Taguig City University

Dyslexia is a condition that normally occurs in children with average or above-average intelligence. Children with dyslexia show symptoms of slow reading, writing problems, lack of communication, and also suffer from short-term memory. Studies show that education can have a significant impact on a child's life and influence their future job opportunities. Literacy is affected significantly when there is no clear understanding of the structure of the language and its phonological components. Dyslexic children especially face obstacles in reading and writing proficiency due to the linguistic component of language. To nurture children affected by dyslexia, various projects and programs are introduced to increase phonological awareness in children. Game-based learning is an effective method for enhancing children with dyslexia's interest in learning. The game-based learning model is interactive, attractive, userfriendly, and easily understandable by children. A Game-based learning model must address language-based learning difficulties that are considered both cognitive and emotional. In this prototype model, a 5x5x5 LED cube has been developed and is being tested for its performance.

Popular exercises, such as yoga, have numerous positive health benefits. However, incorrectly executed yoga poses can be harmful and lessen the advantages of the practice. In recent years, yoga positions have been investigated and altered using computer vision techniques. This study presents a novel Mediapipe-located cue-located calculating fantasy method for reconstructing yoga postures. The urged method is compared to good adjustment by requesting deep knowledge algorithms to identify the ultimate main physique parts in yoga poses. The computer, therefore, instructs the consumer to adjust their posture to achieve the appropriate adjustment as soon as possible. The projected method is validated using a dataset of yoga poses, and the veracity and real-world opportunity accomplishment effects are promising. In yoga classes, especially when conducted online or in other settings, the submitted method may be employed to increase benefits, though it also poses risks of harm to practitioners.

This research study aimed to examine the manager’s management style, including the parameters such as the autocratic, consultative, democratic, and laisse – faire, at North Park Noodle House. Additionally, it explored the relationship between manager’s management style , and employees’ satisfaction and productivity. The study sought to determine whether there were significant relationships between the manager’s management style and the level of employees’ satisfaction, as well as between the manager’s management style and employees’ productivity. Furthermore, it examined the connection between employees’ satisfaction and employees’ productivity. This study employed a descriptive-correlational research design, focusing on the manager’s management style, employees’ satisfaction, and employees’ productivity as the key variables. The findings revealed a significant relationship between the manager’s management style in terms of democratic, and laisse- faire and the level of employees’ satisfaction, while parameters such as autocratic and consultative showed that there were no significant relationship with employees’ satisfaction. Additionally, the results showed that the level of productivity was only influenced by the manager’s management style in terms of laisse – faire and the three other factors were not significant. Lastly, the study confirmed that employees’ productivity is also dependent on employee satisfaction, highlighting that higher satisfaction resulted to increased productivity.

Fostering a secure and nurturing educational atmosphere necessitates active cooperation among diverse institutional stakeholders. Although prior literature frequently examines academic discipline and campus security as isolated domains, a notable research gap persists regarding the collaborative enforcement of institutional policies between teaching staff and security teams. Consequently, this exploratory research examines the practical negotiation of duties, communication frameworks, and mutual responsibilities between these cohorts, evaluating how their partnership impacts student conduct, campus security, and the broader educational climate. Utilizing a qualitative methodology, this investigation conducted in-depth individual interviews with a purposively selected cohort comprising six educators and six security officers across multiple Philippine locales (Samar, Rizal, Butuan City, Legaspi City, and Taguig City). The gathered data underwent reflexive thematic analysis to identify distinct patterns concerning shared duties, communication protocols, and the evaluated effectiveness of this partnership on safety metrics and disciplinary outcomes. Results indicate that successful cooperation hinges upon explicit boundary-setting regarding roles; specifically, educators oversee internal classroom management while security staff address macro-level campus threats. Essential collaborative strategies identified include prompt radio dispatch, routine operational briefings, and retrospective incident debriefings. In conclusion, the findings propose that robust alliances between educational and security personnel foster a more supportive, secure, and progressively non-punitive academic setting.

Social entrepreneurship and ethical business practice are increasingly recognized as twin pillars of sustainable, inclusive economic development—yet few studies examine their relationship among future business professionals in Philippine higher education. This study assessed awareness of social entrepreneurship, commitment to ethical business standards, and their association among 115 third and fourth year BSOA and fourth year BS Entrepreneurship students at Taguig City University. Respondents were purposively sampled based on relevant coursework to ensure validity. Employing a quantitative correlational design, a validated four-point Likert scale survey measured both constructs; analysis used descriptive statistics and Pearson Product Moment Correlation. Overall social entrepreneurship awareness was Strongly Aware (M = 3.37), led by Stakeholder Awareness (M = 3.65) and Ethical Intentions (M = 3.46). Role Models scored lowest (M = 3.00, interpreted as Aware), indicating students value integrity yet do not actively seek mentorship or external examples. Ethical business practices rated highly overall (M = 3.75, Strongly Aware), with General Ethical Practices highest (M = 3.82), followed by Transparency (M = 3.75), Accountability (M = 3.73), and Social Responsibility (M = 3.68). A strong, positive, highly significant relationship emerged between the two variables (r = .742, p < .01): deeper social entrepreneurship awareness corresponds to stronger ethical commitment. Ethical Intentions and Stakeholder Awareness showed the strongest links; Role Models, while positively correlated, were the weakest predictor. Results confirm students hold a principled, values centered business foundation; however, mentorship engagement and community focused practice remain less developed. Integrating social entrepreneurship frameworks, establishing structured mentorship, and expanding community linked experiential learning will nurture a holistic, practice ready generation of ethical and socially responsible professionals.