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MGA LILIEN SA PAGPARABOATEN I BALAI: PAGKONSIDIRA SA PAGPASIGOAR I ANG SIBIL INGINIRING (BELIEFS AND PRACTICES OF CUYONON IN BUILDING CONSTRUCTION AND THEIR EDUCATIONAL CONSIDERATION IN CIVIL ENGINEERING CURRICULUM) ____________________ A Dissertation Presented to the Faculty of the Graduate School Holy Trinity University Puerto Princesa City __________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Education Major in Educational Management

__________________

by Engr. Cesario A. Bacosa Jr.

April 2010

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APPROVAL SHEET

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This dissertation entitled, Mga Lilien sa Pagparaboaten i Balai: Pagkonsidira sa Pagpasigoar i ang Sibil Inginiring (Beliefs and Practices of Cuyonon in Building Construction and Their Educational Consideration for Civil Engineering Curriculum), prepared and submitted by Cesario A. Bacosa Jr. in partial fulfillment of the requirements for the degree Doctor of Philosophy, major in Educational Management is hereby accepted. Judas Tadeo B. Maguad, Ph.D Adviser ______________________________________________________________ PANEL OF EXAMINERS Approved by the committee on Oral Defense with a grade of 94 percent. OFELIA F. DUSONG, Ed.D Chairman NELSON S. SALVADOR, Ph.D Member ENGR. ERLINDA J. GOH, Ph.D. Member LOIDA P. OLAVARIO, Ph.D Member MA.TERESITA F. JARDENICO, Ph.D Member

Accepted and approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy major in Educational management. Approved: NELSON S. SALVADOR, Ph.D Dean, Graduate School

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Holy Trinity University

Abstract Thesis Title : Mga Lilien sa Pagparaboaten i Balai: Pagkonsidirar sa Pagpasigoar i ang Sibil Inginiring (Beliefs and Practices of the Cuyonon in Building Construction and their Educational Consideration for Civil Engineering Curriculum) : Engr. Cesario A. Bacosa Jr. : Doctor of Philosophy in Education : Educational Management : Holy Trinity University : Judas Tadeo B. Maguad Ph. D : 2009 - 2010 : 509

Researcher Degree Major School Adviser School Year Number of pages Summary

This study is descriptive, and ethnographic in nature. It make use of guided interview and observation to gather data to ascertain some beliefs and practices. The data were gathered from 240 respondents who are pure blooded Cuyonon; forty of them were the key informants who are Cuyonon carpenters and old folks. The respondents were classified according to age, gender, economic status and educational attainment.

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The data were translated, summarized, compared and analyzed with the use of weighted mean, ranking, and two way F- test of variability. Statement of the Problems The present investigation sought to find out answers concerning the Cuyonon extent of beliefs and practices among Cuyonon in building construction from survey phase up to the occupancy phase. Specifically, the study sought answer to the following questions:
1. What describes the personal profiles of the respondents in terms of

a. age, b. gender, c. economic status; and d. educational attainment?

2. What beliefs and practices of the Cuyonon are related to construction of

building / homes in terms of a. selection of Location ( Survey Phase); b. selection of materials (Mobilization Phase); c. date of construction ( Processing Phase); d. before construction ( Planning phase); e. during construction( Construction Phase); f. after construction( Completion Phase);

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g. before occupancy ( Clearing Phase), and h. occupancy phase?

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3. What are the materials, methods of construction and houses of the Cuyonon?

designs of the

4. What are the advantages and disadvantages of the designs and methods in building constructions observed by the Cuyonon? 5. To what extent do the beliefs and practices in constructing a house are still observed by the Cuyonon when classified into the following: a. age; b. gender; c. economic status; and d. educational attainment? 6. Is there any significant difference on the extent of beliefs and practices in constructing a house/ building when grouped according to age, gender, economic status and educational attainment? 7. What educational considerations can be made based on the findings of the study? Hypotheses To affirm the findings of the study, the following null hypotheses were tested at .05 level of significant.

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1. There is no significant difference in the extent of beliefs and practices in

constructing a house when grouped according to age, gender, economic status

and educational attainment. Findings The following comprise the findings of the study.
I. Personal description of the respondents.

The mean age of the respondents is 41 years old and majority of the respondents are 40 years old . The average income of the respondents is 13,000.00 pesos and most of them are with college level of education.
II. The beliefs and practices of the Cuyonon in building construction. 1. Cuyonons believe in the unseen spirits or they call it sinilig i ang dios or

impilis or impakto, they believe that this spirits will cause them sickness, misfortune, and death during selection of location.
2. The Cuyonons believe in proper selection of materials to be used and how

they will be placed or positioned properly, so that they will bring fortune, joy, and good luck to the home owners.
3. The Cuyonons believe in the astronomical signs, numerological signs, and

signs of the times, date of construction and other events of the nature that associated with misfortune/ fortune.

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4. Cuyonons

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will cause them

believe that spirits or unseen creatures

misfortune and misery if disturbed. They still believe in ancient rituals, traditions and practices such as sagda, keted, pasorai and pakalog.
5. The house plans, proper placement of housing part, and positioning of the

house will cause good luck.

6. Cuyonons believe that ornaments or elemental signs and symbols attract

prosperity and good luck .

7. The Cuyonons believe that elemental signs, signs of the times, rituals and

traditions in transferring into a new house will bring them prosperity and bountiful graces.
8. Cuyonons believe that elements, signs and objects positioning and

placement cast away bad energies and spirits during their stay in the building.
III. Classification of the Cuyonon design of houses based on economic

status.
1. The typical house design of the low income family makes use of pawid or

paod for the roof and tadtad or the wall. This is called balai nga tadtad. 2. Original traditional house of the Cuyonon usually has tambi or walkway or a floor part of the houses connecting the main house, palayas and the kitchen house.

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3. The house of average income family is originally made of bamboo and kugon, semi concrete on the ground floor. It has windows made of sea shell

which they call kapis. This type of house is called semi tablasin house. 4. The house above average income family design is called tablasin. The posts, purlins, joists, trusses and floors are made of wood. The window is made of wooden jalousie, and the roofing is made of GI sheets. 5. The house design of the upper above income family is a semi - mestiza (balai nga mestiza) - Hispanic inspired building. 6. The house of the upper income family is a mestiza design and

combination of Hispanic inspired design and native materials. 7. The rich family house design is a mansion and mestiza style

combination inspired by Hispanic design. IV. Construction Methods and Processes. The building construction methods of the Cuyonon is compose of the following 12 steps, based on the interview of the key informants Cuyonon:

planning stage, selection of location, lot surveys, paketed, pakalog pasorai and sagda, materials selection and preparation, setting the dates of construction. Excerpt from signosan states that the dates of construction should be considered most.

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In the layouting, excavation, and actual construction phase, the owners will strictly observe their beliefs and practices. In the completion phase, the owner of the house will clear the area and landscape the surroundings. The two other phases are clearing phase and occupancy Phase.
IV.

The Advantages and Disadvantages of the Design/Methods in Building Constructions.

Advantages.
1.

The materials used are affordable and locally available in the area,

like the bamboo, patong , posog, any wood, or lomboy wood, paod or pawid , and kugon or talahib.
2. Light materials help maintain humidity and reduce heat.

3. The design is esthetically presentable, stable and durable for century.

4.

The unusual wide windows provides proper ventilation. Spacious

rooms, kitchen and salas or living areas, palayas provide good ambiance. 5. The design is simple to construct and low cost.
6. The design is stable to the test of times and natural phenomenon.

Disadvantages.
1.

The house design is prone to termites. It requires yearly

maintenance and its stability when there is strong wind is risky and unstable.
2.

During rainy season the occupants need shelter to go to their

kitchen. Since it is separated from their main house.

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3.

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The

height of the Cuyonon houses makes the house unstable

when there is strong wind.

4. Proper finishing is required to maintain the aesthetics of the house. 5. The old family members will find the height of house difficult to go up. 6. The native materials can cause fire hazards and termite attack.

V-A. The Extent beliefs and practices in constructing a house are still observed by the Cuyonon when grouped according to age, gender, economic status, and educational attainment.
1.

Old folks Cuyonon, aged 50 year old and above, have a very high

beliefs in building construction (wx = 3.79).

2.

Male Cuyonon

have quite high beliefs (wx = 3.17 ) in building

Construction.
3.

Low income Cuyonon have hig beliefs in building construction (wx=

3.15).
4.

Cuyonon with low level of education or not college graduates have

quite high beliefs on building construction (wx= 2.8). V-B. The Extent of practices of beliefs in building construction when grouped according to age , gender, economic status and educational attainment.
5.

Older Cuyonon, aged 40 years old and above practice much their

beliefs in building construction (wx = 3.96).

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6.

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the beliefs during

Male

and

female

respondents

practice

construction moderately (wx of 2.91).

7.

High income Cuyonon had much extent of practice to a much

extent the beliefs before occupying the building (wx = 4.01).

8.

Respondents with elementary level of education practice their

beliefs in building construction to a much extent (wx = 3.7).

V. Influence of selected variables to the extent of beliefs and

practices of the Cuyonon in building construction when grouped according to age, gender, economic status and educational attainment.
1.

Age , gender, economic status and educational attainment were

found not to be significantly corelated to extent of beliefs in the selection of location as revealed by the computed f- values of 2.22,0.39,1.67, 1.97 which is lower than f- critical 2.60, 6.61, 2.87, 2.22 with df= 5/25, 1/5 ,4/20 ,7/35 at 0.05 level of significant. This accepts the null hypothesis.
2.

Gender , economic status, and educational attainment excluding

age did not significantly influence the Cuyonon extent of beliefs about materials selection (F = 0.4634,0.488,2.31 < 10.13, 3.26, 2.42 df = 1/3,4/12 , 7/21). This accepts the null hypothesis at 0.05 level of significance..
3.

The Cuyonon extent of beliefs in the preferred date of construction

was not influence by their gender and economic status but not age and

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educational attainment (F = -269.3, -197.3 < 5.99, 2.79 at df = 6/6,4/24 ). This accepts the null hypothesis at 0.05 level f significance.
4.

The extent of beliefs of the Cuyonon before building constructions

were significantly influenced by their educational attainment (F= 2.8009 > 2.22, df = 7/35) but not by their age, gender and economic status. This rejects the null hypothesis at 0.05 level of significance.
5.

The Cuyonon extent of beliefs during construction were significantly

influenced by their gender and educational attainment (F = 455.84, 4.78 > 5.32,2.10 at df = 1/8,7/56 ). This rejected the null hypothesis at 0.05 level of tolerance..
6.

The age, gender, economic status and educational attainment of

the Cuyonon did not significantly influence their extent of beliefs after building construction (f = 2.40637,-0.17,0.194,0.9239 < 6.61,1.61.45 ,6.39,3.73 at df =1/5,1/1,4/4,7/7 ). This accepted the null hypothesis at 0.05 level of significance.
7.

The Cuyonon extent of beliefs before occupancy was not

significantly influenced by their age ,gender, economic status and educational attainment (f = -108.259, -37.96,-93.60 and 1.54 < 2.53, 5.99,0.78,2.22 df = 5/30,1/6,4/24, 7/35 ). This accepted is the null hypothesis at 0.05 level of significant.

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8.

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Gender, economic status and educational attainment significantly

influenced the Cuyonon extent of beliefs during occupancy but not age (f = 922.427, 1081.46,7.013 > 6.61, 2.87,7.01 at df = 1/5, 4/20, 7/35 ). This rejected the null hypothesis at 0.05 level of significant. Influence of selected variables on the extent of Cuyonon in building construction.
1.

practice

of the

The Cuyonon extent of practice about building constructions

location selection was not influenced by age, gender, economic and educational attainment (f= 2.42,1.42, 0.52,1.97 < 2.60,6.61, 2.87, 2.32 at df = 5/25, 1/5, 4/20, 7/35 ). This accepted the null hypothesis at 0.05 level of significance.
2.

The Cuyonon extent of practice about materials selection was not

significantly affected by their age, gender, economic status and educational attainment (F = 1.4069 ,0.4634,1.17, 2.31< 2.60,10.13,3.26, 2.42 at df = 3/15, 1/3,4/12 ,7/21 ). This accepted the null hypothesis at 0.05 level of significant. 3. The Cuyonon extent of practice of beliefs about the date of construction was not significantly affected by their age, gender and economic status (f = -352.8 , -214,-146.7 < 2.53, 5.99, 2.78 at df =5/30,1/6,4/24 ) but not educational attainment . This accepted the null hypothesis at 0.05 level of significance. 4. The Cuyonon extent of practice of the beliefs before construction was not influenced by age, gender and economic status ( F = 2.2425,1.32, 0.76<

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2.60, 6.61, 2.87 at df = 5/25,1/5 , but not educational attainment . This accepted the null hypothesis. 5. Age and economic status did not significantly influence the extent of practice of beliefs of the Cuyonon during building construction as signified by the lower computed d F values of 27.21, 45.01 with df = 5/40 ,4/32 for the variables of age is lower than the critical F- value of 2.45,2.64 at 0.05 level of significance; therefore the null hypothesis is accepted.
6.

Age,gender, economic status and educational attainment did not

significantly influence the Cuyonon extent of practice after building constructions (F = -2.37856,-0.17,-0.41,0.93 < 6.61,161.45,224.57, 3.37 at df

=1/5,1/1,4/4,7/7 ). This accepted the null hypothesis at 0.05 level of significance.

7.

The age, gender, economic status and educational attainment of

the Cuyonon were not significantly affected by their extent of practice of beliefs before occupying the building (F = 110.615,-37.41, -96.71, -1.58 < 2.53,5.99, 2.78, 2.22 at df = 5/30,1/6 ,4/24,7/35 ). The null hypothesis is accepted at 0.05 level of tolerance.
8.

The Cuyonon extent of practice of beliefs during occupancy was

significantly associated with their age,gender, economic status and educational attainment (F = 920.8659 , 1583.27 ,204.64 ,7.01 > 2.60, 6.61,2.87, 2.22 at df =

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5/25,1/5,4/20 , 7/35 ). significance. VI.

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This rejects the null hypothesis at 0.05 level of

Educational considerations based on the findings of the study

These beliefs that are practiced by the Cuyonon are good sources of topics for discussions and lectures that could be integrated in appropriate courses of study of civil engineering in selected major and minor courses. Developing instructional tools like innovative model of Civil Engineering curriculum, course outline, curriculum pacing guide. The beliefs and practices about building construction and the researchers commends and explanations regarding the existing beliefs and practices of the Cuyonon about building construction in relation to engeneering theories and principles could benefits other researcher who works on. Conclusion From the findings of the study, the following conclusions were drawn:
1.

Cuyonon believe in the unseen spirits, whom they call sinilig i

ang Dios or impilis or impakto . They believe that these spirits dwell in their houses cause them sickness, sorrows, accidents, misfortune, and good luck.
2.

Cuyonon still believe in building construction rituals and ceremonies

asking permission from unseen creatures or rituals or ceremonies casting these spirits away because if not, they will cause bad luck, sickness, and misfortune.

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3.

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The Cuyonon believe in proper selection of materials to be used in

building construction and how they will be placed or positioned properly, so that they will bring fortune, joy, and good luck to the home owners.
4.

Cuyonon still believe in animism, spirits or unseen creatures, who

cause them misfortune and misery if they are disturbed during construction and occupancy.
5.

Cuyonon believe in the astronomical signs, numerological signs,

signs of the times, and other events of the nature that could cause misfortune or bring good luck. They have to observe correct data in starting construction.
6.

The Cuyonon still adhere to their ancients manuscript which they

call signosan or impakta or almanaki as the basis of their beliefs and practices in building construction.
7.

They still believe in ancient rituals, traditions and practices

like

keted pakalog , pasorai, and sagda.

8.

Cuyonon base their

house plans, proper placement of housing

parts and positioning of the house on their existing beliefs and practices to attract positive energy and good luck.
9.

Cuyonon believe in ornaments, elemental signs, signs of the times,

and symbols in building constructions when transferring to a new house because the correct signs or symbols could bring them posperity.

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10.

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The low income Cuyonon dwell in a low cost ordinary house made

of light materials available in the area.

11.

The middle income Cuyonon dwell in a typical Cuyonon house with

tambi that is usually made of wooden materials and light materials.

12.

The upper middle class family Cuyonon live in semi concrete or

tablasin house..
13.

The Houses of the Cuyonon like mala- mansion, mansion, balai na

mestiza and house with Hispanic inspired designs are still preserved and the hiers live in these houses.
14.

The methods and process of building construction of the Cuyonon

follows definitely 12 steps associated with their beliefs and practices in building construction and contemporary methods of constructions.
15.

The Cuyonon methodology of house construction from selection of

location up to occupancy phase observes strictly their beliefs and signosan.

16.

The design methodologies and processes in building construction

of the Cuyonon have thier advantages and disadvantages.

17.

Old folks Cuyonon above

have a very high beliefs in building

construction beliefs.
18.

Male Cuyonon

have quite high beliefs in building construction

beliefs.

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19.

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Low income Cuyonon have high extent of beliefs in building

construction beliefs.
20. Cuyonon with low level of education or who are not college graduates

have quite high extent of beliefs in building construction beliefs .

21.

Older Cuyonon have

much practice of their beliefs in building

construction.
22.

Considering the gender in general the extent of practice of the

beliefs during construction is moderate.

23.

High income Cuyonon have much extent of practice of beliefs

before occupying the building .

24.

Cuyonon having elementary level of education have much extent of

practice of their beliefs in building construction.

25.

The extent of beliefs of the Cuyonon before building constructions

are significantly influenced by their educational attainment, but not on age, gender and economic status. 26. The Cuyonon extent of beliefs during construction were significantly

influenced by their gender and educational attainment .

27.

Gender, economic status and educational attainment excluding age

are significantly influenced by the Cuyonon extent of beliefs during occupancy.

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28.

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The Cuyonon extent of practice of beliefs during occupancy was

significantly associated with their age, gender, economic status, and education.
29.

Beliefs and practices of the Cuyonon are good sources of topics

for discussions and lectures.

30.

Cuyonon beliefs and practices in building construction have its

educational consideration..
31.

Cuyonon extent of beliefs and practices were explained logically

and in engineering point of view, were found significant.

32.

Cuyonon houses plans and designs are largely dependent on their

beliefs and practices .

Recommendations Based on the conclusions made, the following recommended are offered: Department of Education and Commission on higher education
1.

Issue memorandum orders that direct the School Administrators in

all levels to incorporate in the curriculum topics or lessons concerning the recognition, respect, protection and preservation of indigenous culture like beliefs and practices. integrate of Cuyonon culture, beliefs and practices in the curriculum implemented in the province of Palawan whenever appropriate. For the department of tourism

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1.

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Create a sub committee and division for culture preservation to

protect, and preserve beliefs and practices of certain ethnic groups.

2.

Allot budget for the renovation and preservation of the cultural sites

and heritage sites like old houses. For the local government units of The Province of Palawan, Municipality of Cuyo and Magsaysay
1.

Create an office or municipal museum that will be responsible for

gathering information about culture and arts , and other historical collections. For the Philippines Institute of Civil Engineers Pass a resolution recognizing the preservation and protection of the heritage building, sites and houses and incorporate the local designs as a special recognition and giving importance to encourage Pilipino Engineers to integrate the Pilipino design to their contemporary houses designs. For the Philippines Association of Technical Education Create a committee on technical education specifically for civil engineering and Architecture concerning the culture and arts to be integrated in all designs aspects in their curriculum. For the Civil Engineers

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1.

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The academe Engineers should inculcate among their students the and client satisfactions specifically

importance of cultural based design concerning their beliefs and practices.

For the College and Universities Administrators

1.

Encourage and support the Professors in integrating the Cuyonon

culture particularly the beliefs and practices about building construction in their lessons specifically in social sciences, humanities and arts.
2.

Create a school based office for center of culture and arts and at

the same time the school museum that will accept and plan regarding the culture and arts of different ethnics of the locality. For Holy Trinity University Create an office for culture and arts that will enrich, accept and plan activities of the different ethnics of Palawan and recognize the presence of the culture, beliefs, practices, traditions , houses and arts by providing theme a showcase of Palawan culture. For the teachers, college professors and graduate school professors
1.

Incorporate in some of the

lessons whenever appropriate, the

Cuyonon culture specifically beliefs and practices about buildings. 2. Develop instructional materials out of the Cuyonon beliefs and

practices regarding buildings.

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For the Cuyonon
1.

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Continue practice their beliefs and practices that are acceptable to

engineering point of view, concerning building construction from selection of location up to occupancy. 2. Be proud of being the Cuyonon, proclaim the greatness of the

culture, speak Cuyonon, tell story about Cuyonon and disseminate the culture of the Cuyonon everywhere and anywhere.

For the Researchers 1. Conduct a similar study on the beliefs and practices about building

construction involving their own indigenous groups in the province of Palawan or deepen this study using other variables not cited in this study.

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Torres, Dr. Lily R. Pamahiin, Undergraduate thesis, Unibersidad ng Pilipinas, Quezon City,2009. Urbano, Alyssa Marie R. and Vidad, Angela Marie A., Pamahiin ni Juan, Undergraduate Thesis, UST, 2008. Villanueva, Ofelia, Pamahiin: isang maling Paniniwala. Undergraduate Research, UST, Manila, 2006. Williams Brothers. A History of Ashtabula: Their practices.Masteral Historical Research, Ohio University, 1978. Zaide, M. Beliefs of Pilipinos in every region, Undergraduate research, PNU, Manila, 2005. C. Other materials Compilation of Palawan, Holy Trinity College, 1996. Fajardo, Danny. Manila Bulletin, Philippines: 1999. Municipal Government of Cuyo, Socio economy Profile. Cuyo, Palawan, 1995. D. Electronic sources (websites) Barcelona, Joselito. Bayanihan, http://www.elaput.org/chirn77.htm,1993. Brown , Percy., Interior, Gandhra, Pakista, www.pbase.com, 2009. Chinese Superstitions. http://www.abante.com.ph/ issue/ may 2608 / istayl02. htm, 2008. Cruz, Shiela Marie S and Leocadio, Joanne Razel T. Ilang Paniniwala at Pamahiin,http://teacherjulie.Com/2006/08/21/ilangpaniniwalaat pamahiin/,2006. Cucamonga, Rancho. 7 Crazy superstitions Filipino when Chosing a home, http://www.elaput.org/chirn77.htm,USA, 2009. Dickinson, Dou.Architects and houses familiarity/genius beeds contempts.

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http://www.articlesbase.com, 2009. Dulnuan, Manuel B., Philippines Old houses studies ,USA, http://www.oldhouses.com.au/docs/ritual.html,2009.

GRADUATE

Floro, A. Katutubong Pamahiin, Uso Pa Rin,http://www.seasite.niu.edu,2009. Francisco, J. Filipino Superstitions: Examples and Possible Origins of Folkloric Beliefs in the Philippines,http://www.suite101.com,2006. Herschel,S.Superstitious Beliefs in the Philippines,http://www.trifter.com/Asia-&Pacific/Philippines/Superstitious-Beliefs-in-the-Philippines.113065, 2008. Oblena, L. (2008). Mga Pamahiin,http://tipakan.com/mga-pamihiin, 2009. Oliver, Paul A. Village: Dwellings,www.travbuddy.com,2003. Sta Maria,Ofelia.,Isang paniniwala sa pamahiin :Namana, http://teacherjulie.com/2006/08/21/ilang-paniniwala-at-pamahiin/, 2009. Tan, M.Superstitions.http://opinion.inquirer.net/inquireropinion/columns/view/ 20080822-156099/Superstitions, 2008.

Timbancaya, Ester P. Cuyonon Culture Projects . www.Cuyopress.com,2008 Timbancaya, Ester P. writing Cuyonon language ( pagsorolaten i Cuyonon) . www.Cuyonon.org, 2008. Taruc, Zendel. Iwas malas,2008. malas!.http://www.gmanews.tv/story/96269/Iwas-

CURICULUM VITAE ENGR.CESARIO ABREA BACOSA JR, MPA SIENAVILLE SUBDIVISION, STA. MONICA,

HOLY TRINITY UNIVERSITY SCHOOL

PUERTO PRINCESA CITY Mobile: +639064731918 / +639209830593 Email: bancal_19@yahoo.com.ph

GRADUATE

______________________________________________________________ CAREER OBJECTIVES: To be able to find a job that is challenging and rewarding in the field of Civil Engineering ( structural and Geotechnical Engineering), Construction, Administration/ Management, (Educational and Human Resources management), Education and Public Administration. I am willing to learn for any other related technical works. ______________________________________________________________ EDUCATIONAL BACKGROUND: Post Graduate: Doctor of Philosophy in Educational Management Graduate School, Holy Trinity University, Puerto Princesa City. Beliefs and practices of Cuyonon in building construction and their educational consideration in Civil Engineering curriculum. Master in Public Administration( MPA) Graduate School, Holy Trinity University, Puerto Princesa City, May 20, 2004, Benemeritus Factors affecting the compressive strength of concrete materials in the light construction projects.

Dissertation Title:

Graduate Studies:

Thesis Title:

Master in Engineering in Civil Engineering ( on going) Specialize in Structural/Geotechnical Engineering Unversity of San Carlos, Cebu City. CHED FDP Scholar

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Master of Science in Physics (9 units) UP- Open University, Diliman, Quezon City CHED Continuing Education Program CHED Scholar Master in Education: Teaching Mathematics (15 units) Graduate School, Holy Trinity University, Puerto Princesa City Master in Education: Administration and Supervisio (18 units) Graduate School, Holy Trinity University, Puerto Princesa City Tertiary: Bachelor of Science in Civil Engineering( BSCE). Holy Trinity University, Puerto Princesa City, Palawan. CHED Scholar Awards: Departmental Service Award. March 2000. Secondary: Danawan National High School,Magsaysay, Palawan March 1995 Awards: Salutatorian, Best in Math, Best in Science Elementary: Mendoza Elementary School Mendoza, Roxas, Palawan. March 1990 Awards: Valedictorian, Best in math, Best in Science

GRADUATE

ELIGIBILITY : Registered Civil Engineer (Passed the Licensure Examination For Civil Engineer given on May 4 5, 2000.

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GRADUATE

Board exam Rating: 74.90% _____________________________________________________________ WORKING EXPERIENCE: I. Administrative / Supervisory/ Managerial Experienced: College Dean, College of Engineering Holy Trinity university,Palawan Head, Civil Engineering Department Holy Trinity University, Puerto Princesa City Dean, Computer, IT and Engineering (CITE) Holy Trinity University, Puerto Princesa City Dean, Engineering Department Holy Trinity University, Puerto Princesa City

June 2,2010- Present: June 2, 2009 May 2010: June 2008 - 2009: November 2003 to May 2008:

November 2002 to March 2003: Officer in Charge, Engineering Department Holy Trinity University, Puerto Princesa City, Palawan. II. CONSTRUCTION RELATED EXPERIENCE and Construction Projects.

Duties and Functions: 1. Prepare Structural Plans, Detailings, signing of Plans, Cost estimates, specifications making, Materials and soil Testing, Structural Designing, Construction Supervisions and Inspections. March 26, 2010 : Two Storey studio flat Building Mrs. Jovita Araja Baltan St., Puerto Princesa City Residential Building w/ attic Mr and Mrs. Ferranco Port Barton, San Vicente, Palawan. Three Storey Commercial Building

November 2009

October 2009

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GRADUATE

Mr. Ramon Chiu National Highway, san Pedro, PPC. September 2009 : Three storeys Commercial Building CBPP commercial center Mr. Efren chua Del Pilar Corner Rizal Avenue, PPC. Residential building with attic Ms. Loida Laurente Port Barton, San Vicente , Palawan Two storey Residential building Mr and Mrs. Hector Herrera Tiniguiban, Puerto Princesa City. Three Storey Commercial Building Mrs. Jovita Araja Baltan St., Puerto Princesa City Two storey Boarding house Mr and Mrs. Benitez Junction 1, Puerto Princesa City. Residential Buildng Mr and Mrs. Vilma Andoy San Jose , Puerto Princesa City. Residential Building Mr and Mrs. Baybado Wescom Rd, Puerto Princesa City 6 - Studio flat Building Holy Trinity College, Puerto Princesa City Residential Building Mr. and Mrs. Beth Deqiuna Wescom Road, Pueto Princesa City One (1) storey residential Building

August 2009

July 2009

May 2009

May 2009

April 2009

June 2008

May 2007 August 2006

: :

April 2006

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GRADUATE

Mr and Mrs. Lea O. Renomaro NHA Ville, Sta. Monica, Puerto Princesa City. June 2005 : Residential Building Mr and Mrs. Luzviminda Mabella Sicsican, Puerto Princesa City, Palawan. Two (2) stories Lodging and Apartment Building. Mrs. Zenaida Badang 25 H. Mendoza Street, Puerto Princesa City One (1) story Residential Building. Mr and Mrs. Gregorio V. Manlavi Bancal, Cuyo, Palawan Two (2) Stormy Two door Apartment Building Mrs. Julieta Bolusa Pag-asa, Puerto Princesa City Two ( 2) story Four (4) Door Apartment Building Mr. Leo Bugayong 157 Manalo Street, Puerto Princesa City On the Job Training (Practicum). Department of Public Works and Highways Puerto Princesa City, Palawan.

March 2004

May 2004

May 2003

December 2002

November 1999 March 2000: III. Teaching Experienced: June 2001 to Present:

Secondary Physics Teacher Holy Trinity University, Puerto Princesa City, Palawan

June 2000 to Present: College Faculty (Associate Professor A). Holy Trinity University, Puerto Princesa City, Palawan Teaching( Engineering Subjects): Geotechnical Engineering, Soil Mechanics, Construction Materials testing, Foundation Engineering, Engineering Geology, Earthquake Engineering, Timber Design, Environmental Science /Engineering, Research, CE laws , Contracts and Ethics, Reinforced Concrete Design and Circuits.

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GRADUATE

Teaching Mathematics and Sciences: Algebra, Plane Trigonometry, Solid geometry, Solid Mensuration, Basic Math, Business Mathematics, Mathematics of Investments, Statistics, quantitative techniques mathematics, Applied Math, Analytic Geometry, Differential and Integral Calculus and Physics. November 2004 to Present: University, Puerto Princesa City Teaching in Doctor of Philosophy(Ph.D) in Education course: Educational Innovations and Technology. Teaching in Master of Arts in Education (MA.Ed) major in Teaching Math Subjects: Differential Calculus, Integral Calculus, advnce mathematics, numerical methods, and computer oriented mathematics and Differential Equation. June 2000 October 2001: College Part Time Faculty. Engineering Department, Palawan Polytechnic College Manalo Extension, Puerto Princesa City, Palawan. Graduate School Faculty (AssociateProfessor A) Graduate School,

Holy

Trinity

TRAININGS AND SEMINARS: May 5-6, 2010: International Seminar on Geotechnical Engineering MAPUA Makati

November 25 29, 2009: PICE National Convention Camp John Hay, CAP Building, Baguio city September 1- 3, 2009: National Convention of Philippines Association of Technical Education ( PATE) University of Cordilleras, Baguio City Singapore Educational- Construction Tour. Singapore

October 26- 30, 2009:

November 23 25, 2008: PICE National Convention

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GRADUATE

Limketkai Center, Cagayan De Oro City, Philippines May 20 24, 2008: IT and Engineering Education National Convention Makati University, Makati City

November 23 25, 2007: PICE National Convention CICC, Cebu, Philippines July 19 20, 2007: National Convention of Philippines Association of Technical Education ( Paco, Manila Bio-Sand Filter Seminar Workshop Puerto Princesa City, Palawan. PICE National Midyear Convention Legend Hotel, Puerto Princesa City, Palawan. Classroom Management, Arts of Questioning and Interactive Teaching Seminar NAL, Holy Trinity College, Puerto Princesa City PATE)

June 26 - 29, 2006 : June 29 July 1, 2006: April 5-6, 2004:

November 14 15, 2003: Research Capability Building Seminar AVR, Holy Trinity College, Puerto Princesa City November 4, 2003: October 27 29, 2003: October 27, 2003: Strategic Planning Seminar AVR, Holy Trinity College, Puerto Princesa City Geotechnical, Structural and Water Resources Engineering Seminar Polaris, Puerto Princesa City. Thesis Advising Seminar AVR, Holy Trinity College, Puerto Princesa City

September 10 12, 2003: National Convention in Mathematics Education Hotel Supreme, Baguio City May 22, 2003: Academic Leadership Seminar AVR, Holy Trinity College, Puerto Princesa City

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May 20 -21, 2003: January 18, 2003: October 17 19, 2002: March 2002: June 27, 2002: January 18, 2001: September 2000: June 9, 2000: November 1999:

GRADUATE

Test Construction Seminar LRC Academy, Puerto Princesa City Seminar on Continuing Education AVR, Holy Trinity College, Puerto Princesa City Educators Convention St. Therese College, Cebu City. Seminar on Higher Order of thinking NAL, Holy Trinity College, Puerto Princesa City Seminar on Research Methods MFH, Holy Trinity College, Puerto Princesa City Water Works Development Seminar PAB, Palawan State University, Puerto Princesa City Education and Technology Seminar SD, Holy Trinity College, Puerto Princesa City Solid Waste Management Seminar Legend Hotel, Puerto Princesa City Seminar on Horizontal and Vertical Construction Methods SC, Holy Trinity College, Puerto Princesa City Methods of Construction Seminar SD, Holy Trinity College, Puerto Princesa City

November 1998:

November 11 12, 1994: Investigatory Projects Seminar Workshop PNS, Puerto Princesa City February 10, 1994: Enhancement Skills Training For Environment Danawan National High School, Magsaysay , Palawan

Seminar Speaker/ Lecturer/Trainer: July November, 2008: Guest Lecturer/ Review Lecturer

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GRADUATE

PSU- ETC Review Center for Engineering Palawan State University, Puerto Princesa City Feb. 24- 25, 2008: Resource Speaker on Materials and Water testing. PICE 4th Provincial summit Holy Trinity College, Puerto Princesa City Guest Lecturer/ Review lecturer Polaris Review Center for Engineering Fernandez st., Puerto Princesa City Resource speaker Bio- sand Filter Construction Brookes Point, Palawan. Resource speaker BIO sand Filter Construction Bataraza, Palawan. Resource speaker Bio- sand Filter Construction Quezon , Palawan Speaker on PICE Lecture Series on Materials Engineering, Design Methods and Structural Analysis Using Computer (STRAN).Holy Trinity College, Puerto Princesa City

July November, 2007:

Feb 8 15, 2007: Feb 8 15, 2007: Feb 8 15, 2007: February 24 25, 2006:

Books/ Articles Written: Construction materials and testing( simplifiead approach work textbook), 2004( unpublished Circular book):HTC. ORGANIZATION AFFILIATION: Member: Member: Member: Member; Brotherhood of Christian Businessman and Professionals (BCBP) American Studies Association (ASA) Philippines Institute of Civil Engineers (PICE) LMAMFES, Palawan Cluster.

HOLY TRINITY UNIVERSITY SCHOOL

Officer: Officer: PICE Palawan (Auditor, 2008-2009)

GRADUATE

PICE Palawan (Board of Directors, 2009-2010)

Chairman: Membe : Member: Member: Vice President:

PICE National Student Summit, 2006-2007 Research and Educational Development Training Institute(REDTI) Philippines Association of Technical education (PATE) International Geosynthetics Society- Philippines( IGS). FRHS International Service Society- Palawan, 2007- 2009

Grand Chancellor: Alpha Phi Omega International Service Fraternity - Theta Chi (HTC chapter), 1997-1999. Adviser: Auditor: Alpha Phi Omega International Service Fraternity - Theta chi (HTC chapter), 2000- 2008. Alpha Phi Omega International Service Fraternity - Theta Chi (HTC chapter) Alumni Association, 2009- 2010.

PERSONAL INFORMATION: Date of Birth: Place of Birt: Nationality: Civil Status: Sex: Religion: Height: Weight: August 19, 1976 Lucbuan, Magsaysay, Palawan Filipino Single Male Catholic Christian 5.4 ' 56 Kilos

HOLY TRINITY UNIVERSITY SCHOOL

Dialects Spoken: Coyunon, Tagalog, English

GRADUATE

________________________________________________________________ OTHER INFORMATION: Computer literate, Windows Microsoft, Microsoft Excel, Microsoft Power Point, visual basic Programming, Multi media movie making, Encoding , Book keeping, Basic Accounting, STRAN- Computer based Structural Analysis, basic Electrical Wiring, Water testing.