops that
planted by the farmers.

13
 • Identify the human-made features of the environment that serve as
quasi-organic forces (e.g., superhighways, high-rise apartment
complexes, industrial parks, bridges, tunnels, shopping malls, and
sports arenas).

• Record the climate conditions of the area (e.g., precipitation, winds,

and temperature range).

Rapu-Rapu, Albay Precipitation: 9%

Humidity: 75%
Wind: 13km/h

Record_2021-03-19-
16-16-51.mp4

Critical thinking questions: What additional discoveries have I made

during this activity? What additional information would be helpful for me to
include?

- Because of the changes in the features of the environment in Poblacion, the

local government gradually take a specification and decision making on how
to improved the physical environment that helps the people to be more
progressive and sustainable.

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Land use
Activity
• Describe how land in the community is designated for use (e.g.,
residential, recreational, commercial, industrial, agricultural, official,
and spiritual or religious use). Describe the patterns of land use by
the people in the community

-Purok 1: Cemetery/ Cockpit

-Purok 2: Elementary School
-Purok 3: Fish port/Police Station/Rempillo Store
-Purok 4: Santa Florentina Church
-Purok 5: LGU, Covered Court
-Purok 6: Rice field for Agricultural purposes.

15
 • Areas used by all members of the community

Purok 1

Purok 2

Purok 3

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Purok 4

Purok 5

Purok 6

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 • Areas used by specific community members (e.g., old, young,
women, and ethnic groups)

Agtang tabangnon Tribe located in Purok 1 Lagsingan, in Poblacion,

Rapu-Rapu Albay

• Areas used by organizations (e.g., local businesses, corporate

enterprises, and government)

Mining Polymetallic Project located in Pagcolbon Rapu-Rapu Albay,

Unbound Organization, Rapu-Rapu Hotel, APEC

Critical thinking questions: What additional discoveries have I made

during this activity? What additional information would be helpful for me to
include?

- Because of rapid populations, some vacant spaces of land mass were

already occupied. The source of production especially in agriculture affects
its growth rate of producing primary needs.

18
Housing
Activity
• Acquire pictures of the range of housing types in the community.
What are the worst and the best housing conditions?

Worst

And the Best housing condition

• Describe housing options available for lower-income community members.

-the family that has lower-income, houses are just made of woods, bamboos, and
coconut leaves which particularly seen in a rural community.

19
• Map the types of housing on a street map.

• List the number of housing units by single family, multiple family, and
high-rise apartment building. For example, do you observe group
homes for people with disabilities, dormitories, assisted-living
facilities, nursing homes, homeless shelters, and domestic-violence
shelters?

1.) Health Center

2.) Evacuation Center
3.) Municipal Guest house

• Describe the quality and types of structures. For example, do homes

have broken or boarded windows? Are homes in disrepair, or are
they well-maintained?

- Some houses in this community are made of woods, split bamboos, a

weave kind of coconut leaves and other materials comes from the
forest/mountains. This much likely not expensive while the other
houses are totally expensive because of their materials needed like
steel bars, cements, flat sheets or other materials that are available in
hardware store. Some of the people in this community can afford the

20
 expensive home materials while the others can't afford and buy it as an
instant.

• Describe community members' access to community flower and

vegetable gardens, open green spaces, lawns, parks, and
recreational spaces.
In the municipal of Poblacion, it is a green and clean spaces gardens that are available
for public.

• Identify types of housing materials. For example, are houses made of

wood frame, cement, brick, thatch, mud, cardboard box, or tents? Do
you observe asbestos use or lead-based chipped paint? Do houses
have screens or open windows?

- In this community, houses are made of wood frames, hollowblocks,

concrete and well-fined walls which can be seen anywhere you go. In
far distance places like in the ricefields only can be seen houses are
made of light-materials. The only thing that poeple's prefer in this
community is to have a shelter for their protection.

21
 • Describe special housing features. For example, do homes use solar
energy? Do houses in high-risk regions have radon-abatement
systems? What other special features do you notice as you observe
the various kinds of residences?

-Some houses have solar system and some have a generator that
provides power supply, Water Tank, Slide fiber glass windows.

• Record the ages and conditions of housing.

-THE HIZON HOUSE in Poblacion, Rapu-rapu, Albay
(1943)

• List utilities available in dwellings. For example, do they include

water, lighting, cooking facilities, heating, air conditioning, and waste
disposal?

-NAPOCOR
-LA CONCHITA
-Refilling Station
-EATERY

Critical thinking questions: What additional discoveries have I made

during this activity? What additional information would be helpful for me to
include?

- We observed the qualities of every houses and other utilities

available in dwellings become improved and well functioned. Unlike before,
the structures of making houses is not much focus on concrete materials.
They already satisfied on making houses made on woods and natural
materials.

22
Transportation
Activity
• Obtain transit maps of buses, subways, ferries, and waterways.
Include a list of the costs of transportation.

• Map patterns of movement within and between residences,

workplaces, commercial centers, healthcare centers, recreation
centers, and schools.
We didn’t get any map patterns of movement between the
residents, workplace, commercials, health care centers,
recreation centers, and school.

However, some residents just went in the places they aim to.
All residents go to purok 1 every November because there’s
cemetery located there. Kids go to purok 2 because there is
Elementary School there. You might see people enter and
leaves in poblacion rapu rapu because there is Pier there.
Other puroks residents or even barrios go in purok 5 for
health check up because there is health center and hospital
there. There is also Gymnasium there which usually crowded
when there’s a big event in rapu rapu.

23
 • Outline major arteries, available routes, and public and private
transportation options.

• Identify the dominant means of transportation observed. For

example, list the use of private vehicles, public transportation,
taxicabs, trains, bicycles, walking paths, skateboards, or other means
of transportation
Bicycles, Pedicabs, and tricycles are used for land transportation
service
Motor boats and ferries are also used for sea transportation service
Dump truck, excavator truck, loader truck is used for heavy equipment
for construction
Mayor Ronald’s cars and SUV
Ambulance Boat used for emergency service
Police Multicabs used for patrols
• Describe the transportation links between the community and the
nearest urban centers. How accessible are key health-related
resources to the community's most vulnerable persons (e.g., persons
who are elderly, disabled, in poverty, or homeless)?
The ferries are only transportations that links between the nearest
community which is the Legazpi, however, some farmers and
fisherman uses motor boats to export their products in other places
like Sorsogon and Catanduanes

Senior citizens, students, disabled person and children have discounts

fee from service

• Identify the locations of sidewalks and their safety for residents in

the community.

A Public roads only.

There are no side walks location however residents just walk by in the
side of the public roads.

24
 • List the methods of community-wide communications (e.g., texting
alert systems, radio stations, and severe weather and emergency
alerts) that serve the community
• .
NDRRMC, PAG-ASA website, PAGASA facebook page Bandilyo

• List the ways people receive news and information. Include

newspapers, bulletins, television, the Internet and electronic
resources popularly used in the community (e.g., smartphone apps,
Facebook pages, Twitter, Instagram, and other forms of social
media), and those that provide public health programs.

Television, radio, smartphone, internet, and using social media to visit

the PAGASA Facebook pages, and other form of social media such as
twitter, Instagram and etc.

• Identify the accessibility of Internet connections and the presence

and use of social media.

Accessibility of data/wifi in Smart/TNT and GLOBE/TM networks, we

can even access on sun network, Facebook and messenger are what
commonly use in Pob. Rapu-Rapu Albay

• Describe social marketing methods used, including social media

resources as well as billboard advertising. What health topics are
featured?

Online selling, online barter, selling raw products in urban areas, urban
sellers travel all the way here in rapu rapu to advertise and sell their
products. Selling herbal plants online.

Critical thinking questions: What additional discoveries have I made

during this activity? What additional information would be helpful for me to
include?

Our additional discoveries we made is that we can access on sun

network. Some users have said that it’s stronger than the globe network here
in Poblacion. We also found out that we only rely on bandilyo and NDRRMC
message when there’s a upcoming disasters.

25
Economic Cycles
Activity
• Record weekly, monthly, and seasonal work patterns, such as regular
periods of unemployment, cycles of productivity, and seasonal
occupational changes.
- Based in our survey, the LGU staff said that there is no record among
all the changes in mentioned activity.

• Record periodic changes in income and expenditures. Ask a

community member and a local business owner how the community
is affected by population shifts.
-

Critical thinking questions: What additional discoveries have I made

during this activity? What additional information would be helpful for me to
include?
- We discovered that the economic cycles of this community especially
the
primary products which increase the demand and services needed by the
community.

• List the sporadic crises that have occurred over the past 20 years.
How well did the community cope with the crises? What factors
contributed to effective or ineffective coping? How long did it take for
community members to regain a sense of normalcy following a crisis?
- Typhoons, Earthquakes. The community was hand and hand as one as
they experiencing this kind of crises. The Local Government Unit gives
financial and sustainable goods.

26
Cyclical Crises
Activity

• Chart recurring crises on an annual calendar/schedule, and determine

whether these crises are experienced by some or most of the
community members.
-Schedule before/during/after disaster.

PREPARE

Upon alert Before(48hours) Standard Operational

System
1. Issue Directives
Standby supplies,
2. Convene LDRRMC Active ICS
Equipment and Relief
3. Prepare Administrative Supply/Asset management goods

and Logistical Support Budget and Finance Prepare cash

Advance/Voucher

RESPOND

Upon alert Before(48hours) Standard Operational System

Search/Rescue and
Cluster 1 retrieval Teams

Security, Lifeline, Security Teams Mobilize team and Enlist

SRR (PNP, BFP, volunteers
Medical Teams
Engineering, Public Check functionality of
Safety Office) equipment
Clearing Operation
Teams

During and After

Continuous SRR to Highly
Vulnerable Area
Conduct SRR
Secure power/water supply and
Standby Team communication Conduct Clearing Operation
Start Patrolling
Communication
Standby Clearing Operations Team

27
 Upon alert Before(48hours) Standard Operational System

Cluster 2
Evacuation/Camp
Humanitarian (MHO, Prepare Evacuation
management
MSWDO) Centers
Mass Feeding and
Estimate number of
Relief distribution
evacuees

Standby Team

Upon alert Before(48hours) Standard Operational System

Cluster 3

Information and Warning, alert and Issue, alert and warm

awareness announcements communities

Possible of: During and After

• Suspension of classes
and works
Advice the public to Suspension of classes and
• Fishing and sea travel stay indoors work.
ban
Fishing and sea travel ban

• List the sporadic crises that have occurred over the past 20 years. How well did
the community cope with the crises? What factors contributed to effective or
ineffective coping? How long did it take for community members to regain a
sense of normalcy following a crisis?
- Typhoons, Earthquakes. The community was hand and hand as one as they
experiencing this kind of crises. The Local Government Unit gives financial and
sustainable goods.

Critical thinking questions: What additional discoveries have I made during this
activity? What additional information would be helpful for me to include?
- We discovered that every crisis there is a solution that implemented by the
LGU. The purpose of this discoveries is to aware and focused on what crises that we
have.

28
Occupation, income, and education level
Activity
• Record the per capita income in the community.
- No records were given by the LGU staff.

• Record the mean and median family income and household income.
- Mean family income = 5 out of 10 family said that they attained 350
per day wherein the total amount is 2100 weekly.
- Median family income = 5 out of 10 family said that they attained 500
per day (working in a government department) wherein the total
amount is 15,000 per month.

• Record the percentage of the population with an income below the

poverty level.
- No records because it’s very confidential.

• Record the percentage of school-age children receiving "free and

reduced lunch" services.

Year Level/ Grade No. of Percentage of School-age children

level Malnourish receiving “free and reduced lunch”
and Obesity services
Grade 1 78 80% from 78
Grade 2 62 71% from 62
Grade 3 54 63% from 54
Grade 4 33 48% from 33
Grade 5 21 34% from 21
Grade 6 15 22% from 15

• Record the percentage of the population receiving public assistance.

-HIGH SCHOOL = (35%) It depends on the student’s applications
-COLLEGE = (60%)

• Record the unemployment rate by age and sex.

MALE: Magnitude: 55 Proportion: 4.83
FEMALE: Magnitude: 21 Proportion: 4.76

• Identify the percentage of females in the workforce.

441 a percentage of 22.68

• List the major occupational categories of the population-for example,

professionals, technical workers, managers, officials, proprietors,
artisans, operatives, farmers, laborers, and domestic workers. Which
occupations are considered "high risk"?
1. Farmers
2. Fisherman
3. laborers
4. teachers
5. local officials
6. domestic workers
The most considered high risk occupation are fisherman

29
 • Evaluate the mean and median income in relation to the cost of
living. Ask local community members what they know about income
sufficiency and the cost of living.
- Based on our data gathering, they said that the cost of living is too
low. Not as much in Urban community, there’s a lot of opportunities to work
for profit. Since this a small community, it is not much sustaining the profit
for every member of the community.

• Determine the percentage of the population over age 25 that has

completed high school.
- 1 only, S.Y. 2017-2018

• Determine the percentage of the population over age 25 that has

completed college.
- 6 were Graduated, S.Y. 2017-2018

Critical thinking questions: What additional discoveries have I made

during this activity? What additional information would be helpful for me to
include?
- We discovered that it’s hard to get information that is needed from
the portfolio because the local government members they said it’s too
confidential like about the income.

30
Residential and household characteristics
Activity
• Record the percentage of the population over age 16 that is currently
single, married, divorced, and widowed.
• Widow 244, Single 3001, Married 1409, Divorced/ Separated 73

• Determine the number of family units in the community.

1,974 are the number of family units in the community.

• Determine the average population per household.

- 1,288 is the total average population per household in this
community

• Record the percentage of single-person households in the

community.
- 7 (based on our survey)

• Record the number of owner-occupied households.

- 1,238 is the number of owner-occupied households

• Record the number of tenant-occupied households.

- 43 are the number of tenant-occupied households.

• Record the percentage of the population living in substandard

housing.
- None

• Record shelters or temporary housing available for vulnerable groups

of people, such as homeless people, domestic-violence victims,
runaway youth, and people with disabilities. Describe the quality of
housing available.
- 1 only, The Evacuation in Lagsingan, Pob. Rapu-rapu

• Record the percentage of community members that reside in Section

8 (low-income) housing. Is this type of housing available in a single
region of the community, or is it scattered throughout the
community?
- It is scattered throughout the community.

31
Government, politics, and law-enforcement issues
Activity
• List the elected representatives for the community and make an
organizational chart.

• Summarize the local government's health department and officials

responsible for overseeing the health of the community (e.g., list the
main programs of the local health department).

• Immunization
• NTP - NATIONAL TUBERCULOSIS PROGRAM
• Blood letting program
• Family planning
• Adolescent congres
• Maternal

Critical thinking questions: What additional discoveries have I made

during this activity? What additional information would be helpful for me to
include?
-We notice that the local government's health department in this community
has many planned programs for overseing the health of the community and I
found out the names of the former barangay councilors here in the
community.

32
Religion
Activity
• List, by religious affiliation, the churches, temples, mosques, and
other places of worship attended by residents in the community, and
locate them on the map.

Sta. Florentina Parish Church

Kingdom Hall of Jehova's Witnesses

Iglesia ni Cristo (INC)

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 Seventh-day Adventist Church

• Identify which religious groups are increasing in membership and

which are decreasing.

- the increasing in membership in a religious groups in this community

was Roman Catholic. Meanwhile, a religious groups are decreasing by
its membership was the Dating Daan.

Critical thinking questions: What additional discoveries have I made

during this activity? What additional information would be helpful for me to
include?

-The discoveries that we have made during this activity, We found out that
there are new religious groups here that didn't exist before but those
religious groups that were new here in the community have very few
members.

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Reflection

-The data-gathering that we conduct in Poblacion, Rapu-rapu,

Albay giving us a rights and permission to gather information like
records, survey, and other methods that is used for any legal basis
of information about Poblacion. Its hard for us to get information
because some of it are confidential which is needed in our
Portfolio. There are many challenges that we encountered when
gathering a data but we overcome those challenges and focused
on the task that I given to us. The Poblacion must be promote it
beauty and its hidden culture.

Acknowledgement

- God, thank you for guiding us in our data-gathering. We feel the

spirits and your compassion for us to overcome the challenge that
we encountered.
. the LGU
. the Multi-purpose hall
(Special thank for Ms. Christine Joy Clerigo for the cooperation in
our data-gathering).

Documentations

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