Robert Frost: The Road Not Taken (1915)

Robert Frost: The Road Not Taken (1915)
This poem is usually interpreted as an assertion of individualism, but critic Lawrence

Thompson has argued that it is a slightly mocking satire on a perennially hesitant
walking partner of Frost's who always wondered what would have happened if he had
chosen their path differently.
What evidence can you find in the poem to support each of these views?
Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth.
Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same.
And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I--
I took the one less traveled by,
And that has made all the difference.
Magic E
There's a magical letter,
The silent "e"
As easy to read as A-B-C.
It makes short vowels long,
Turning "can" into "cane"
And "dim" into "dime".
Abracadabra!!!
"Hug" becomes "huge".
And "hop" become "hope".
Teddy Slater
The Opposites
Oh, do you know the opposites,
the opposites, the opposites
Oh, do you know the opposites,
The meanings never the same.
If you say high
Then I say low.
If you say stop,

Then I say go.
If you say left,
Then I say right.
The meanings never the same.
Stand Ins
Pronouns are our stand in words;
They play the part of nouns--
Proper ones like Bill or Jim,
And common ones like town.
He is one, and him and it--
They fit in anywhere
And do their work so quietly
We hardly know they're there.
Evantha Caldwell
My Word!
A noun is quite dependable;
It never leaves you in suspense!

But a participle may be dangling,
And a verb is always tense!
W. Lowrie Kay
Synonyms
(To the tune of "Hush Little Baby")
Synonyms almost the same,
Synonyms almost the same,
Come, let's play a matching game.
Sing two words that mean the same.
Sing two words that mean the same.
(Alternate following teacher with students or boys and

girls.)
When I'm happy,
I am glad.
When I'm naughty,
I am bad.
If it's large,
It's also big.
A hog is
Also called a pig.

See me hurry,
See me rush.
To be quiet
Means to hush.
If I want,
I also wish.
A plastic bowl
Is still a dish.
Practice or
Repeat a song.
If you miss,
You go far wrong.
If you end,
You stop the game.
They have like meanings,
Much the same.
Synonyms, almost the same.
Synonyms, almost the same.

B-A Bay
B-a-bay
B-e-bee
B-i biddee bye
B-o-bo
Biddee bye bo
B-u-boo
Biddee bay bee
Chorus:
It's just a kooky song.
You can sing it, too.
Any consonant will work with
A E I O U.
Repeat first verse.
R-a-ray
R-e-ree
R-i-riddee rye
R-o-ro
Riddee rye ro
R-u-roo
Riddee ray ree
Rye-ro-roo
Chorus
W-a-way
w-e-wee
etc.......
B-a- bay uses long a

How many long a words can you say?
B-e-bee uses long e.

How many lone e words can there be?
B-i-biddee bye uses long i.

How many long i words can you try?
B-o-bo uses long o.

How many long o words do you know?
B-u-boo uses long u.
How many long u words will be new?
(Tune: Wheels on the Bus)

Sometimes the c says /s/, /s/, /s/- /s/,/s/, /s/- /s/, /s/, /s/.
Sometimes the c says /s/, /s/, /s/. I'll tell you why!
If after the c you see an i,

Or an e or a y,
They all make the c say /s/, /s/, /s/.
You give it a try.
C is soft in cent and cell,

Cent and cell, cent and cell,
C is soft in cent and cell,
And now you know why!
*Punctuation Marks*
The period is a busy man.

A small round traffic cop.
He blocks the helter-skelter words
And brings them to a stop.
The question mark's a tiny girl,

She's small but very wise;
She asks too many questions
For a person of her size.
Of all the punctuation folk,

I like the comma best.
For when I'm getting out of breath
He lets me take a rest.
Quotation marks are curious.
When friendly talk begins
You'll always find these little marks
Are busy listening in.
The exclamation mark's an elf,

Who is easily excited.
When children laugh or cry or scream
It's then he's most delighted.
*The Contraction Song*
I'm the first word; don't change me!

Don't change me, don't change me.
I'm the first word; don't change me!
Oh, no, just let me be.
When you change the second word,

Second word, second word,
When you change the second word,
A shorter word you'll see.
Certain letters are taken out,

Taken out, taken out.
Certain letters are taken out.
One word will remain.
Apostrophe will fill that space,

Fill that space, fill that space.
Apostrophe will fill that space,
The rest will stay the same.
Can't and couldn't, isn't, too.

Isn't, too, isn't, too,
Won't and I've and let's, it's true,
Contractions every one.
I'm and she's and you're and he'd,
You're and he'd, you're and he'd,
Wouldn't, didn't, we'll and she'd,
Good! And now we're done.
Here is a song to help teach the q followed by u rule.
This song goes to the tune of

"Twinkle, Twinkle, Little Star."
It was sent in by Kim
Q-u, Q-u friends are they; and to-gether they will stay.
U will al-ways fol-low q, as most good friends of-ten do.
Q-u, as in queen and quit, Like a hand in glove they fit.
Q will tell the letters, "No!" If his u friend cannot go.
When you see the letter q, next you'll see the letter u.
Q-u, Q-u friends are they and together they will stay.
Adjectives
An adjective describes
"what kind"
OR
"how many"
AND
Goes with a noun like,
"One little penny."
Action Words Are Verbs

When you've got a lot to do,
An action verb's the word for you.
Verbs can do most anything,
They tell us what is happening.
Refrain:
Action words
Action words
Action words (clap, clap) are verbs!
Action words
Action words
Action words (clap, clap) are verbs!
Think of sports you like to play,

Name the verbs you do each day.
Throw, catch, hit, or kick a ball,
Jump and dunk the basketball.
Walk and jog or sprint a mile,

Swim and dive or surf in style.
Skate, hike, ski, to name a few,
Race and climb are verbs you do.
(Refrain)
When you go to school each day,

You'll read a book or write a play.
Think and listen, take a test,
Study hard to do your best.
Paint and sketch or play and sing,

Learn the best of ev'rything.
Memorize and use a rule,
These are verbs you do in school.
(refrain)
We use verbs like move or hop,

Shake and shimmy, flip and flop.
Clap your hands and stamp your feet,
Snap your fingers to the beat.
Raise your arms and turn around,

Bend your knees and touch the ground.
When you've got a lot to do,
An action verb's the word for you!
(refrain)
Homophones
Tune: Go In and Out the Window
Some words sound like another.

We call them homophones.
The spelling will be different.

They do not mean the same thing.

There's waist and waste and sew and so.

There's meat and meet and know and no.
There's night and knight and wait and weight.
So many homophones.

When it's English that we SPEAK
Why is STEAK not rhymed with WEAK?
And couldn't you please tell me HOW
COW and NOW can rhyme with BOUGH?
I simply can't imagine WHY

HIGH and EYE sound like BUY.
We have FOOD and BLOOD and WOOD,
And yet we rhyme SHOULD and GOOD.
BEAD is different from HEAD,

But we say RED, BREAD, and SAID.
GONE will never rhyme with ONE
Nor HOME and DOME with SOME and COME.
NOSE and LOSE look much alike,

So why not FIGHT, and HEIGHT, and BITE?
DOVE and DOVE look quite the same,
But not at all like RAIN, REIN, and REIGN.
SHOE just doesn't sound like TOE,

And all for reasons I don't KNOW.
For all these words just prove to ME
That sounds and letters DISAGREE.
Parts of Speech Poem
A nouns the name of anything

Like house, or garden, boat or swing.
Instead of nouns you may prefer
The pronouns you, or I, or her.
Adjectives tell the kind of noun

As great or small or black or brown.
Verbs tell something to be done:

To read or count, sing, laugh or run.
How things are done the adverbs tell

As slowly, quickly, ill or well.
Conjunctions join two words together

As men and women or wind and weather.
Prepositions go before a noun

As in or through or under or around.
An interjection shows surprise

As Oh! How pretty, or Ah! How wise.
The whole are called eight parts of speech,

Which reading, writing and speaking teach.
Nouns
(Sung to the tune of: Polly Wolly Doodle)
Oh, let's look around for some naming words for

persons and places and things
Oh a noun is a name, Yes a noun is a name for a person
or a place or a thing
It's a noun
It's a noun
It's the name of anything
Any persons, any places, any things from hats to laces
It names persons or places or things.
I'm trying hard to learn to read
But what's a kid to do
When there's a NO and a GO and a SO
And then there's words like TO?
Reading BONE and CONE and LONE and TONE

Can almost be kind of fun
But I get upset when I have to believe
That D-O-N-E spells DONE!
It's plain to see a kid like me

Sure needs a helping hand.
No matter how much I really try
I don't always understand.
I'm trying hard to learn to read

Somehow that's what I'll do
But for now if you'll just read to me
Someday I'll read to you!
By Bill Haloran
Strategies
When I get stuck on a word in a book,
There are lots of things I can do.
I can do them all, please, by myself;
I don't need help from you.

I can look at the picture to get a hint.
Or think what the story's about.
I can "get my mouth ready" to say the first letter.
A kind of "sounding out."
I can chop up the words into smaller parts,
Like on or ing or ly,
Or find smaller words in compound words
Like raincoat and bumblebee.
I can think of a word that makes sense in that place,
Guess or say "blank" and read on
Until the sentence has reached its end,
Then go back and try these on:
"Does it make sense?"
"Can we say it that way?"
"Does it look right to me?"
Chances are the right word will pop out like the sun
In my own mind, can't you see?

If I've thought of and tried out most of these things
And I still do not know what to do,
Then I may turn around and ask
For some help to get me through.
~Jill Marie Warner
Friendly Letter Poem
Sing it to the tune of "The Itsy Bitsy Spider"

I am a friendly letter
My heading at the top.
My street address, my city and state
The date and then I stop.
And then I put "Dear Someone,"
A comma at the end
Next I go and write the body,
My message to my friend.
I choose a closing, like "Your Friend",
Or "Love Forever More,"
I end it with a comma
Of that I'm very sure.
I sign my name in cursive
And now I'm at the end.
And my perfect friendly letter
I'm now ready to send.
Hear these songs sung by the artist. I have put down the words for
you to add to a chart. You will need real player or quick time. The
kids will enjoy these! Have them sing along. Just click on the title
name.
Homophones
I read this book

It's red, come look
A book about a special love
Homophones
Right here, you'll hear

Two words that sound the same
But don't look the same
Here's the name
Homophones
I know there's no one else

Who loves them so
You're right, let's write these words

All day and night
They're out of sight
Yes, they're so sweet

That's why we always meet
Not that kind of meat
But you can't beat
Homophones
Two words that sound the same

But they're not spelled the same
Homophones
Two Vowels Go Walking

When two vowels go walking
The first one does the talking
In "boat" you hear the "o" and not the "a"
In "meat" you hear the "e"

The "a" sits quietly
The second vowel you see but you don't say
But...
Shh!
Just the two of us together

In "train" and "pail" and "rain"
The "a" speaks up; the "i" does not
But...
Shh! Let me explain

In "brain" you hear the "a" but not the "i"
In "soap" the "o" is clear

The "a" you never hear
In "say" you say the "a" and not the "y"
But...
Shh! Isn't it neat?
But...
Shh! It can't be beat!
But...
Shh! It's such a dream!
Don't mean to boast

But here's a toast
We're quite a team!

I'm sorry, number two, it's such a shame
Although it gives you pain
The rule is very plain
When two vowels walk
The first one says its name!
But...
Shh!
Yes, when two vowels walk

The first one says its name!
Hung Up On H
I am hung up on H
And the hard-to-learn
"hih" sound it makes
Every time I hear "hih"

I lose hope
And my heavy heart aches
I'm hassled and fed up

I can't hold my head up
Because H makes me howl like a hound
I'm hung up on H
Can't handle that "hih, hih, hih" sound
Now, the sound of most letters

Are found in their name
T goes "tih"
J goes "jih"
K goes "kih"
But H doesn't play

By the rules of that game
Why doesn't H go "ay" or "chuh"?
Why a letter called H
Makes a "hih" sound
I'm hard pressed to see
Hih, hih-hih, hih, hih, hih

H sounds like it's laughing at me
I'm harassed by its cackles

H raises my hackles
Its "hih, hih"
Has me in a huff
Yes, I'm hung up on H

Hih, hih, hih, hih, hih
I've had enough!
Yes, I'm hung up on H

Hih, hih, hih, hih, hih
I've had enough!
Sloppy Pop
I love the letter O

When it's in o-p "op"
The O in gloppy slop
The O in sloppy glop
I love the O in mop
I really flip for flop
And nothin' else can top
The o-p "op"
In Sloppy Sloppy Pop!
I'm Sloppy Sloppy Pop!

No, don't accept a sloppy copy
Cream of the o-p crop
I'm Sloppy Pop!
Sloppy Sloppy Sloppy Poppy!
I love the letter O
When it's in o-p "op"
The O in clippy clop
The O in drippy drop
I love the O in hop
Ain't ever gonna stop
And nothin' else can top
The o-p "op"
In Sloppy Sloppy Pop!
I'm Sloppy Sloppy Pop!

No, don't accept a sloppy copy
Cream of the o-p crop
I'm Sloppy Pop!
Sloppy Sloppy Sloppy Poppy!
Vowel Boot Camp
AEIOU
Sometimes Y is a vowel, too
Sound off!
AE
Sound off!
IOU
Sound off!
AEIOU
Y, too!
All right, letter heads! Move it, move it, move it, move it,
move it! This isn't Camp Nappy-packy-wacky Lake! This is
vowel boot camp! Now, sound off!
A!
E!
I!
O!
U!
Y!
On the double, A, and I'm not talking batteries! State your

long and short sounds!
"Ay" is my long sound and "ah" is my short sound, Sir!
Exactly. But what if you're flanked suddenly by an M and an

N. Sound?
Ah!
Word?!
Man!
Well done, soldier. But what if an I slips through the lines

and stands next to you? What's the general rule, soldiers?!
When two vowels stand side by side

The first one says its name with pride.
Right. So what's your sound now, vowel A?
Ay!
Word?!
Main!
Correct! You are my main man! Vowel Squad, let's go make

some words! Forward, march!
That was a "vowel" thing to do. Oh...
AEIOU
Sometimes Y is a vowel, too
Sound off!
AE
Sound off!
IOU
Sound off!
AEIOU
Y, too!
Some of these poems come from the Second Grade Mailring while
others I have collected and I do not know who to give credit to. If any
of these are yours, just e mail me and I will give you the credit you
deserve.
Bad Romance Lyrics

Rah-rah-ah-ah-ah!
Mum-mum-mum-mum-mah!
GaGa-oo-la-la!
Want your bad romance
Rah-rah-ah-ah-ah!
GaGa-oo-la-la!
I want your ugly

I want your disease
I want your everything
As long as it's free
I want your love
Love-love-love
I want your love
I want your drummer

The touch of your healing
I want you leather dirty kiss in the scene
And I want your love
You know that I want you
Love-love-love
I want your love
Love-love-love
I want your love

And you know that I need you
I want it bad
Bad and bad
I want your loving

And I want your revenge
You and me put on a bad romance
I want your loving
All your love is revenge
Oh-oh-oh-oh-oooh!
Oh-oh-oooh-oh-oh!
Caught in a bad romance
Oh-oh-oh-oh-oooh!
Oh-oh-oooh-oh-oh!
Rah-rah-ah-ah-ah!
GaGa-oo-la-la!
Rah-rah-ah-ah-ah!
GaGa-oo-la-la!
I want your horror

I want your design
'Cause you're a criminal
As long as your mine
I want your love
Love-love-love
I want your love
I want your psycho

You're burning this stick
Want you in my room
When your baby is sick
I want your love
Love-love-love
I want your love
Love-love-love
I want your love

And you know that I need you
I want it bad
Bad and bad
I want your loving

I want your loving
Oh-oh-oh-oh-oooh!
Oh-oh-oooh-oh-oh!
Oh-oh-oh-oh-oooh!
Oh-oh-oooh-oh-oh!
Rah-rah-ah-ah-ah!
GaGa-oo-la-la!
Rah-rah-ah-ah-ah!
GaGa-oo-la-la!
Work-work fashion baby
Work it
Work the bitch crazy
Work it
Work it
Work it
I want your love

I want your love
I don't wanna be friends
Said I want your love

I want your love
I don't wanna be friends
Oh-oh-oh-oh-oooh!
Oh-oh-oooh-oh-oh!
Oh-oh-oh-oh-oooh!
Oh-oh-oooh-oh-oh!
I want your loving

I want your loving
Oh-oh-oh-oh-oooh!
Oh-oh-oooh-oh-oh!
Oh-oh-oh-oh-oooh!
Oh-oh-oooh-oh-oh!
Rah-rah-ah-ah-ah!
GaGa-oo-la-la!
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INTRODUCTORY REMARKS
A word of thanks to: University of Cologne, the head of our ForUm
network Prof. Dr. Kraas, our ForUm coordinator Ms. Christine Knie,
for this wonderful opportunity to participate again.
I am really happy to be with all of you again.
This is a special Summer School because we have come full
circle from Cologne to Cologne.
I am tempted to say many things & reminisce.
But, time is precious and limited. So, Let me proceed to
the business at hand.
STRENGTHENING the POOR of CIVIL SOCIETY for
DEVELOPMENT Through the “ABCD” MODEL: SOME CASE
STUDIES, MINDANAO, PHILIPPINES
Anselmo B. Mercado
(Summer School, German-Southeast Asian ForUm,
University of Cologne , Germany, August 20-September 1, 2009)
Cagayan
de Oro
Cagayan de Oro
Midkiwan
Tongantongan
Kitaotao
A GLIMPSE AT PAST 40 –YEAR EXPERIENCE OF
DEVELOPMENT WORK
“The Impossible Dream” theme song of the College of Agriculture &
SEARSOLIN
• Meaningful song… but after learning “ABCD” Model, I have felt
uneasy about it.
• Reminds me of the “traditional” orientation of development work
which usually starts w/ a gloomy negative perspective of poor
communities – the “vicious cycle of poverty” -- so complicated, it
makes development efforts seemingly hopeless & helpless like an
impossible dream.
A new term for this – “DCBA” (Deficiency of Community Based
Approach).
• Our development work -- influenced by the evolving &
prevailing development models & strategies of the times:
ECONOMIC DEVELOPMENT
MODEL (ECODEV)
(PRODUCTION & WEALTH CREATION)
HUMAN DEVELOPMENT
MODEL (HUDEV)
(ECODEV + EQUITY +
PEOPLE
EMPOWERMENT)
HOLISTIC SUSTAINABLE HUMAN
DEVELOPMENT MODEL
(HUDEV + TRIPARTITE PARTNERSHIP OF GOV’T
- BUSINESS SECTOR - CIVIL SOCIETY)
Our experiences … have had a number of successes giving us
much encouragement; but, also a number of failures &
disappointments.
CURRENT EXPERIENCES & THE “ABCD” MODEL

The New Millennium – ushered in new hopes & inspiration…
1. A re-awakening & renewed idealism/vision shared by poor &
rich countries -- “a world without poverty”. Pressed by urgency
of the times, the UN has produced the “Millennium
Declaration”:
Reducing by half the proportion of people on extreme poverty &
hunger by 2015
2. The “ABCD” Model – in a new millennium, a new paradigm, & a
more positive outlook of our world searching for lasting peace &
development.
CONTRASTING ABCD AND DCBA MODELS
“DCBA”
ABCD
Needs, Deficiencies,
Problems
Negative aspects
(problematic, weak, “sick”)
overwhelm/overlook
people’s inner strengths
- self-deprecating
- dependency on “outside” help
- selfish interests
Influenced by “outside”
resources (donations, grants)
Donor-client relationship
Doctor-Patient
Participatory needs assessment
or problem analysis
(“Problem Tree” or Needs Map)
Sketch 1: DCBA produced a Community Needs or Problem-oriented Map
(or a “Problem Tree”)
Unemployment/
Underemployment
Laziness
Broken Families
Poor Housing
Child
Abuse
Crime
Poor
Health
Mental
Disabilities
Illiteracy
Welfare recipients
Low Production
School Dropouts
Contrasting the ABCD and the DCBA Models
“Traditional”
“ABCD”
Needs, Deficiencies,
Problems
Negative aspects
(problematic, weak, “sick”)
overwhelm/overlook
- self-deprecating
- dependency on “outside” help
- selfish interests
Influenced by “outside”
resources (donations, grants)
Donor-client relationship
Doctor-Patient
Participatory needs assessment
or problem analysis
(“Problem Tree” or Needs Map)
Assets, Capacities, Potentials
Positive aspects (assets) are
good starting points & stimuli for
development
- self-motivating
- mobilize internal resources
- mutual-help
Influence people/community to build
up their inner strength and internal
resources
Partners collaborate to
strengthen community’s inner
capacities for empowerment
Participatory Mapping of Assets
or Resources
Sketch 2 : Community Assets Map
(“ABCD” Approach)
Local Institutions
Schools
Peoples’ Organizations
Churches
Block Clubs
Gifts of
Individuals
Artists
Income
Libraries or
Learning
Centers
Elderly
Youth
Labelled
people
Hospitals/Clinics
NGOs
The ASSETS - BASED COMMUNITY DEVELOPMENT
(“ABCD” Approach)
PHYSICAL
process
LIVELIHOOD
(ECONOMICS)
PEOPLE
and
COMMUNITY
DEVELOPMENT
knowledge, skills, attitudes, talents, education, etc.
PHYSICAL: household properties, other physical assets used to generate income
(water, land, infrastructure, school, transportation, weather, etc)
ORGANIZATIONS: internal - based & external - based

associations/agencies/organization;
formal and non-formal; Gov’t. and NGOs
LIVELIHOOD: income levels, sources of income. Credit, market, etc..
APPLYING ABCD TO STRENGTHEN/EMPOWER POOR COMMUNITIES:

SOME CASE STUDIES
• Since March 2000, the College of Agriculture & South East
Asia Rural Social Leadership Institute (SEARSOLIN) of Xavier
U, Philippines decided to collaborate with grassroots Civil
Society to test, apply & study the ABCD Model in selected
rural & urban communities of Northern Mindanao.
* Also, the ABCD Model has been incorporated into the
SEARSOLIN Leadership Training Program for international
and local community development leaders.
I am happy to share with you some of our experiences,
albeit briefly.
Case No. 1: The Midkiwan Experience
Using ABCD, poor tenant farmers organized their MICODA organization to
help themselves strengthen their capacity to deal w/ issues affecting
them (e.g., tenancy, water supply, road, school, electricity, a community
meeting center, dealing w/ local government & agencies, children’s
education, solving internal squabbles, partnering w/ outside agencies for
financial/material support & learning to negotiate with them), along w/
health & farm livelihood components.
Tenant farm families in Midkiwan Barrio

PARTICIPATORY RURAL APPRAISAL (PRA)
with poor families in Midkiwan
* FOCUSED GROUP
DISCUSSION
* ASSETS MAPPING
* WEALTH RANKING
* DEMOGRAPHIC PROFILE
* SEASONAL CALENDARS
* ACCESS & CONTROL
PROFILE
* VENN DIAGRAM
Linking of Assets
in Midkiwan
Diocese level
Raw
materials
Civic group
Youth club
Group of music
Dancing/ singing
Festivals
City Government
Local vote
Farming
Skills
Other
skills
Economic
SA
GAD
Better
life
Services
Labor
Health
Political
skill
Labor
Construction group
skill
Constructer
City
engineering
Belie
fs
Culture
activity
Barangay
Religious office
Better
education
Teacher
School
School Supporting Committee
Department of
Education
Medicine
Herbal Medicine
Health
Center
Department of Health
The Poor Learning Skills on Leadership, Farming,
Cooperative (Midkiwan)
Projects in Midkiwan
Home Gardening
Farm Tools
Food Processing
Projects Assisted by External Organizations
Midkiwan
Educational Sponsorship with
the Christian Children’s Fund
Livestock Project with
Heifer Project International
Landless indigenous people organized to set-up communal garden
-- giving them new perspective to improve their lives, upgrade farm
& organization skills; and, in the process strengthening their
communal spirit & confidence, accepting a more diffused non-
traditional leadership structure, & learning to link-up w/ “external”
agents (government & NGOs) for technical & material support.
PROJECTS IN
KITAOTAO
Communal Garden of Indigenous People
CASE No.3: URBAN COMMUNAL GARDENS IN
CAGAYAN DE ORO
5 urban poor communities & 2 elementary schools
organized to operate their communal gardens along
w/ ecological sanitation & basic hygiene practices that
promote health, food security & environmental
sustainability.
At the start, community internal & external resources
were identified: e.g., local knowledge & skills, idle
urban lands (lots), academic & government
institutions w/ technological expertise & social
influence, & linkages w/ other partner-institutions
(local & foreign) for material support.
COMMUNAL GARDENS IN CAGAYAN DE ORO CITY
Ecosan toilet in communal garden
COMMUNAL GARDEN IN CAGAYAN DE ORO CITY
Visitors getting a briefing

Who is the boss around here ?
Worms anyone? Deleeeecious!
CASE No. 4: SUSTAINABLE AGRICULTURE PROGRAM
w/ SMALL FARMERS in TONGANTONGAN
Lowland rice & upland farmers, w/ local gov’t. support,
& following the principle “finding internal solutions to
internal problems”, have applied ABCD to their
community & farm development efforts.
Developing social-human assets (i.e., strengthening
their association, confidence building, reinforcing the
self-help-mutual-help spirit & link-up with outside
agencies) besides just physical & tangible benefits,
have led to an active town “Stakeholders’ Assembly”.
TONGANTONGAN
Lowland Farming
Community Extension on Sustainable Agriculture Management
(COExSAM)
COMMUNITY LEADERS IN TONGANTONGAN
General Orientation on ABCD
• Planning workshops
• ABCD volunteers’ training
• Assets- Mapping Survey
Meeting with Tongantongan
Barangay Development Council
Training of local researchers
TOWN PEOPLE inTONGANTONGAN
Community Action Research
(CAR)
• Group discussion
• Community validation
Research-results
validation during town

General Assembly
Sustainable Agriculture (SA) Center Activities
Tongantongan
Field- Based SA
Training
Farmer- based Trainors Pool
Sustainable Agriculture
in Tongantongan
On- farm research
Farmer- based demo &
learning farm
CASE No. 5: CRUSADE TO COOPERATIVE-IZE THE WATER UTILITY
SERVICES CAGAYAN DE ORO CITY
This crusade is aimed at converting government-owned-
controlled corporation Water Utility Sevices into a consumers-
owned-controlled cooperative.
Various segments of Civil Society (i.e., private sector, NGOs,
coops, church-based groups, schools, local communities, media,
business sector, some government agencies, & local politicians)
have converged & pooled their resources to present a more
transparent & democratic, more equitably owned-controlled
coop than the current government enterprise that is inefficient
& w/ questionable illegal operations.
Leaders of Civil Society at City Hall - presenting “Citizens’
Manifesto” to the Mayor to make the City Water District a
Consumers ‘ Coop
City Mayor receiving
Manifesto from Civil
Society leaders
In front of City Hall
Cooperative Month Celebration
Cagayan de Oro City,
October 2008
Participated by various
Cooperatives & members

ABCD & RELATED METHODS (TOOLS)
Community
Organizing
ABCD
• Assets-based
•Internally-driven for
community strength
• Relationship-driven for
synergy
Assets
Mapping
Demographic
Profiling
Resource
Mapping
Transect Walk
Venn
Diagram
Income-
Expenditure Tree
IMPACTS (BENEFITS) FROM ABCD APPROACH
STRENGTHENED ASSOCIATIONS – more confidence in group action, more
capable to deal w/social issues, more pro-active stance , more capable to
deal w/ government & other agencies, learning organization/managerial
skills, more open to link/collaborate w/ other groups for bigger issues.
LEADERSHIP DEVELOPMENT -- more democratic & diffused leadership, with
leaders relying more on community internal strengths to leverage for
outside support.
MORE POSITIVE MEMBERS’ ATTITUDE – more open to ideas & to share w/
others, less suspicious of “outsiders”, more active & involved.
MORE SKILLS - Learn farm technologies & other livelihood skills.
MORE EXPRESSIVE & MORE POSITIVE OUTLOOK -- Learn to visualize &
articulate (in meaningful symbols) aspirations, dreams, plans.
6. “OUTSIDE RESOURCES” -- more receptive & supportive as partners
ROLE OF NGOs & EXTERNAL INSTITUTIONS
• Training & formation of leaders, extension agents, etc.

on philosophy & genuine appropriate application of
ABCD ( i.e., ABCD not an end in itself, but a process
towards making community become internally strong –
be “Masters of Their Own Destiny”.)
• Facilitating linkages w/ other useful resources.
• Providing technical, material & moral support.
ON-GOING ISSUES
• SUSTAINABILITY - a key issue. “Small is beautiful”, a principle to keep
in mind, each single small step is an important learning process to be
to take greater strides & tackle greater social issues.
• The shift from DCBA paradigm to a conscious, consistent application
of ABCD Approach is challenging to facilitators & extension agents
schooled in DCBA w/ deeply-ingrained habits of its practice. The same
w/ community people.
• Poor communities look forward to & expect TANGIBLE, QUICK
BENEFITS from ABCD w/c by itself does not guarantee this. Hence, the
importance to leverage internal assets w/ outside support to obtain
some positive results.
• LEADERSHIP - The leader’s credibility, integrity, capability, position
power, with a pro-ABCD attitude (or lack of) can make or break the
development process.
• The STRENGTH OF THE ORGANIZATION (i.e., cohesion & loyalty of

members & their integration to organization’s vision & objective) -- an
important factor.
Thank You!
Muchas Gratias !
Terima Kasih!
Sawadee!
Merci!
Daghang Salamat!
Danke Shon!
Camh’ On!
I’m done!
Let’s have fun !
Contrasting the “ABCD” & “DCBA” Models
“DCBA”
ABCD
Needs,
Deficiencies,
problems
Assets, Capacities,
Potentials (esp.
human capital,
social relationships
Negative images:
- problematic, weak, sick
- overwhelms/overlooks
- self-deprecating
- dependency on
“outside” help
- selfish interests
Positive aspects:
- assets: good starting
points & stimuli for

development
- self-motivating
- mobilizes internal
resources
- empowering
- mutual-help
APPLICATION OF THE ABCD MODEL
SEARSOLIN SOCIAL
LEADERSHIP TRAINING
PROGRAM
TRAINING
PRACTICUM
ABCD is introduced to
Participants from start
Participants are brought to
local communities to learn
application of ABCD
2 Parts:
Part 1 – Development Setting
(Assets Mapping)
Part 2 – Development Action Plan
Organizing communities for
development (case studies,
3 are in book edited by
Mathie & Cunningham, 2008):
- “KKKK Program”
- Communal Garden in Kitaotao
- Urban Communal Gardens
- Sustainable Agriculture Program
- Cooperative-izing a Government-
Owned-Controlled Corporation
Assessing the Current Marketing Plan of Dominican
College-Sta. Rosa Laguna
Sta.
Monica Aban Zeta
Dominican College-Sta. Rosa, Laguna
Sta.
Abstract
This study determines the extent of implementation on the present marketing
practices of Dominican College
College-Sta. Rosa, Laguna and whether the graduates are
responsive to the needs of the industry. The participants include 88 graduates, 20
administrators, 38 faculty, 115 college students, 117 parents, and 66 industry
clients/employers. A survey questionnaire was constructed to determine the ratings
constructed
on products and services strategies, price strategies, promotional strategies, and
place and accessibility strategies. The questionnaire was rated by the

administrators,
faculty, graduates, students, and company clients. SWOT (Strengths, Weaknesses,
SWOT
Opportunities and Threats) analysis was also conducted to assess the marketing
strategies. The findings revealed that the present marketing strategies were only
attained to a moderate extent. No significant differences were found in the ratings

of
administrators, alumni students, faculty, and industry/employers on the marketing
strategies. The graduates are also responsive to the needs of the industry.
Keywords: Marketing strategy, industry needs

The choice of going to a college or university is one of the most
important decisions a high school graduate must think about. Making
the right decision is even more difficult when identifying what does one
wants to do, not only for the present but also for some steps beyond
that.
The type of education one acquires is derived from educational
pe
institutions. Every educational institution needs a carefully planned
innovation and change that will show their commitment to give the
quality service to its client’s demands in an industrializing society.
society.
As the school continuously performs its tasks of nation building,
it cannot remain complacent amidst the changes going on brought
about by discoveries in the field of science and technology. It is
therefore imperative that the school has to undergo changes and
undergo
development as society changes, so does the school.
On the other hand, schools should prepare marketing plan to
attract high school graduates to enroll in their schools. According to
Aquino (2003) that marketing of a private school is a major strategy of
major
service positioning and it is a critical component in the preparation of a
sound marketing plan. Marketing is everybody’s business from the
lowest staff to highest functionary/echelon of the school system. All
must multiply their efforts to provide not only quality education but
provide
also give their best service to parents and their student clientele.
student–clientele.
School marketing is not only concerned in giving leaflets and
paraphernalia in order to inform parents of the school’s curricula and
© 2009 Time Taylor International  ISSN 2094-1420
Volume 2, March 2009
The International Journal of Research and Review
58
latest academic programs. It encompasses a wider process and
perspective of planning and implementing programs or activities of the
school so as to promote a positive impression in the community or
region or to build pride among its students, faculty and alumni or to
increase or hold a steady enrollment rate. Furthermore, school
ease
marketing includes plans, motivation of faculty and students,
actualization of visions, decisions and policies, improvement of school
facilities and development of culture geared towards providing
excellent service to students
According to Kotler (1995) the issue of marketing pertains to
planning, organizing, staffing, directing, and controlling of carefully
formulated programs designed to bring about voluntary exchanges of

value with target markets to achieve institutional objectives. Corollary
to this is the Education Reform Act. which states that “The extension
of consumer choices in the public will lead to improve quality and this
is reflected in the declared determination to open education to th
the
competitive of the market place” (p. 101). Based on this declaration the
market-place”
failure of the school to increase the enrollment and improve the quality
of services require the need to market its educational goods by
designing policies and strategies that will respond the demand and
needs of the industry and the community being served. Strengthening
the linkage between the industry and the academe to avoid the
mismatch of the graduates produced in educational institutions.
Graduates may create an environment in which the industrial
establishment appreciates the benefits of doing business in close
coordination with the educational institution (Perez, 2001). The need
for a marketing plan is not only to increase its enrollment but also to
improve the services to be given to the students and produce graduates
who are responsive to the needs of the industries.
In an interview conducted by the researcher with the employers
of different industries, the responses include comments that some of
the graduates of Dominican Co
College-Sta. Rosa are not employable and
Sta.
they need for a competent and more relevant manpower to respond
competitively to the needs of the industry. The lack of graduates who

are responsive to the needs of the industry and the community willing
to contribute to social and economic development is remarkably the
demand of industrial establishments.
Educational Planning
Every member of the educational community should strive to
enhance the total development of the students. Higher educational
institution should advance not only the development of technical
uld
knowledge and skills but preach the development and application of
59
virtues such as honesty, integrity, hard work, discipline, and love of
God and country among others.
Formilleza (1995) in her report discussed that access to jobs is
discussed
largely determined by the quality of an individual’s education and that
the college is committed to firmly establish its reputation of academic
excellence. The report also mentioned the need to intensify the search
for competent excellent teachers who are younger, creative and
dynamic. The purpose to complement the more mature and
experienced practitioners of business and industry. She further
concluded that the best evidence of the high quality of the college
programs is the large numbers of graduates that have assumed top
rge
top-
level positions in business and industry and helped make the country
more self-reliant by contributing to its economic growth. The quality of
reliant
a school’s program of studies will be evaluated by its output.
The study of enrollment behavior of students’ in groups (macro-
in-groups (macro
level) indicates how changes in environmental and institutional
characteristics affect an institution's total enrollment. The study of the
college choice behavior of individual students (micro
(micro-level) indicates
el)
the ways in which environmental, institutional, and student
characteristics affect a student's choices about whether or not to attend
college and which college to attend. It is the results of these studies,
which provide the fundamental knowledge bases for enhancing the
knowledge
effectiveness of enrollment planning activities and student marketing
and recruitment activities.

It has been found out that the students with better college
preparation become not only successful students but also employed
graduates. Those with inferior academic preparation were able to
graduate but could not immediately find employment. College dropouts
were the worst prepared students.
In a study conducted by the Philippine Task Force on Higher
Education, the commission’s challenges in the tertiary education were
large enrollment, imbalance distribution of schools among the regions,
under-investment and poor education quality, among other. It came up
investment
with a broad agenda for reforms, among which is the trifocalization of
the education sector with three governing bodies Department of
Education (DEPEd), for basic and secondary education; the
Commission on Higher Education (CHED) for tertiary and graduate
education and the Technical Education and Skills Development
Authority (TESDA) for technical vocational and middle-level
SDA)
technical-vocational
middle
education. It also proposed the rationalization of the tertiary education
sector in order to lessen crowding out and to promote greater
efficiency. In 1994, the Commission on Higher education was
established by virtue of Republic Act No. 7722 with the specific
mandate of promoting quality education, democratizing access to

60
tertiary education, ensuring and protecting academic freedom, and
advancing national research agenda in consonance with the priorities
and requisites of national development, among others (Executive
equisites
Profiles, 2000).
Like many organizations, schools are also influenced by its fast
changing environments. Educational institutions must consistently
plan their activities to serve well the students and their stakeholders.
Educational planning is vital in the case of higher education because it
ensures better programs for students who will later become
entrepreneurs, economists, scientists, etc. (Yu, 2001).
Marketing Concept
According to Kotler (2003) marketing concept holds that
achieving organizational goals depends on determining the needs and
wants of target markets and delivering the desired satisfaction more
effectively and efficiently than competitors do. Marketing is a dynamic
system and the most up to date activity, it bring present in everywhere

we go. It is always centered on the customer who is the concern of
anybody under marketing management responsibility. Within this
context, it can be seen that buyers continuously demand for new or
developed goods for their satisfaction. It is out of these needs that new
products should be planned and developed. And out of these needs
satisfaction we can be assured of sales as human requirements are
fulfilled.
The core concepts of marketing are customers’ needs, wants, and
customers’
values; products, exchange, communications and relationships.
Strategic marketing is the requirement to develop a strategy to cope
with competitors, identify market opportunities, develop and
commercialize new products and services, allocate resources among
services,
marketing activities and design an appropriate organizational
structure to ensure to achieve the desired organizational goal or
objective.(Kotler 2001).
Miranda (1996) the marketing concept is not new definition of
marketing. Rather, it represents a way of thinking - a management
philosophy about an organization’s entire activities. The growth of
marketing has paved the way to the emergence of a new marketing
concept, which is described as a consumer oriented, integrated, goal-
consumer-
goal
oriented philosophy of a firm, institution or person. The key word is
“company wide orientation”. According to such concept, an

organization should try to satisfy the needs of consumers or clients
through a coordinated set of activities that also allows the organization
the
to achieve its goals and objectives.
61
D’Amico (2002) stated that marketing is the process of
influencing voluntary exchange transaction in which the party in the
transaction can be envisioned in some fashion as a customer of the
other, the marketer. The marketing process involves communication
and requires a mechanism or system to carry out the exchange of the
marketer’s products for something of value.
Bagaman (1999) also stressed that marketing is a dynamic
business act that undergoes constant change, economic ups and downs,
constant
distortion in a country’s demographic and geography, the emergence of
new lifestyles, and technological advantage – all these have
tremendous effects on the way marketing is practiced.
Chon (2000) mentioned marketing is a related group of business
activities that have the purpose of satisfying demands for goods and
services for customers, businesses and government. The marketing
process includes estimating the demands producing the products,
pricing the products to satisfy profit criteria, providing and
satisfy
distributing the product. On the other hand, Marketing according to
Kotler (1999) is a social and managerial process by which individuals
and groups obtain what they need and want through creating, offering
and exchanging products and value with others. Marketing is a
system concerned with the planning and development of products and
services, determination of prices, creation of promotional programs and
distribution system to present and prospective market for satisfactio
satisfaction
of their existing needs and wants, thus maximizing profit in the long
run.
The first element in the marketing system requires planning to
determine the products or services that shall be produced. It also
involves the organization of basic resources involving money or budget
involving
and machinery that will be utilized for creating the goods or services.
Finally, the direction and control of the elements make it a system in
itself, for purposes of evaluating whether products planned were
successful or failures thus requiring further development. The second
thus
element in the marketing system is the product or service planning
and development, pricing, promotion and place of distribution, known
as the marketing mix, these four variables are in some references

known as the four P’s of marketing (Planning Products/Services,
Pricing, Promotion, Place of Distribution). The third element of a
marketing system is the presence of current and potential market.
Market consists of the buyers or users of the products or the indus
industry,
and having a good corporate image, is the unique corporate advantage
that it can acquire bigger marketing share. We undertake product
planning and development for fulfilling demand of current buyers and
thereby perceiving or forecasting needs of a future market which can
future
be by the features or benefits derived from the products or services.
62
The fourth element of a marketing system is satisfaction of existing
human needs and wants. It is said, based on economic principle that
human needs and wants are insatiable. Within this context, it can be
insatiable.
seen that buyers continuously demand for new or developed goods for
their satisfaction. It is out of these needs that new products should be
planned and developed. And out of these needs satisfaction we can be

assured of sales as human requirements are fulfilled. (Kotler, 2001).
ed
As what the experts stated on the marketing concept, it
considers marketing as identifying the needs and wants of the client’s
satisfaction, studying the competitor’s behavior and improving the
products and services being offered. In this study it considers also the
needs of the students by improving its curriculum, services, facilities
offered by the institution.
Anderson (1999) pointed out that segmentation, targeting and
positioning are the fundamental building blocks of business marketing
and having value as the cornerstone of the business market
management affects each of these work processes.
(1) Value-based segmentation – moves beyond the conventional
based
bases of positioning market such as product market or size of customer
firm, to examine product application, customer capabilities, usage
situation as political ways for suppliers firm, to further segment the
market and gain some leverage.
(2) Value-based targeting – complete the superior to decide which
based
or
market segments and customer firm have requirements that most
closely match what supplies does relatively well.

(3) Value-based positioning – orients and updates each of the four
based
P’s in the marketing system is the product or service planning and
planning
development, pricing, promotion and place of distribution, known as
the marketing mix: (Planning Products/Services, Pricing, Promotion,
Place of Distribution).
In this study, internal environment concentrates on the
marketing strategies of the school marketing mix or the 4 P’s: product,
school
price, place and promotion. Product refers to the service or tangible
good that satisfies the target customer’s wants. It includes such as
function, appearance, quality, packaging, services and warranty. It is
obviously first essential that a real target market is identified,
viously
qualified and justified.
63
Functions of Marketing
In this study, internal environment concentrates on the
marketing strategies of the school marketing mix or the 4 P’s: product,
price, place and promotion. Product refers to the service or tangible
good that satisfies the target customer’s wants. It includes such as
function, appearance, quality, packaging, services and warranty. It is
obviously first essential that a real target market is identified,
identified,
qualified and justified.
Product Planning.
This includes the developing and
maintaining products, product assortments, product images, brands,
packaging and optional features and deleting faltering products. For
the institution it must identify the image indicators of the school,
courses offered, curriculum, services and determine the strength and
weaknesses of it with regards to marketing strategies.
Price Planning. This is the determination of price and ranges,
pricing techniques, term of purchase, price adjustments and the use of
price as an active or passive factor by any organization. In this study,
ctive
this is the determination of pricing strategies such as tuition fees,
mode of payment, discounts, etc. the school will adopt to be competitive
with other schools nearby.

Promotion Planning. This pertains to the communication with
the customers, the general public, and others through some
advertising, publicity, personal selling public relations and or sales
promotion. With the absence of customer surveys and inadequate basis
for promotions mix contribute to the ineffectiveness of the promotion
contribute
activities and inadequate involvement and the poor prioritizing of
social and cultural projects by the subjects firms significantly affect the
poor performance of the promotional activities. In this study it pertains
to the promotional strategies/activities the school will be used to
attract more enrollees.
Place/Distribution Planning. This is establishing good relation
with distribution channel, intermediaries, physical distribution,
inventory management, warehousing, transportation, the allocation of
warehousing,
goods and services, wholesaling and retailing. These are the relations
of the institution to the community, and to the prospective enrollee or
clients.
The functions of marketing mentioned above are all very us
useful
to the researcher which will be used as her tool in her study for the

64
implementation, controlling and the assessment of the institution’s
present marketing practices.
Designing Marketing Strategies
Kotler (1999) stated that there is only one winning strategy. It is
to carefully define the target market and superior offering of the said
target market. The offering must be superior (the institution’s course
offerings, programs and quality services) in one or more features like
lower price, value for the money, otherwise the company is offering an
the
imitation of someone else product and lacks original appealing
qualities (PDI, 1999).
Market targeting strategy is to select the people that
management wishes to serve in the product market. The decision is
product-market.
the focal point of marketing strategy because targeting guides the
setting of objectives and developing of a positioning strategy (Relles,
2003).
The marketing program positioning strategy is the combination
of product, channel of distribution, price and promotion strategies a

promotion
firm uses to position itself against its key competitors in meeting the
needs and wants of the market target. It seeks to position the product
in the eyes and mind of the buyer and distinguish the product from the
competition. The activities used to gain a favorable position are called
activities
marketing mix (product, price, promotion, and place)..
Relationship Strategies.
The partners in marketing
relationships may include the end user customers, marketing channel
members, suppliers, competitor alliances and internal teams. A
company may enhance its ability to satisfy customers and cope with a
rapidly changing business environment through collaboration of the
parties involved.
Product Planning for New Products. Strategies for developing
and positioning new market entries involve all functions of the
business. New products are needed to replace old products because of
the declining sales and profits. New product decisions include finding
and evaluating ideas, selecting the most promising for development,
selecting
designing marketing programs, market testing the products, and
introducing them to the market.
The related literature in marketing provided for the four P’s of
marketing is very much relevant to the present study. It paved the

way for a direction towards the research work, on the formulation and
construction of the criteria in the questionnaire as well as the
discussion of the topics in the statement of the problem. It also aided
65
the researcher in the formulation of the hypothesis as well as a guide
of
in the analysis and interpretation of the data that will be gathered.
Aims of the Study
This research study aimed to assess the extent of
implementation of the present marketing strategies and practices of
Dominican College-Sta. Rosa as rated by the administration, faculty,
Sta.
graduates, students and parents in the areas of products and services
strategy, price strategy, promotions strategy, and place/accessibility. It
also determines whether the graduates are responsive in the needs of
in
their workplace. The strengths, weaknesses, opportunities and threats

of the present marketing practices of the institution are also
determined.
Method
Research Design
The researcher used the descriptive method of research to
determine assess the present marketing strategies and practices of
Dominican College-Sta. Rosa in different areas of concern. The
Sta.
employer’s rating on the responsiveness of the DCSR graduates to
their workplace and SWOT analysis were also conducted as
supplementary assessment. A constructed questionnaire was used as
the major instrument for gathering the necessary information needed.
Setting of the Study
The Dominican College of Sta. Rosa is located in the suburban
area of San Lorenzo South, Balibago Sta. Rosa, Laguna. The college
Laguna.
offers 10 programs of the College of Arts and Sciences, College of
Business and Computer Studies, and Associate programs. At present,
the college has engaged in different promotional activities such as:
Career talk to the graduating students from different neighboring
students
schools, the guidance counseling by the Guidance office is done by
conducting an exit interview for graduating high school students,
distributing brochures to graduating high school students informing
them the different courses available in the college. The institution also
courses
has posted streamers and posters along the highways in the
thoroughfares within Laguna area and an advertisement through the
use of sponsorship in school magazines and school organ.
66
Participants
The participants of the study were composed of the 88 graduates
icipants
of bachelor-degree courses of Dominican College - Sta. Rosa from
degree
school year 2001 to 2005. There were 20 administrators, 38 faculty,
117 parents, 115 students from first year to fourth year level of D
DCSR
and 85 industry partners where the graduates are employed. The

purposive sampling was used to select the graduates, faculty, students,
and parents. The population of the school administration was only 20
all of them were taken as respondents.
The employers of the graduates where they are presently
oyers
employed are also participants as well as representative of the
company such as HRD manager or graduate’s immediate supervisor.
Instruments
A questionnaire was constructed for the administrators, faculty,
graduates, parents, students, and industry partners (see Appendix).
The questionnaire is composed of four parts. The first part sought
information in the demographic and employment profile of the
participants in terms of place of assignment, employment sta
status,
position/designation, and methods of job placement, annual income,
and duration of job search, professional examinations taken/passed,
and recognition awards received from school/present job. In part two
the items assess the extent of implementation of the present
of
marketing practices as to product/services, price, promotion,
place/accessibility strategies.
The questionnaire for the industry partners are also composed of
two parts. Part one sought data in the industry company profile and
where the graduates of DCSR are presently employed in terms of

ates
nature of business, office address and competency requirements. Part
two items include the ratings of the industry partners on how
responsive DCSR’s graduates to the needs of the industry/workplace.
The third part includes questions that sought the
opinions/perceptions of the participants about the Strengths,
Weaknesses, Opportunities, and Threats (SWOT) of DCSR.
The last part determines the suggestions and recommendations
of the participants on marketing strategies and recommendations of
strategies
the participants on the marketing strategies of DCSR Administration
to increase its enrollees.
The researcher presented the questionnaire to selected experts
in the field of research for evaluation of its content for comments,
suggestions, and recommendations
67
The questionnaire was pre tested among selected respondents.
pre-tested
Then after the testing, modifications were made. Issues that are not
relevant are removed and other items were improved, the researcher
handed out the questionna
questionnaire to its respondents.
Procedure
After the final construction and validation of questionnaire were
made, all the participants were given instructions and oriented on the
purpose of the study. Distribution and retrieval of the questionnaires
were personally done by the researcher with the help of her friends
ally
from the different departments and offices.
Data Analysis
The mean was used to determine how the administrators,
college faculty, parents, graduates, students assess the extent of
condition of the present marketing practices and how the industry
partners assess the responsiveness of the graduates with their needs.
The One Way Analysis of Variance is used to determine if there
is significant difference on the ratings of the participants (students,
graduates, employers, and parents) in the assessment of the present
marketing strategies.
Results and Discussion

Demographic Profile of Dominican Graduates
Most of the graduates are in the age bracket 22 and above.
There were more female (57%) than male (43%) participants. Most of
the graduate participants are still single (66%) and few are married
(34%). Most participants have Hotel and Restaurant Management
ost
courses (28%) followed by Commerce Major in Management with
twenty (23%), Computer Science and Mass Communication with ten
Mass
(11%), Psychology (8%), Information Technology (6%), Education (4%),
Commerce major in Computer Management (2%), and Commerce
Commerce-
Majors in Management Accounting and Marketing got one (1%).
The study show that 42% of the respondents are working outside
Laguna. Perhaps because they prefer to work in some companies
outside Laguna for a higher pay because provinces are still a bit lower
in salaries as compared to Manila.
The employment status of the graduates of Dominican College
during the year 2001-2005 indicated that majority are “probationary”
-2005
in their job (36%). There are 33% who are permanent and 25% who are

68
on a contractual basis on their job. Those under casual status were
taken to account on lack of workers who were in their maternity or
maternity
study leaves were 5% to 6%.
The survey showed that 5% percent are working as supervisors,
3% as technical support, 2% are systems analyst, 2% are corporate
secretary, HR staff, sales staff, MIS technical staff, 2% are seaman,
and 1% for other positions like band vocalist, bank employee,
positions
housewife, medical representatives, teachers, OFW, singers, and
programmers.
The respondents who were employed after graduation revealed
the different methods on how they were able to secure job/employment.
The survey results show that 43% got their jobs by referrals. There
42% who found their job through walk
walk-in.
As with their annual income, the survey shows that there are
60% who are receiving an annual income of 100,000 to 200,000. There
are 23% for those who are receiving 100,000 and below, 15% for
200,000 to 300,000, and 1% receiving 300,000 and above.
With regards to graduates duration of job search, there were

66% who got their jobs months after graduation, 14% got employed
after a year, 10% got employed weeks after graduation, and 9% got
weeks
employed days after graduation.
The survey showed that most of the graduates did not take the
professional examination (94%) and 3% percent took civil service
examination for teachers (LET).
Assessment on the Extent of Implementation on the Present
Implementation
Marketing Strategies and Practices
The data relative to the assessment on the extent of
implementation on the present marketing practices of the college was
rated by the administration, faculty graduates, students, and parents
in the various area of concern.
Table 1
Ratings of the Participants on the Marketing Strategies
Areas
Products and Services Strategies
Price Strategies
Promotional Strategies
Place and Accessibility Strategies

Note. 4.50-5.00=Fullest Extent, 3.51
5.00=Fullest
3.51-4.50=full extent, 2.51-3.50=moderate extent,
3.50=moderate
1.51-2.50=little extent, 1.00
2.50=little
1.00-1.50=no extent at all
3.4
3.5
2.9
3.1
69
All the areas obtained grand mean scores indicating that they
are implemented to the moderate extent. The highest is M=3.4 on
products and services while the lowest is M=2.9 on promotional
strategies. These findings imply that marketing strategies utilizing the

four “Ps” needs in-depth analysis to identify the specific strategy that
depth
needs improvement and which is practical for the school to implement.
Product and Service Strategies. The means of the extent of
implementation on the product strategies/ practices on school
curriculum/course was obtained. The highest mean was obtained from
the administrator which is M=3.6 as to Full Extent of implementation
ll
and lowest mean was from the student which is M=3.2 interpreted as
Moderate Extent only. This means that students are not satisfied with
the implementation of its curriculum/courses present marketing
practices/strategies.
The lowest rating was given by the parents and faculty on
owest
availability of non-print educational media which is M=2.7 interpreted
print
as moderate extent of implementation. The study revealed that the
administrators as the planner and the owner of the school, the
implementation must be in full extent. The researcher observed that
lementation
this is so because the Board of Trustees has different priorities with
regards to implementation of co curricular programs. With the rating
co-curricular
of moderate extent on the availability of non
non-print media in the library,

this happens because the administrators are relying to the librarian’s
initiative to requests materials that are needed in the library. The
librarian must ask the faculty about the materials needed for
classroom discussions.
For the college faculty, there is a moderate extent of
implementation for the product strategies on school curriculum with
the over all mean of M=3.3 interpreted as implemented full extent. The
curriculum/course offered are well organized and relevant got the
highest mean of M=4, while availability of non print educational media
non-print
got the lowest mean of M=2.7 implemented as to moderate extent. This
reaction of the faculty is due to the fact that they are not also satisfied
with the adequacy of non print media in the library.
The study also showed that the college students assessed the
adequacy of the services to a moderate extent of implementation
(M=3.24). The school manual and OJT seminars conducted got the
highest score of M=3.24 both are interpreted as to moderate extent.
The same is true with the availability of no print media with M=2.7
no-print
interpreted also as to moderate extent. This indicates that the
adequacy of the non-print media must be implemented.
print
It can be seen also in the study that curriculum and courses h
has
a moderate extent of implementation as rated by the parents with an

70
overall mean of 3.3. The school manual obtained the highest mean
given by the parents with M=3.6 while the lowest is availability of non-
non
print media with 2.7 interpreted also as to moderate extent of
moderate
implementation.
The overall mean of M=3.34 indicates that the adequacies of the
curriculum/courses strategies were implemented to moderate extent.
All the items were implemented to a moderate extent. The school
Manual got the highest overal mean of M=3.69. This could mean that
overall
the college of Dominican Sta. Rosa offered moderate extent of
implementation on its curriculum/courses to the needs of the
customers/clients. This should not be the case the institution must
fully satisfy the needs of their clients.
Support Services. The study revealed that the highest overall
mean of M=3.75 interpreted as to a moderate extent of implementation
was given by the administrator while the lowest overall mean for
support services was give by the faculty of M=3.40 to a moderate
extent also. The highest mean is obtained on tutorial and remedial
classes to meet the specific needs of students with M=4.1 given by the
administrators interpreted as to full extent of implementation. Same
with the faculty, parents and students who gave M=3.86 and M=3.7
parents,
rating for tutorial and remedial classes to meet the specific needs of
students as implemented to a moderate extent. The lowest is financial
assistance to students who wants to study with M=2.9 given by
parents which was interpreted as to moderate of extent of
implementation.
The overall mean of 3.5 indicates that the overall mean criteria
were implemented to a moderate extent. The Enrollment procedures,
policies on admission and retention and annual calendar of sch
school
activities both got the highest mean of M=3.7 interpreted as to full
extent of implementation. The financial assistance to students who
wants to study got the lowest mean of M=2.9 given by parents
interpreted as to moderate extent of implementation. This is because
This
not all are being given the assistance. It is only given to poor students
but deserving ones. The institution must consider the tuition fee
discounts and scholarships to all deserving students as part of their
promotional strategy. The public must be aware of the financial
assistance given by the institution.

Other Product Services. The study revealed as indicated by the
grand mean of each group, the administrators, faculty and graduates
gave an overall mean of M=3.5 indicating that the product services
have been implemented to a moderate extent. With the highest mean
on annual calendar of school activities is made available, health care
71
services are made available to all students, and guidance office assists
students for job placements. The highest mean score of the graduates
is M=3.75 on school is properly secured, M=3.9 for the faculty on
availability of accessible reception and waiting areas and students
lobbies are available. The highest mean was given by the
administrators with M=4.1 on school is being properly secured. A mean
of M=3.7 for availability of accessible reception and waiting areas for
the students and facilities in PE, gymnasium are well maintained and
made available as rated by the faculty interpreted as implemented to a
full extent. This means that the adequacy of other product services was
fully implemented. Most of the items were perceived by the
administrators at full extent. Except on audio visual material/facilities

audio-visual
such as multi-media, slides, overhead projectors, video camera, DVD,
media,
etc. are made available with a mean of M=3.1 by the faculty. This is
because they do not have enough audio visual materials that are
audio-visual
always available for classroom discussions. The school must give
priority to the needs of the faculty and students to have a quality
and
graduates.
The lowest mean of M=3.1 which refer to faculty teaching
methods is obtained. This implies that teachers have to improve their
methods of teaching, much less their instructional materials.
As a whole, the grand mean of M=3.4 correspond to moderate
extent of implementation.
Pricing Practices. The grand means of graduates, parents,
administrators, and students indicate that this area is implemented to
the moderate extent. But the faculty rated a mean of M=3.7
rated
corresponding to implement to the full extent. They gave the highest
rating of M=3.9 on school offers discount to students and payment
scheme is acceptable. The faculty gave similar ratings to these
strategies. The same is true with parents, administrators, and
parents,
students.
The lowest rating (M=2.9) of the faculty refers to study now pay
later plan. The same rating was given by the parents but the
administrators expressed that this is implemented to the full extent
gets a rating of M=3.7.
The students on the other hand have M=3.8. The former
pertains to competitive tuition fees, while the latter is about schedule
of payment scheme and payment scheme. This shows that the students
are not satisfied with these strategies.
The lowest is M=3.1 that refer to the study now pay later
strategy. The overall means of M=3.5 indicates that the price control
strategies are generally implemented to the moderate extent.
72
Promotional Strategies/Practices. The grand means of each
he
group of participants correspond to moderate extent of implementation
of promotion strategies. The highest grand mean was given by
administrators with M=3.0, followed by graduates, faculty, and
students with M=2.9 respectively. All responses were interpreted as
responses
moderate extent. The responses of the administrators have a grand
mean of M=2.9 interpreted as moderate extent. The highest mean is on
the school adopts and develops one barangay as part of their
community development program w
with an average of M=3.2 moderate
extent, followed by M=3.1 on career talks in different schools nearby
are being practiced, advertisements through posters, print ads,
streamers and brochures, and the school involves students and other
school personnel to the community outreach program with responses
he
interpreted as moderate extent. The lowest mean given by the faculty
is on advertisement through radio, television and newspaper with
M=1.9 interpreted as little extent. The lowest mean with M=2.4
interpreted as little extent on the faculty emphasized that the school
must give attention on having a more attractive promotional tool
through media.
The composite mean on advertisement through the radio shows
M=2.4 as the lowest. The highest is M=3.2 which refer to person to
person campaign.
The findings imply that the promotional strategies need to be
enhanced giving priority to the strategies that can attract more
enrollees.
This further indicates that the school must have a marketing
department responsible for the marketing activities of the school.
the
According to Jain (2000) perspective on promotion strategies are
should include promotion expenditure strategy that determines the
amount that a company may spend on its total promotional effort
which includes advertising, personal selling, and sales promotion and
advertising,
must consider the three promotional objectives, as informing,
persuading and reminding the target market. But this aspect is not
met.
Accessibility of Place. All the grand means showed this area is
implemented to the moderate extent which ranged from M=2.9 to
M=3.2. The administration gave the highest mean score of M=4.7 to
the location of the school as conducive to educational activity and
relaxation. This is also given the highest rating by the graduates
(M=3.5) interpreted as moderate extent. The faculty (M=4.5), parents
3.5)
(M=4.2), and the students (M=4.0) with a composite mean of M=4.0. All
responses are interpreted as full extent. This indicates that the
73
location of the institution is conducive to educational activity and
educational
relaxation.
Among the groups of participants the lowest composite mean of
M=2.2 refers to institution is near to temptation areas like vices such
as drug addiction, alcoholism, gambling and others. They emphasized
that the school is conducive to learning. The highest is M=4.1
conducive
interpreted as full extent which pertain to the institution has a very
spacious parking space for students who have cars as well as for other
clients.
The ratings of the administrators, students, parents, and faculty
were compared on products and services strategies, price strategies,
ere
promotional strategies, and place and accessibility strategies using the
One-Way Analysis of Variance. The results show that there are no
Way
significant difference on their overall ratings for products and services
for
strategies, price strategies, promotional strategies, and place and
accessibility strategies. This implies that the perceptions of the groups
of participants on the current marketing strategies of the school are
almost similar. The size on the differences in the mean scores failed to
exceed 3.38 which is the critical value at 0.05 alpha level of
significance. The similarity of these ratings could be attributed to

participation and involvement in all the areas covered in the study.
Assessment of the Industry/Employer on the Responsiveness of the
Dominican College of Sta. Rosa Graduates to their Workplace Needs
The perceptions of the industry/employer about the
responsiveness of the graduates to their needs/workplace shows that
the graduates are very responsive with an overall mean of M=4.07.
This only shows that the school is supportive to what the
employer/industry clients needs. The lowest mean is on graduates
stry
having good communication skills. The school has to do something
about these assessments. There must be an evaluation of the English
subjects being offered per curriculum/program. The overall mean
obtained means that the graduates are responsive to the needs of their
place of employment. However, low rating (M=3.71) were obtained for
the institution showing concern on the building and development of the
total personality of its students to be competitive and attractive to the
and
workforce globally. This implies that in general, the graduates need to
enhance their personality in terms of the attributes that are needed in
job. The school must consider also to review the English subjects
offerings per program to help students improved their communication
skills.
74
Factors Affecting the Marketing Practices of the Institution Based on
SWOT Analysis
The researcher considered evaluating the internal and external
environment of the institution, using the SWOT analysis to reveal the
company’s strengths and weaknesses as well as the opportunities and
threats that needs to be noted and be given greater importance. The
SWOT analysis is one of the bases for the researcher to recommend a
proposed marketing plan for Dominican College.
Strengths
(1) Majority of the administrators and faculty are qualified,
management and operation is monitored
and supervised by the
president of DCSR
(2) Location is within the industrial zone and conducive to learning
(3) With state of the art facilities and spacious amenities for its client
(4) Financial resources is enough for school improvement

(5) Tuition fee is competitive compared to other colleges
(6) The college is located in a developing city and populated city
(7) Tuition scheme of payment is acceptable to students
tion
(8) The school offers scholarships to deserving students
Weaknesses
(1) Promotional activities of the school
(2) Tuition fee discounts
(3) Industry and alumni linkages
(4) Deficiencies of the department, like no marketing department
like
Opportunities
(1) Different industrial companies are fast growing in the city and the
province of Laguna.
(2) The presence of small and large scale industries, and business
large-scale
entrepreneurs within the area
(3) There is a strong demand for technical and vocational graduates for
employment locally and globally
(4) Availability of Information Technology as teaching aid
(5) The only college run by the sisters with College of Nursing
(6) The school has a state of the art facilities, very spacious place and
facilities,
conducive for learning
75
Threats
(1) Presence of other colleges and universities that offer other courses
(2) Computerization can lessen to some extent the capability of
graduates
(3) Since it is becoming a well-developed city there is a possibility
developed
among students to engage in vices
(4) There are increasing number of families who are in the scarcity
level
(5) Due to poor economic condition for the last 5 years, employment is
very low and the demand of local economy to absorb additional labor
economy
force cause a quality graduates to foreign market
(6) The new set of government officials after the elections may cause a
new regulation to occur.
(7) The effective promotional activity used by other schools and
universities
Conclusions
Based in the findings of this study, the following conclusions
were drawn.
(1) The college has produced graduates who have opportunities
of employment. But there is still a need for Dominican College
College-Sta.
Rosa to upgrade and improve its resources to be able to adjust to the
resources
needs of the industry .and improve the chances of its graduates to get
better jobs with better pay.
(2) In the areas of concern covering the present marketing
practices/strategies such as product/services, support servic
services, and
other product services, pricing, promotion and place/accessibility
practices, the ratings of the participants were of moderate extent, thus
the implementation needs to be improved and developed for the
satisfaction of its market.
(3) The management needs to ensure an education with a
nagement
strong foundation in essential basic skills and the knowledge, abilities
and an attitude to produce graduates noted for their academic qualities

and employment skills needed for success in the world of work.
(4) There is a need for DCSR to consider the strengths and
4)
weaknesses, opportunities and threat brought about by its internal
and external environmental factors.
Recommendations
1. The institution should extend assistance to its graduates by:
(a) strengthening job placement office and improve linkages with
engthening
76
business and different industrial and commercial establishments in
Sta. Rosa and nearby cities; (b) creating an alumni association to
assist the school in terms of job placement for graduates and o
or
financial support for school projects; (c) institutionalizing career
management workshop for all graduating students regarding job
hunting, office/work ethics, proper presentation of resume, application

letters and other matters in life and career after college.
2. The Management should create a committee on curriculum
development to assess, identify, and compare relevant curricula to
current trends of students and the industry.
3. Create innovative and unique curricular programs linked
with the knowledge, special skills, and abilities required by the
ge,
industry.
4. The school must consider in investing for new technology and
other state of the art instructional materials like, installation of speech
laboratory with complete equipments and facilities to facilitate
teaching to expose students to modern communication equipment like
those that are being used by the industry.
5. The school should invest also in faculty development program
and other motivational activities like: (a) scholarship programs for t
the
faculty who wants to pursue graduate and post graduate studies; (b)
post-graduate
building rewards into the system for faculty who excel in their teaching
performance; (c) sending faculty and staff to seminars, trainings locally
and internationally for benchmarking with other educational
with
institutions
6.
The management should consider establishing Human
Resource Department which will: (a) determine exact personnel needs,

upgrade hiring requirement for faculty and staff, (b) conduct
workshops on Total Quality Management for all employees, and (c)
Management
develop an effective program that will cultivate the core values and
beliefs such as commitment to service, excellence, and valuing people,
etc
References
Anderson, J. (1999). Business Market Management: Understanding,
creating and Delivering value. USA: Prentice-Hall.
Bagaman, G. R. (1999). Essential marketing strategies that work:
Incorporating marketing communications. Philippines: National
Bookstore.
CHED Memorandum Order (CMO) no. 19. (1996). Updated policies,
rules, and guidelines for business management education
(BME).
77
Chon, K. (2000). Welcome to hospitality: An introduction (2nd ed.).
Delmar USA: Thomson Learning.
Go, J. (1997). Marketing plan: Building the profitable preferred brand.
Manila: National Bookstore.
Jain, S. C. (2000). Marketing planning and strategy (6th ed.). USA:
South Western College Publishing.
Kotler, P. (1994). Marketing management analysis, planning,
implementation and control (8th ed.). New Jersey: Prentice-Hall
Prentice
Inc.
Kotler, P. (1999). Marketing management: An Asian perspective (2nd
Marketing
ed.). USA: Prentice
Prentice-Hall Inc.
Kotler, P. (2000). Marketing management. New Jersey: Prentice-Hall
Prentice
Inc.
Perez, S. A. (2001). A marketing program for the University of
Batangas, CY 2001
2001-2006. Unpublished masters thesis, PWU,
Manila.
Relles, J. R. (2002). A proposed three-year marketing plan for
year
interisland travel and tours inc., CY 2003
2003-2006. Unpublished
masters thesis, PWU, Manila.

Yu, A. O. (2001). A five year corporate strategic plan for San Pedro
five-year
College of Business Administration, 2001-2005. Unpublished
masters thesis, PWU, Manila.
About the Author
Ms. Monica Aban Zeta is presently the chief registrar of the Dominican College in
Sta. Rosa Laguna, Philippines. She also teaches business management courses in
the
college department.

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Robert Frost: The Road Not Taken (1915)

This poem is usually interpreted as an assertion of individualism, but critic Lawrence

Two roads diverged in a yellow wood,

Then took the other, as just as fair,

And both that morning equally lay

I shall be telling this with a sigh

There's a magical letter,

The silent "e"

As easy to read as A-B-C.

It makes short vowels long,

Turning "can" into "cane"

And "dim" into "dime".

"Hug" becomes "huge".

And "hop" become "hope".

Oh, do you know the opposites,

the opposites, the opposites

Oh, do you know the opposites,

The meanings never the same.

If you say high

Then I say low.

If you say stop,

If you say left,

Then I say right.

The meanings never the same.

Pronouns are our stand in words;

They play the part of nouns--

Proper ones like Bill or Jim,

And common ones like town.

He is one, and him and it--

They fit in anywhere

And do their work so quietly

We hardly know they're there.

A noun is quite dependable;

It never leaves you in suspense!

And a verb is always tense!

(To the tune of "Hush Little Baby")

Synonyms almost the same,

Synonyms almost the same,

Come, let's play a matching game.

Sing two words that mean the same.

Sing two words that mean the same.

(Alternate following teacher with students or boys and

When I'm happy,

When I'm naughty,

It's also big.

Also called a pig.

You go far wrong.

You stop the game.

They have like meanings,

Much the same.

Synonyms, almost the same.

Synonyms, almost the same.

B-a- bay uses long a

B-e-bee uses long e.

B-i-biddee bye uses long i.

B-o-bo uses long o.

(Tune: Wheels on the Bus)

If after the c you see an i,

C is soft in cent and cell,

The period is a busy man.

The question mark's a tiny girl,

Of all the punctuation folk,

The Contraction Song