THAT’S what we are reminded of in that gospel parable about a man who embarked on a journey and entrusted all his possessions to his 3 servants, giving them different amounts of talents. (cfr. Mt 25,14-30) When the man returned from the journey, he asked for an accounting of what he gave them. And we know how that parable ended.

In our life, we should try to develop a keen sense of management and accountability over all the things God has entrusted us with. Obviously, this will require first of all that we are clear and strong about our Christian faith so we would know what our life here on earth is all about.

We cannot deny that even among Christians, many do not exactly know what the ultimate purpose of our life here on earth is. They take things for granted, or they just allow themselves to drift to wherever life’s many currents and forces would bring them.
We should realize very deeply that God’s first mandate to men, through our first parents, was: “Be fruitful, and multiply, and replenish the earth, and subdue it: and have dominion over the fish of the sea, and over the fowl of the air, and over every living things that moves upon the earth.” (Gen 1,28)

In other words, everything that we do here on earth should be in obedience to this original mandate from God in whose image and likeness we have been created. There should be nothing that we do in this life that is not in keeping with obeying this original commandment from our Creator.

We cannot say that what we are doing is purely a personal project of ours, or that it is just matter between our family and us, between our bosses and us, etc. Everything that we do should first of all be a matter between God and us.

And so, we need to manage well what God has given us, such that we follow as best that we could what he has commanded us. Thus, we need to expand and deepen our sense of management and accountability to cover not only our businesses and other earthly concerns, but also and first of all our spiritual life.

We should be accountable not only to ourselves, to our family and to some other earthly superiors, bosses and authorities, but also and most especially to God. After all, he is the original and ultimate boss, our common father and creator of all.

And, of course, the parameters and standards to be used should not just be the temporal and worldly, but rather the spiritual, moral and supernatural. We need to educate ourselves in this sense of management and accountability proper to us.

We even have to account for the words we speak, as attested in this passage of St. Matthew’s gospel: “I tell you, on the day of judgment people will give account for every careless word they speak, for by your words you will be justified, and by your words you will be condemned.” (12,36-37)

St. Paul in his Letter to the Romans also said that “each of us will give an account of himself to God.” (14,12) And in his second letter to the Corinthians, he said: “For we must all appear before the judgment seat of Christ, so that each one may receive what is due for what he has done in the body, whether good or evil.” (5,10)

A good two days ago, Region Eight Administrators League (REAL) has conducted a conversation seminar on AI and Growth Mindset. And I promise myself I will write something about the subject, here is one.

In recent years, the integration of artificial intelligence (AI) into various aspects of our lives has sparked both excitement and concerns. One area where this debate is particularly fervent is in education, with some predicting that AI could eventually replace teachers. While the idea of machines taking over the role of educators may sound futuristic, it is crucial to approach this topic with a balanced perspective, recognizing the potential benefits and acknowledging the indispensable role those human teachers play in shaping young minds.

Proponents of AI in education argue that these technologies have the potential to revolutionize the way students learn, providing personalized and adaptive learning experiences. AI-powered systems can analyze vast amounts of data to tailor educational content to individual student needs, offering targeted support and addressing specific learning gaps. This could result in a more efficient and effective educational experience, catering to the diverse needs of students.

However, the idea of AI replacing teachers raises legitimate concerns about the loss of the human touch in education. Teaching is not just about delivering information; it involves empathy, emotional intelligence, and the ability to understand the unique needs of each student. A machine may excel in delivering content and providing information, but it may struggle to understand and address the emotional and social aspects of learning.

Moreover, the relationship between teachers and students extends beyond the transmission of knowledge. Teachers serve as mentors, role models, and guides, helping students develop critical thinking skills, creativity, and a passion for learning. These human qualities are challenging for AI to replicate, as they are deeply rooted in the ability to form meaningful connections and provide nuanced support.

Instead of viewing AI as a threat to teachers, we should see it as a powerful tool that can enhance the educational experience. The integration of AI in classrooms should be guided by a collaborative approach, were teachers and AI work together synergistically. Teachers can leverage AI to streamline administrative tasks, assess student performance more effectively, and gain insights into individual learning styles. This collaborative model acknowledges the strengths of both humans and machines, creating an educational environment that is both technologically advanced and deeply human-centered.

In conclusion, the idea of AI replacing teachers soon may be more nuanced than it initially appears. While AI holds great promise in transforming education, it should be seen as a complementary tool rather than a substitute for human educators. Striking the right balance between technology and human connection is essential to ensure that the educational landscape evolves to meet the needs of a rapidly changing world while preserving the invaluable contributions of teachers in shaping the future generation.

The recent barangay elections that were held for the old and the youth had exposed the corruption of the electoral process. It showcased the money contest that were only practiced in the higher levels of local governance, usually in the provincial, city and municipal levels which carried the candidates for congressional, provincial board members as well as city and municipal councillors.

Those were the ugly commercialized elections were barangay officials merely acted as ward leaders. The huge money for vote buying were reportedly downloaded to the barangay level to ensure that votes are delivered and monitored at the precinct level where ward leaders who keep the funds for themselves are easily traced from the results at the precinct votes.

Time has changed that the corruption had now invaded the barangay elections both for the old and youth candidates. Vote selling and vote buying had been rampant and at high prices for barangay and youth positions. What seems to be the benchmark was the honorarium that a candidate expects to get if elected for duration of the term. Other candidates include the possible gains that would be raked in from the implementation of programs, projects and activities.

Never mind the platform of governance that candidates were forced to declare during the campaign period as a qualification issue of those wannabes for the various positions. Those who won are now preparing for recovery of their expenses and the amount to prepare for the next elections. Vote sellers and those who did not sell their votes have to bear with whatever kind of governance the purported winners by vote buying will do. Their right to complain for bad governance had been compromised by the corrupted elections.

With barely two years in office, the honorarium the winners will receive would be barely a little more that the election expenses incurred. The excess would not even be enough to maintain the position in the next elections. Yet, the victors in the vote buying would have the gall to call themselves . . . winners?
comments to alellema@yahoo.com

The Intellectual Property Office of the Philippines (IPOPHIL), recently approved the Guimaras Mango Growers and Producers Development Cooperative (GMGPDC) application as the country’s first registered a geographical indication (GI).

According to the IPOPHIL, “a GI serves as a marketing tool that accentuates a product’s distinctiveness and appealing narratives . . . it certifies a link between the quality, characteristics and reputation of a product and its geographical source. Thes factors may have been shaped by environmental influences, such as soil and climate, or human factors, such as tradition and local know-how.”

A Guimaras mango fruit is ellipsoid-shaped with a rounded crown and an oblong end that features distinct broader shoulder and full cheek weighing an average of 160 grams or more. Its flesh is meaty smooth, firm, juicy and non-fibrous. It is as thin-seeded, making over 80 percent of the fruit edible.”

Accordingly, the tagline “the sweetest mango” is also proven by the Total Soluble Solids (TSS) test conducted by the Bureau of Plant Industry (BPI) – National Crop Research, Development and Production Center. Additionally, the aforementioned qualities are attributed to the province’s calcareous soil, which is abundant in calcium and magnesium and ensures proper drainage.”

MY COMMENT:

Good for the IPOPHIL to have ‘settled’ the issue on “the sweetest Philippine- grown mango”. I am saying this because sometime back the Zambales Mango Growers publicly claimed about their mango fruits being the “sweetest” in the country. Since then, I have not read any disclaimer from Guimaras and/or other mango-growing provinces! Now is the turn of Zambales mango planters to ‘contest’ the IPOPHIL’s decision in approving the GMGPDC registration as a GI.
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