Fast-food Addiction (1) It is no secret that the US is leading the world in its swelling obesity. The nation is subsisting on a diet of high-calorie convenience food. In fact, Americans have increased their spending on fast-food items from $6 billion to nearly $160 bilion annually aver the past four decades. What may come as a shock, however, is the accumulation of evidence suggesting that the main ingredients in the typical “hamburger, fries, and a cola” are addictive compounds that keep customers lining up for their next fix. (2) The key culprits are sugar and fat. Empirical studies reveal that the heavy dosage of these substances in today’s super-sized standard of a fast-food meal can trigger brain activity similar to that endured when.a person is on hard drugs. A representative individual serving at McDonald's or Burger King can dish ‘out up to 2000 calories, including more than a cup of Sugar and 84 grams of fat Single-handedly, this meal sized portion meets the full daily caloric requirement far the average woman. Moreover, it exceeds the recommended daily allowances of both sugar and fat for any adult, regardless of gender. (3) Whereas heroin is an opiate, both sugar and fat stimulate endogenous opioids such as beta-endorphins in the hypathalamus, just above the brain stem. These naturally occurring. painkillers activate the release of dopamine, a neurotransmitter, into’@ small cluster of cells located in the midbrain called the nucleus acumens, Here, dopamine functions to elicit feelings of pleasure or euphoria. What's more, it motivates an individual to proactively fepeat any action that originally fueled its production. In the case of sugar and fal, purported addiction is @ consequence of the body craving the release of dopamine inherent in their consumption. (4) To validate reports that fat and sugar behave in a drug-tke fashion, researchers have conducted laboratory studies demonstrating that they induce classic addictive symptoms. For example, eliminating sugar from the nutritional regime of rats that are used to a primarily sweet diet produced anxiety asymptomatic of heroin and nicotine withdrawal. Moreover, increased tolerance to addictive food substances was noted. In one experiment, rates were fed a chocolate drink containing a high ratio of both fat and sugar. Although the animals were found to ingest increasing amounts of the potent liquid, their total production of resulting brain opiates was, in fact, diminished. This would suggest that the rodents had become progressively more tolerant to the effects of fat and sugar. Furthermore, it is likely they would subsequently require a greater quantity in order to achieve the same high (5) Likewise in humans, brain-imaging scans of obese and non-obese persons illustrate that the heftier the individual, the fewer dopamine receptors are present. Researchers are uncertain whether this Is the basis or the outcome of obesity. However, it is clear that as weight rises, individuals need to consume increasingly larger portions to experience a comparable euphoric effect. 193 ‘AL nights served. No part oth maladal may be seprativced of Panta in any faen or by any mesa siecwone 01 macharcal mdudan pholocnoyng —wihoul writen peerascn tam Fie DepEd Canal Olen Fest Edict, 2016(5) Men and women commonly use nonverbal communication in ways that reflect societal expectations. For example, men are expected to exhibit assertive behaviours that demonstrate their power and authority; women, in contrast, are expected to exhibit more reactive and responsive behaviours. Thus, it should not surprise us that men talk more and interrupt women frequently than vice versa. (6) Men are also usually more dominant during interactions that women. Visual dominance is measured by comparing the percentage of time spent looking while speaking with the percentage of time spent looking while listening. When compared with women, men display higher levels of looking while speaking than women do, and lower levels than women when they are listening. Thus, the visual dominance ratio of men is. usually higher than that of women, and again reflects the use of nonverbal cues to reinforce perceptions of social power. (7) Men and women also differ in their US€ of space and touch. Men Use space and touch to assert their dominance over women. As a result, men are much more likely to touch women thatwomen are to touch men. Women are thus more apt to be recipients of touching actions than they are to be the initiators of such actions. Men also ¢laim more personal space than women usually do, and they more frequently walk in front of women rather than behind them. Thus, in general males are the touchers, not the touches, and the leaders rather than the followers. (8) | There are nonverbal behaviours that women display more than men do. Women tend to smile more than men. They also commonly display their feelings more overtly than men. In general, women are more expressive than men and exhibit higher levels of involvement when engaged in person- to-person interaction than men. Women also use nonverbal signals to draw others into conversation to a greater extent than men. While women demonstrate an interest in affiliation, men are generally more interested in establishing the strength of their own ideas and agendas than they are in sharing the floor with others. Women also are better interpreters of nonverbal messages than men. (9) All too offen, the media and technology help legitimize stereotypical nonverbal displays. The contents of various media contain a plethora of open sexual appeals, portrayals of women obsessed with men, 195 ‘rights eseeved. Na part ol this mated may be mpratuced or ranssnited in any fern or by any means slectoné or mechanical incuding photocopying —withaut writen pesriasion kam fie DepEd Cantal Ofice Fest Edlion, 2016.Nonverbal Behaviour: Culture, Gender, and the Media Teri Kwal Gamble and Michael W. Gamble (1) Throughout the world, people use nonverbal cues to facilitate self-expression. To a great extent, however, the culture of a people modifies their use of such cues. For example, individuals who belong to contact cultures, which promote interaction and encourage displays of warmth, closeness, and availability, tend to stand close to each other when conversing, seek maximum sensory experience, and touch each other frequently. In contrast, members of noncontact cultures discourage the use ‘of such behaviours. Saudi Arabia, France, and Italy are countries with contact cultures; their members relish the intimacy of contact when conversing. In contrast, Scandinavia, Germany, England, Japan, and the United States are low- or lower-contact cultures whose members value privacy and maintain more distance from each other when interacting, (2) Individuals who grow up in different cultures may display ‘emotion or express intimacy in different ways. If'is normal, for example, for members of Mediterranean cultures to display highly emotional reactions that are uninhibited and greatly exaggerated; it is common for them to express grief or happiness with open facial displays, magnified gestures, and vocal cues that support the feelings. On the ather hand, neither the Chinese nor the Japanese readily reveal their feelings in public, preferring to display less ‘emotion, maintain more self-control, and keep their feelings to themselves; for these reasons, they often remain expressionless. (3) Evenwhen different cultures use the same nonverbal cues, their members may not give the cues the same meaning. In the United States, for example, anod symbolizes agreement or consent, while in Japan it means only that a massage was received, (4) If we hope to interact effectively with people from different cultures, it is important that we make the effort to identify and understand the many ways culture shapes nonverbal communication. We need to acknowledge that one communication style is not intrinsically better than any other; it is that awareness that can help contribute to more successful multicultural exchanges. 194 ‘fights meseeved. No part a this mated may be mpraiuoed o¢ ranssnted in any form orby any means sleckoné or mechanical incudon photacooying — wihaut wien pemriasion kom fie DeoEd Cavtal Ofice. Fesi Edtian, 2016.and male-female interactions that portray the man as physically dominant and the female as suberdinate. They also include numerous repetitions of the messages that “thin is in.” (10) After repeated exposure to such media messages, men and women come to believe and ultimately emulate what they see and hear. Thus, females are primed to devote considerable energy to improving their appearance, preserving their youthfulness, and nurturing others, while males lea to display tougher, more aggressive take-charge cues, trying all the while to cantrol their mations. (11) Nonverbal power cues echo the male dominance/temale subservience-mediated message. In advertisements, for example, men are typically portrayed superior to women, who are usually shown in various stages of undress. In the media, nonverbal behaviours portray women as vulnerable and men in control (12) The repetition of such myths can make us feel dissatisfied and inadequate. If we rely on the media as a reference point for what is and is not desirable in our relationships and interactions, we may find it difficult to be ourselves. (13) Even mediated vocal cues suggest that it is the male and not the female who is the authority. In up to 90 percent of all advertisements male voices are used in voice-overs — even when the product being sold is aimed at women. (14) _ Further complicating the situation is the continued growth of the use of computer-generated virtual reality simulations. In addition to allow us to feel as ii we were realy interacting in different, but make-believe environments and even giving us the opportunity to change our gender, such simulations are also being used to enforce violent gender scenarios resulting in women being threatened and killed. Even when erotic rather than violent, the media offerings all too often reinforce the notion that men have physical control over women. 196 ‘A rights moncved. No part ofthis mata may be mpratuced o¢ Fansite in any fom or by anymeans « slecroné oF mechancalinduding photocnoving ~ without writen pemission fom fie Deofd Cantal Ofice Ft Eaion, 2016Framework The constitution and other laws and policies generally protect religious freedom. There is no state religion and the constitution provides for the separation of church and state. The law treats intentional attacks directed against buildings dedicated to religion as war crimes or crimes against international humanitarian law. The law requires orgarized religious groups to register with the Securities and Exchange Commission and with the Bureau of internal Revenue to establish tax-exempt status. There is no nontax penalty for failing to register and some groups do not. The registration process is non-discriminatory. The NCMF promotes the rights of Muslims at both the national and local levels and supports economic, educational, cultural, and infrastructure programs for Muslim communities. NCMF's Bureau of Pilgrimage and Endowment administers logistics for the Hajj. It also administers awqaf, an endowment for the upkeep of Islamic properties and institutions, and oversees establishment and maintenance of Islamic centers and other projects. The Office of the Presidential Assistant for Muslim Concerns helps coordinate relations with countries that have large Islamic populations and contributes to Mindanao’s economic. development and the peace process. The Code of Muslim Personal Laws recognizes sharia (islamic law) as part of national law; it does not apply in criminal matters and applies only to Muslims. The state court hears cases involving Musim and non- Muslim respondents, and national laws apply. (4) The government permits religious instfiition in public schools with written parental consent provided there is no'cost to the government. Based on a traditional policy of promoting moral education, local public schools give religious groups the opportunity to teach moral values during school haurs. Attendance is not mandatory and the various groups share classroom space. The government also allows groups to distribute religious literature in public schools. By law, public schools must ensure the religious rights of students are protected. Muslim students may wear the hijab (women’s headscarf) and Muslim girls are not required to wear shorts during physical education classes. Government Practices Muslims, concentrated in some of the mast impoverished provinces, said the government had not made sufficient efforts to promote their economic development. The government's campaign against terrorist groups led some human rights NGOs to accuse the police and military of acting with bias in their treatment of Muslims. Ulama (Muslim leaders) maintained the government should allow Islamic courts to extend their jurisdiction to criminal law cases and some supported the MILF's goal of forming an autonomous region govemed in accordance with Islamic law. As in other parts of the judicial system, sh: courts suffered from a large number of unfilled positions. All five sharia district court judgeships and 43 of circuit court judgeships remained vacant. Aside from budget restrictions, judicial positions an the sharia courts were particularly difficult to fil because applicants must be members of both the sharia bar and the Integrated Bar of the Philippines. Madrassahs had the option of registering with the NCMF. the Department of Education (DepEd), bath, or neither. A total of 588 madrassahs were registered with the NCMF, while 79 were registered with the 198 ‘At oghis served. Na part ofthe mata may Be mepraiuced ar rans in any fen arty any means sleewone or machancal mudi phatacomvng —witheut wean pamnasan tam Ma Dead Catal Ofiae Fest Eden, 2016DepEd. Only registered schools could receive financial assistance from the government. The DepEd’s Bureau of Madrassah Education managed local and Intemational financial assistance to the madrassah system. DepEd-registered schools followed the Standard Madrassah Curriculum and received funding for teachers of the Revised Basic Education Curriculum (RBEC) subjects and for classroom and facility improvements. The government continued ta implement its unified RBEC curriculum, which partially integrated madrassahs into the national education system. DepEd continued to provide Arabic language instruction and Islamic values education to (5) Muslim students in selected public elementary schools and private madrassahs. The DepEd provided 58 million pesos ($1.3 million) to 69 private madrassahs for the 2012-2013 school year, a 31 percent increase in funding which included funds for an additional 17 madrassahs compared with the previous year. The government promoted interfaith dialogue to build mutual trust and respect among various religious and cultural groups. The Commission on Human Rights (CHR) continued to monitor issues relating to religious freedom. On August 8, the CHR issued an advisory affirming the right of Muslim women to wear the hijab in schools and other learning institutions. The issuance of the CHR advisory stemmed from the complaint filed by the NCMF before the CHR against certain schools in Zamboanga prohibiting Muslim women from wearing the hijab. In July the DepEd issued Department Order No. 32 reiterating its 2001 policy on the protection of religious rights of students. The Department of Foreign Affairs provided support ta the forum and interfaith dialogue meetings conducted int celebration of Interfaith Harmony Week held, from February 1-7. Religions for Peace Philippines organized the event in collaboration with leaders from different religions and peace advocates of interfaith organizations to promote religious freedom, dialogue, and cooperation among different religious groups. Abuses by Rebel or Foreign Forces or Terrorist Organizations The government attributed a series of attacks, kidnappings for ransom, and killings to the Abu Sayyaf Group (ASG), other Islamic militants, and the communist New People's Army. Because ethnicity and religion are often closely linked, it is difficult to categarize specific incidents as instances of religious intolerance. For example, an August 4, unidentified suspects shot and killed three Moro Islamic missionaries in Libungan, North Cotabato. The three clerics were on their way to attend an Islamic religious forum in Pikit, North Cotabato, when they were attacked. The case was under police investigation at year's end. Section Ill. Status of Societal Respect for Religious Freedom There were reports of societal abuses or discrimination based on religious belief, affliation or practice (6) Muslim students in selected public elementary schools and private madrasahs. The DepEd provided 58 milion pesos ($1.3 million) to 69 private madrassahs for the 2012-2013 school year, 2 31 percent increase in funding whieh ineluded funds for an additional 17 madrassahs compared with the previous year. The government promoted interfaith dialogue to build mutual trust 18 ‘Al ighis carved. Na port afte mate may ba mepeaiuced oe rans in any een arty any means sleegone or machancal miuden phatacomng —wihaut wefan pamnasian kam fa DeoEd Caeal Ofiaw Fest Edtion, 2016and respect among various religious and cultural groups. The Commission on Human Rights (CHR) continued to monitor issues relating to religious freedom On August 8, the CHR issued an advisory affirming the right of Muslim women to wear the hijab in schools and other learning institutions. The issuance of the CHR advisory stemmed from the complaint filed by the NCMF before the CHR against certain schools in Zamboanga prohibiting Muslim women from wearing the hjab. In July the DepEd issued Department Order No. 32 reiterating its 2001 palicy on the pratection of religious rights of students. The Department of Foreign Affairs provided support to the forum and interfaith dialogue meetings conducted in celebration of Interfaith Hamony Week held, from February 1-7. Religions for Peace Philippines organized the event in collaboration with leaders from different religions and peace advocates of interfaith organizations to promote religious freedom, dialogue, and cooperation among different religious groups. Abuses by Rebel or Foreign Forces or Terrorist Organizations The government attributed a series of attacks, kidnappings for ransom, and killings to the Abu Sayyaf Group (ASG), other Islamic militants, and the communist New People’s Army. Because ethnicity and religion are often closely linked, it is difficult to categorize specific incidents as instances of religious intolerance. For example, on August 4, unidentified suspects shot and killed three Moro Islamic missionaries in Libungan, North Cotabato. The three clerics were on their way to attend an Islamic religious forum in Pikit, North Cotabato, when they were attacked. The case was under police investigation at year's end. Section Ill. Status of Societal Respect for Religious Freedom There were reports of societal abuses or discrimination based on religious belief, affiliation or practice (7) And the Deputy Chief of Mission, organized discussions with religious group leaders to. promote mutual understanding. USAID funded a project in Zamboanga Gity, Basilan, and Sulu provinces that worked with leaders from the Musim and Catholic communities to support interfaith dialogue and the resolution of clan or community conflicts. Embassy outreach programs promoted interfaith dialogue and religious tolerance. The embassy initiated a Youth Council Summit which. brought together 50 Muslim, Christian, and Lumad youth representatives ffom across Mindanao. The two-day summit provided leadership and governance training and highlighted the positive results of working across boundaries of faith and worship. The embassy held two iftars, one hosted by the ‘Ambassador for 80 religious leaders and Muslim youth, and a second for 70 guests, including youth leaders, civil society organizations, and tocal officials. ‘The Ambassador paid the first-ever visit by a U.S. ambassador to a Manila mosque during Ramadan and engaged religious and commurity leaders in dialogue on religious tolerance. In October the embassy partnered with a local NGO jn a peace advocacy program for 40 Muslim, Christian, and Lumad youth leaders in Mindanao. [Link] documents/organization/22237 [Link] 200 [Mi righis eseeved. No part ofthis matedal may be mpratuced or ranseited in any fern orby any means - sleckoné or mecharicalincudinn pholocogying — withaut writen pemriasion kom fre DepEd Canal Ofice. Fest Eden, 2016.Guidelines for Physics Lab Reports hitp:[Link]. edu/content/services/document php! [Link] A laboratory report has three main functions: (1) To provide a record of the experiments and raw data included in the report. (2) To provide sufficient information to reproduce or extend the data, and (3) To analyze the data, present conclusions and make recommendations based on the experimental work. General Comments: The single most important requirement for a laboratory report is clarity. Imagine that your audience is one of your classmates who missed that experiment. If you are using a word processor for your lab report, then use the speling and grammar checkers. The grammar check can be annoying because often technical sentences are wordy and complex, but it will help you avoid using too many passive sentences. In general, passive sentences are less understandable. However, grammar check will not assess clarity, and it will ignore simple errors. (Ido not doubt there are still mistakes in this document I have run it through spelling and grammar checks.) Many technical writers prefer to write sentences with passive verbs. A simple example: "The spring constant k was found from the slope to be 3.02 Nim.” if you run this'Sentence through the grammar check, it will tell you that “was found” is a verb in the passive voice. To change this to an active voice you could write: “The spring constant k is the slope, 3.02 Nim." Not every sentence has tobe in an active voice. What you want is a report that is readable Lab Report Structure: I. Cover Sheet: This page has the course number and assigned lab section, the litle of the experiment, your name, your lab partner's names, the date that the lab was performed and your TA’s name. IL. Abstract The purpose of an abstract in a scientific paper is to help a reader decide if your paper is of interest to him/her. (This section is the 20 ‘At rights served. No part ofthis matedal may be mpratuced or ranssntted in any torn or by any means - ‘Secrone oF mechanical indudinn photocooving — witout wien pemnssion fam fie DepEd Caral Ofice Fest Eation, 2016executive summary in a corporation or government report; it is often the only section that a manager reads.) The abstract should be able to stand by itself, and it should be brief. Generally, it consists of three parts which answer these questions: * What did you do? - A statement of the purpose of the experiment, a concise description of the experiment and physics principles investigated. * What were your results? — Highlight the most significant results of the experiment ‘= What do these results tell you? — Depending on the type of experiment, this is conclusions and implications of the results or it may be lessons learned from the experiment. Write the abstract after all the other sections are completed. (You need to know everything in the report before you can write a summary of it.) Ill Data Sheets: For each experiment, the lab manual has one or more data sheets for recording raw data, as well as, intermediale and final data values. These are not for doodling, but for recording your data. Record the data neatly in pen. If your data values are so sloppily recorded that you have to recopy them, then the accuracy of the data is questionable. This fact will be reflected in your laboratory performance score. If there is a mistake, then draw a single line through that value. “White-Out’ and similar covering agents are expressly forbidden. The values that you record on your data sheet must have: =) Units (such as kg for kilograms) * Reasonable uncertainty estimates for given instruments and procedures * Precision consistent with uncertainty (proper significant digits) = Propagation of error for calculated quantities * Your lab instructor's initials. Ifyou happen to forget your lab manual, then you will take your data on notebook paper. Your lab instructor will iniial that as your data sheet and you will turn that in with your lab report as well as your own 202 ‘rights served. No part ofthis mated may be repratuced or ransnited in any forn or by any means slecront oF mechanical incudinn photocooying —wihaut witen pesission fom fie Deotd Catal Ofice Fir Eation, 2016data sheet from the lab manual. You may nat use your lab partner's datasheet and then make a photocopy. IV. Graphs You must foliow the guidelines in the lab manual for all graphs. ‘The first graphs of the semester must be made by hand, not computer software. After your lab instructor gives permission, you may use computer software to make graphs. Those graphs must also conform to the guidelines in the lab manual. Remember that when plotting data with units, both the slope and intercept of a graph also have units V. Sample Calculations: Show calculations in a neat and orderly outline form. Include a brief description of the calculation, the equation, numbers from your data substituted into the equation and the result. Do not include the intermediate steps. Numbers in the sample calculations must agree with what you recorded in your data sheet. For calculations repeated many times, you only include one sample calculation. Answers should have the proper number of significant figures and units. (It is not necessary to show the calculation for obtaining an average, unless your TA requests that you de so.) Typing the equation into the lab report is not required; it is easier and faster to print these calculations neatly by hand. If you wish fo type this section, then use the equation editor in Microsoft Word. Your lab instructor can give you information ‘on using the equation editor. VI. Discus sion of Results: This is the most important part of the lab report; it is where you ‘analyze the data. (In the future, you may not actually collect data; a lab technician or other people may collect the raw data. Regardless of your discipline, the most challenging and rewarding part of your work wil be analyzing the data.) Begin the discussion with the experimental purpose and briefly summarize the basic idea of the experiment with emphasis on the measurements you made and transition to discussing the results. State only the key results (with uncertainty and units) quantitatively with numerical values; do not provide intermediate quantities. Your discussion should address questions such as: + What is the relationship between your measurements and your final results? 208 ‘At rights msecved. No part ofthis mata may be sepratuced or rant in any form or by any means « slecront or mechanical incudinn photocooying = witht writen pesriasion fom fie Deold Cantal Ofice Fest Eation, 2016= What trends were observable? = What can you conclude from the graphs that you made? * How did the independent variables affect the dependent variables? (For example, did an increase in a given measured (independent) variable result in an increase or decrease in the associated calculated (dependent) variable?) ‘Then describe how your experimental resutts substantiate/agree with the theory. (This is not a single statement that your results agree or disagree with theory.) When comparison values are available, discuss the agreement using either uncertainty’ andlor percent differences. This leads into the discussion of the sources of error. In your discussion of sources of error, you should discuss all those things that affect your measurement, but which you can’t do anything about given the time and equipment constraints of this laboratory. Included in this would be a description of sources of error in your measurement that bias your result (e.g. friction in pulleys that are assumed frictionless in the formula). Your analysis should describe the qualitative effect of each source of error (e.g. friction slowed motion, causing a smaller value of acceleration to be measured) and, where possible, provide an estimate of the magnitude of the errors they could induce. Describe only the prominent sources of error in the experiment. For example, the precision of the triple balance beam, a fraction of a gram, compared to the 250.0 g lab cart is not significant. Note that a tabulation of all possible errors without any discussion of qualitative effect of the error will receive no credit. Your discussion should address. questions Such as: * Are the deviations due to errorluncertainty in the ‘experimental method, or are they due to idealizations inherent in the theory (or both)? «If the deviations are due to experimental uncertainties, ean you think of ways to decrease the amount of uncertainty? * If the deviations are due to idealizations in the theory, what factors has the theory neglected to consider? In either case, consider whether your results display systematic or random deviations. A conclusion is not required in the rubric. You 204 ‘At rights msecved. No part ofthis matedal may be reprauced or ransentat in any fom or by any means « slecront or mechanical incudien photocooying = witaut writen pesrission fom fie Deoid Canal Ofice Fest Eation, 2016wil not lose points for leaving this out. However, in order to receive the points for a very well written report in Achievements and Flaws, a brief conclusion is recommended. Consideration: ‘These are not questions to be answered as a separate part of the lab report. They are hints. They are things for you to think about. Some of them should be addressed in your lab report. Not because your TA says todo 80, but because it adds depth to your discussion. You are never to simply list answers to considerations Endnotes: ‘The report should not be a big production. It should not take hours to write. The objective is to write down the significant details of the experiment, the analysis of the experimental data. A few neally writen pages, including your data sheets will suffice for most experiments. Hopefully the sample lab report that follows will help you. Note: 1. No student should copy data from anyone who is not his or her lab partner. 2. You may discus’ the experiment with your lab partner and other classmates, but the lab report that you turn in must be your own work. Lab reports are subject to all the rules governing academic honesty. 3. Photocopies of any parts of the lab report are not permissible 205 (A rghis maserved No part ota matidal may be repuced of Wander in ay fen 3F BY 8 lactone of machancal chide ghotecogyng wna ran peat tion tam the Dag Caneal Often Past Catan, 2046Philippines 2013 International Religious Freedom Report Executive Summary United States Department of State Bureau of Democracy. Human Rights and Labor (1) The constitution and other laws and policies protect religious freedom and, in practice, the government generally respected religious freedom. There were reports of societal abuse or discrimination based on religious affiliation, belief, or practice. Combined with economic disparities, societal and religious tensions contributed to persistent armed conflict in certain provinces in the southern part of the country. The government and the Moro Islamic Liberation Front (MILF) signed two of the four annexes of the peace framework agreement ‘on the Bangsamoro — a roadmap for the creation of the Bangsamoro entity which will replace the Autonomous Region in Muslim Mindanao. U.S. embassy officials actively encouraged the peace process between the government and the MILF, discussed religious freedom issues with government officials, and maintained outreach with religious leaders and nongovernmental organizations (NGOs) to engage them in interfaith activities. (2) Section |. Religious Demography The U.S. government estimates the total population to be 105.7. million (July 2013 estimate). According to a survey conducted by the National Statistics Office in 2000, approximately 93 percent of the population is Christian. A large majority of Christians are Roman Catholic, constituting 80 fo 85 percent of the total population. The 2000 survey states that Islam is the largest minority religion, constituting approximately 5 percent of the population, A 2012 estimate by the National Commission on Muslim Filipinas (NCMF), however, states that there are 10.7 million Musiims, which is approximately 11 percent of the total population. Most Muslims are members of various ethnic minority groups. Approximately 60 percent of Musims reside in Mindanaa in the south and nearby islands. Although most belong to the Sunni branch of islam, a small number of Shia live in the provinces of Lanao del Sur and Zamboanga del Sur in Mindanao. An increasing number of Muslims are migrating to the urban centers of Manila and Cebu. 2 (3) Religious groups that together constitute less than 5 percent of the population include the following intemational denominations: Seventh-day Adventists, United Chureh of Christ, United Methodists, the Episcopal Church in the Philippines, Assemblies of Gad, The Church of Jesus Christ of Latter-day Saints (Mormons), and Philippine (Southern) Baptists; and the following domestically established churches: iglesia ni Cristo (Church of Christ), Philippine Independent Church (Aglipayan), Members Church of God Intemational, and The Kingdom of Jesus Christ, the Name Above Every Name. In addition, there are Lumad, who are indigenous people of various animistic and syneretic religions. Section Il. Status of Government Respect for Religious Freedom Legal/Policy 197 ‘A eights aeserved. No pact afta maladal may be sepeauced oe Pansat in any oem oe by any tesa sheckane a+ mechaecal ndludan phalacopying —wihaut weilan pemnasion kam Pa DepEd Cantal Ofias Fest Edlian, 2006