Thursday, September 9, 2010
P100.00 exchange
ano gagawin nyo if ganito ung nakuha nyong sukli sa tindahan. di nyo agad napansin and yet ayaw palitan nung nagsukli sau? ipagpipilitan mo bang "sau galing yan e"?,,the best option sa bangko,,,nag inquire aq sa landbank guard aun ang sabi sa monday pwdng papalitan same value daw! ,,nest time buksan nyo muna mga sukli nyo ppra di kau matulad skin.ok lng sana if 20.00 lng e 100 san ka mkakapulot ng ganung halaga.
Wednesday, September 8, 2010
58 estudyante patay sa dengue
Ni Danilo Garcia (Pilipino Star Ngayon) Updated September 09, 2010 12:00 AM
MANILA, Philippines - Naalarma na ang Department of Education (DepEd) sa bagsik ng dengue matapos mapaulat na may 58 nang estudyante ang nasasawi sa naturang sakit ngayong taon.
Sa datos ng DepEd Health and Nutrition Center, may 4,738 mag-aaral na ang dinapuan ng dengue sa buong bansa at nasa 58 dito ang namatay.
Samantala, umabot na sa kabuuang 54,659 dengue cases ang naiulat sa buong bansa mula Enero 1-Agosto 14, 2010, mas mataas ng 31, 248 sa kaparehong panahon noong 2009.
Nangangamba naman si Secretary Bro. Armin Luistro na maaaring magkaroon ng “outbreak” sa mga paaralan kaya hiningi niya ang kooperasyon ng mga regional directors, principal, guro, mag-aaral, mga magulang at mga pinuno ng lokal na pamahalaan sa paglaban sa sakit.
isa-isa na ring binibisita ng mga opisyal ng DepEd Central Office ang mga paaralan upang malaman ang katayuan ng mga ito habang magbabantayan naman ang mga guro at mag-aaral sa isa’t isa, sa mga katabi sa upuan upang mamonitor ang kalusugan ng mga ito at agad na maiulat kung may tatamaan ng sakit upang hindi agad na maisugod sa pagamutan at hindi na kumalat.
Ilang paaralan na ang pumapayag na pumasok sa klase ang mga mag-aaral na nakasuot ng pantalon, pajama, long sleeves shirts kontra sa nakamamatay na lamok.
Wednesday, September 1, 2010
Dengue lumobo pa kumpara noong nakaraang taon
Halos dumoble pa ang bilang ng kaso ng dengue sa bansa sa unang walong buwan ng 2010, kumpara sa nakalipas na taon.
Sinabi ni Health Sec. Enrique Ona, mula Enero 1 hanggang Agosto 21 ay nakapagtala na ang DOH ng 62,503 dengue cases mas mataas ng 88.8 percent kumpara sa 33,102 kaso noong 2009.
Mas marami rin ang naitalang dengue deaths ngayon na umaabot na sa 465, kumpara sa 350 lamang na bilang ng nasawi noong nakaraang taon.
Tiniyak naman ng DOH na karamihan sa kaso ng may sakit na dengue ay maaari nang magamot sa bahay pa lamang at hindi na kailangan pang dalhin sa ospital.
Ayon kay Ona, sa halip na i-confine sa ospital ang mga pasyente, mas makabubuting gawin ng mga magulang at care givers ang D.E.N.G.U.E. strategy.
”D.E.N.G.U.E’ stands for D-daily monitoring of the patient’s status, E-encourage intake of oral fluids like oresol, water, juices, etc, N-not any dengue warning signs like persistent vomiting and bleeding; G-give paracetamol for fever and not aspirin, because it induces bleeding, U-use mosquito nets and E-early consultation is advised for any warnings,” paliwanag pa ni Ona.
Makatutulong din umano ito upang mabawasan ang pagsisikip ng ospital dulot ng mga pasyente may sakit na dengue. (Ludy Bermudo/Doris Franche/Rudy Andal)
Sinabi ni Health Sec. Enrique Ona, mula Enero 1 hanggang Agosto 21 ay nakapagtala na ang DOH ng 62,503 dengue cases mas mataas ng 88.8 percent kumpara sa 33,102 kaso noong 2009.
Mas marami rin ang naitalang dengue deaths ngayon na umaabot na sa 465, kumpara sa 350 lamang na bilang ng nasawi noong nakaraang taon.
Tiniyak naman ng DOH na karamihan sa kaso ng may sakit na dengue ay maaari nang magamot sa bahay pa lamang at hindi na kailangan pang dalhin sa ospital.
Ayon kay Ona, sa halip na i-confine sa ospital ang mga pasyente, mas makabubuting gawin ng mga magulang at care givers ang D.E.N.G.U.E. strategy.
”D.E.N.G.U.E’ stands for D-daily monitoring of the patient’s status, E-encourage intake of oral fluids like oresol, water, juices, etc, N-not any dengue warning signs like persistent vomiting and bleeding; G-give paracetamol for fever and not aspirin, because it induces bleeding, U-use mosquito nets and E-early consultation is advised for any warnings,” paliwanag pa ni Ona.
Makatutulong din umano ito upang mabawasan ang pagsisikip ng ospital dulot ng mga pasyente may sakit na dengue. (Ludy Bermudo/Doris Franche/Rudy Andal)
Typhoid fever
Typhoid fever, also known as typhoid,[1] is a common worldwide illness, transmitted by the ingestion of food or water contaminated with the feces of an infected person, which contain the bacterium Salmonella typhi.[2][3] The bacteria then perforate through the intestinal wall and are phagocytosed by macrophages. The organism is a Gram-negative short bacillus that is motile due to its peritrichous flagella. The bacterium grows best at 37 °C/99 °F – human body temperature.
This fever received various names, such as gastric fever, abdominal typhus, infantile remittant fever, slow fever, nervous fever, pythogenic fever, etc. The name of " typhoid " was given by Louis in 1829, as a derivative from typhus.
The impact of this disease falls sharply with the application of modern sanitation techniques.
Signs and symptoms
Typhoid fever is characterized by a slowly progressive fever as high as 40 °C (104 °F), profuse sweating, gastroenteritis, and nonbloody diarrhea. Less commonly, a rash of flat, rose-colored spots may appear.[4]
Classically, the course of untreated typhoid fever is divided into four individual stages, each lasting approximately one week. In the first week, there is a slowly rising temperature with relative bradycardia, malaise, headache and cough. A bloody nose (epistaxis) is seen in a quarter of cases and abdominal pain is also possible. There is leukopenia, a decrease in the number of circulating white blood cells, with eosinopenia and relative lymphocytosis, a positive diazo reaction and blood cultures are positive for Salmonella typhi or paratyphi. The classic Widal test is negative in the first week.
In the second week of the infection, the patient lies prostrate with high fever in plateau around 40 °C (104 °F) and bradycardia (sphygmothermic dissociation), classically with a dicrotic pulse wave. Delirium is frequent, frequently calm, but sometimes agitated. This delirium gives to typhoid the nickname of "nervous fever". Rose spots appear on the lower chest and abdomen in around a third of patients. There are rhonchi in lung bases. The abdomen is distended and painful in the right lower quadrant where borborygmi can be heard. Diarrhea can occur in this stage: six to eight stools in a day, green with a characteristic smell, comparable to pea soup. However, constipation is also frequent. The spleen and liver are enlarged (hepatosplenomegaly) and tender, and there is elevation of liver transaminases. The Widal reaction is strongly positive with antiO and antiH antibodies. Blood cultures are sometimes still positive at this stage. (The major symptom of this fever is the fever usually rises in the afternoon up to the first and second week.)
In the third week of typhoid fever, a number of complications can occur:
* Intestinal hemorrhage due to bleeding in congested Peyer's patches; this can be very serious but is usually not fatal.
* Intestinal perforation in the distal ileum: this is a very serious complication and is frequently fatal. It may occur without alarming symptoms until septicaemia or diffuse peritonitis sets in.
* Encephalitis
* Metastatic abscesses, cholecystitis, endocarditis and osteitis
The fever is still very high and oscillates very little over 24 hours. Dehydration ensues and the patient is delirious (typhoid state). By the end of third week the fever has started reducing this (defervescence). This carries on into the fourth and final week.
Transmission
Flying insects feeding on feces may occasionally transfer the bacteria through poor hygiene habits and public sanitation conditions. Public education campaigns encouraging people to wash their hands after defecating and before handling food are an important component in controlling spread of the disease. According to statistics from the United States Center for Disease Control, the chlorination of drinking water has led to dramatic decreases in the transmission of typhoid fever in the U.S.
A person may become an asymptomatic carrier of typhoid fever, suffering no symptoms, but capable of infecting others. According to the Centers for Disease Control approximately 5% of people who contract typhoid continue to carry the disease after they recover. The most famous asymptomatic carrier was Mary Mallon (commonly known as "Typhoid Mary"), a young cook who was responsible for infecting at least 53 people with typhoid, three of whom died from the disease.[5] Mallon was the first apparently perfectly healthy person known to be responsible for an "epidemic".
Many carriers of typhoid were locked into an isolation ward never to be released in order to prevent further typhoid cases. These people often deteriorated mentally, driven mad by the conditions they lived in.[
Prevention
Sanitation and hygiene are the critical measures that can be taken to prevent typhoid. Typhoid does not affect animals and therefore transmission is only from human to human. Typhoid can only spread in environments where human feces or urine are able to come into contact with food or drinking water. Careful food preparation and washing of hands are crucial to preventing typhoid.
A vaccine against typhoid fever was developed during World War II by Ralph Walter Graystone Wyckoff.[10] There are two vaccines currently recommended by the World Health Organization for the prevention of typhoid:[11] these are the live, oral Ty21a vaccine (sold as Vivotif Berna) and the injectable Typhoid polysaccharide vaccine (sold as Typhim Vi by Sanofi Pasteur and Typherix by GlaxoSmithKline). Both are between 50% to 80% protective and are recommended for travelers to areas where typhoid is endemic. Boosters are recommended every 5 years for the oral vaccine and every 2 years for the injectable form. There exists an older killed whole-cell vaccine that is still used in countries where the newer preparations are not available, but this vaccine is no longer recommended for use, because it has a higher rate of side effects (mainly pain and inflammation at the site of the injection)
Treatment
The rediscovery of oral rehydration therapy in the 1960s provided a simple way to prevent many of the deaths of diarrheal diseases in general.
Where resistance is uncommon, the treatment of choice is a fluoroquinolone such as ciprofloxacin[9][12] otherwise, a third-generation cephalosporin such as ceftriaxone or cefotaxime is the first choice.[13][14][15] Cefixime is a suitable oral alternative.[16][17]
Typhoid fever in most cases is not fatal. Antibiotics, such as ampicillin, chloramphenicol, trimethoprim-sulfamethoxazole, Amoxicillin and ciprofloxacin, have been commonly used to treat typhoid fever in developed countries. Prompt treatment of the disease with antibiotics reduces the case-fatality rate to approximately 1%.
When untreated, typhoid fever persists for three weeks to a month. Death occurs in between 10% and 30% of untreated cases[citation needed]. In some communities, however, case-fatality rates may reach as high as 47%.[citation needed]
[edit] Resistance
Resistance to ampicillin, chloramphenicol, trimethoprim-sulfamethoxazole and streptomycin is now common, and these agents have not been used as first line treatment now for almost 20 years.[citation needed] Typhoid that is resistant to these agents is known as multidrug-resistant typhoid (MDR typhoid).
Ciprofloxacin resistance is an increasing problem, especially in the Indian subcontinent and Southeast Asia. Many centres are therefore moving away from using ciprofloxacin as first line for treating suspected typhoid originating in South America, India, Pakistan, Bangladesh, Thailand or Vietnam. For these patients, the recommended first line treatment is ceftriaxone. It has also been suggested Azithromycin is better at treating typhoid in resistant populations than both fluoroquinolone drugs and ceftriaxone.[18] Azithromycin significantly reduces relapse rates compared with ceftriaxone.
There is a separate problem with laboratory testing for reduced susceptibility to ciprofloxacin: current recommendations are that isolates should be tested simultaneously against ciprofloxacin (CIP) and against nalidixic acid (NAL), and that isolates that are sensitive to both CIP and NAL should be reported as "sensitive to ciprofloxacin", but that isolates testing sensitive to CIP but not to NAL should be reported as "reduced sensitivity to ciprofloxacin". However, an analysis of 271 isolates showed that around 18% of isolates with a reduced susceptibility to ciprofloxacin (MIC 0.125–1.0 mg/l) would not be picked up by this method.[19] It is not certain how this problem can be solved, because most laboratories around the world (including the West) are dependent on disc testing and cannot test for MICs.
This fever received various names, such as gastric fever, abdominal typhus, infantile remittant fever, slow fever, nervous fever, pythogenic fever, etc. The name of " typhoid " was given by Louis in 1829, as a derivative from typhus.
The impact of this disease falls sharply with the application of modern sanitation techniques.
Signs and symptoms
Typhoid fever is characterized by a slowly progressive fever as high as 40 °C (104 °F), profuse sweating, gastroenteritis, and nonbloody diarrhea. Less commonly, a rash of flat, rose-colored spots may appear.[4]
Classically, the course of untreated typhoid fever is divided into four individual stages, each lasting approximately one week. In the first week, there is a slowly rising temperature with relative bradycardia, malaise, headache and cough. A bloody nose (epistaxis) is seen in a quarter of cases and abdominal pain is also possible. There is leukopenia, a decrease in the number of circulating white blood cells, with eosinopenia and relative lymphocytosis, a positive diazo reaction and blood cultures are positive for Salmonella typhi or paratyphi. The classic Widal test is negative in the first week.
In the second week of the infection, the patient lies prostrate with high fever in plateau around 40 °C (104 °F) and bradycardia (sphygmothermic dissociation), classically with a dicrotic pulse wave. Delirium is frequent, frequently calm, but sometimes agitated. This delirium gives to typhoid the nickname of "nervous fever". Rose spots appear on the lower chest and abdomen in around a third of patients. There are rhonchi in lung bases. The abdomen is distended and painful in the right lower quadrant where borborygmi can be heard. Diarrhea can occur in this stage: six to eight stools in a day, green with a characteristic smell, comparable to pea soup. However, constipation is also frequent. The spleen and liver are enlarged (hepatosplenomegaly) and tender, and there is elevation of liver transaminases. The Widal reaction is strongly positive with antiO and antiH antibodies. Blood cultures are sometimes still positive at this stage. (The major symptom of this fever is the fever usually rises in the afternoon up to the first and second week.)
In the third week of typhoid fever, a number of complications can occur:
* Intestinal hemorrhage due to bleeding in congested Peyer's patches; this can be very serious but is usually not fatal.
* Intestinal perforation in the distal ileum: this is a very serious complication and is frequently fatal. It may occur without alarming symptoms until septicaemia or diffuse peritonitis sets in.
* Encephalitis
* Metastatic abscesses, cholecystitis, endocarditis and osteitis
The fever is still very high and oscillates very little over 24 hours. Dehydration ensues and the patient is delirious (typhoid state). By the end of third week the fever has started reducing this (defervescence). This carries on into the fourth and final week.
Transmission
Flying insects feeding on feces may occasionally transfer the bacteria through poor hygiene habits and public sanitation conditions. Public education campaigns encouraging people to wash their hands after defecating and before handling food are an important component in controlling spread of the disease. According to statistics from the United States Center for Disease Control, the chlorination of drinking water has led to dramatic decreases in the transmission of typhoid fever in the U.S.
A person may become an asymptomatic carrier of typhoid fever, suffering no symptoms, but capable of infecting others. According to the Centers for Disease Control approximately 5% of people who contract typhoid continue to carry the disease after they recover. The most famous asymptomatic carrier was Mary Mallon (commonly known as "Typhoid Mary"), a young cook who was responsible for infecting at least 53 people with typhoid, three of whom died from the disease.[5] Mallon was the first apparently perfectly healthy person known to be responsible for an "epidemic".
Many carriers of typhoid were locked into an isolation ward never to be released in order to prevent further typhoid cases. These people often deteriorated mentally, driven mad by the conditions they lived in.[
Prevention
Sanitation and hygiene are the critical measures that can be taken to prevent typhoid. Typhoid does not affect animals and therefore transmission is only from human to human. Typhoid can only spread in environments where human feces or urine are able to come into contact with food or drinking water. Careful food preparation and washing of hands are crucial to preventing typhoid.
A vaccine against typhoid fever was developed during World War II by Ralph Walter Graystone Wyckoff.[10] There are two vaccines currently recommended by the World Health Organization for the prevention of typhoid:[11] these are the live, oral Ty21a vaccine (sold as Vivotif Berna) and the injectable Typhoid polysaccharide vaccine (sold as Typhim Vi by Sanofi Pasteur and Typherix by GlaxoSmithKline). Both are between 50% to 80% protective and are recommended for travelers to areas where typhoid is endemic. Boosters are recommended every 5 years for the oral vaccine and every 2 years for the injectable form. There exists an older killed whole-cell vaccine that is still used in countries where the newer preparations are not available, but this vaccine is no longer recommended for use, because it has a higher rate of side effects (mainly pain and inflammation at the site of the injection)
Treatment
The rediscovery of oral rehydration therapy in the 1960s provided a simple way to prevent many of the deaths of diarrheal diseases in general.
Where resistance is uncommon, the treatment of choice is a fluoroquinolone such as ciprofloxacin[9][12] otherwise, a third-generation cephalosporin such as ceftriaxone or cefotaxime is the first choice.[13][14][15] Cefixime is a suitable oral alternative.[16][17]
Typhoid fever in most cases is not fatal. Antibiotics, such as ampicillin, chloramphenicol, trimethoprim-sulfamethoxazole, Amoxicillin and ciprofloxacin, have been commonly used to treat typhoid fever in developed countries. Prompt treatment of the disease with antibiotics reduces the case-fatality rate to approximately 1%.
When untreated, typhoid fever persists for three weeks to a month. Death occurs in between 10% and 30% of untreated cases[citation needed]. In some communities, however, case-fatality rates may reach as high as 47%.[citation needed]
[edit] Resistance
Resistance to ampicillin, chloramphenicol, trimethoprim-sulfamethoxazole and streptomycin is now common, and these agents have not been used as first line treatment now for almost 20 years.[citation needed] Typhoid that is resistant to these agents is known as multidrug-resistant typhoid (MDR typhoid).
Ciprofloxacin resistance is an increasing problem, especially in the Indian subcontinent and Southeast Asia. Many centres are therefore moving away from using ciprofloxacin as first line for treating suspected typhoid originating in South America, India, Pakistan, Bangladesh, Thailand or Vietnam. For these patients, the recommended first line treatment is ceftriaxone. It has also been suggested Azithromycin is better at treating typhoid in resistant populations than both fluoroquinolone drugs and ceftriaxone.[18] Azithromycin significantly reduces relapse rates compared with ceftriaxone.
There is a separate problem with laboratory testing for reduced susceptibility to ciprofloxacin: current recommendations are that isolates should be tested simultaneously against ciprofloxacin (CIP) and against nalidixic acid (NAL), and that isolates that are sensitive to both CIP and NAL should be reported as "sensitive to ciprofloxacin", but that isolates testing sensitive to CIP but not to NAL should be reported as "reduced sensitivity to ciprofloxacin". However, an analysis of 271 isolates showed that around 18% of isolates with a reduced susceptibility to ciprofloxacin (MIC 0.125–1.0 mg/l) would not be picked up by this method.[19] It is not certain how this problem can be solved, because most laboratories around the world (including the West) are dependent on disc testing and cannot test for MICs.
Wednesday, July 21, 2010
life of a bed spacer
all i can say is what kind of life and adjustment should i have to made?how can i say "im okey mom" even though im having cough and colds due to unstable weather conditon...
im here again in calamba laguna 4 monhts after i left this town of our national hero Dr. Jose Rizal where i stays for almost 6 years, i stays to a family, where i experience a great great time with a perfect mom and dad and a brother too..
i have to be back here to be able to find myself being an independent, being a master of myself without someone in the morning letting u do house hold chores and everything....
the most improtant thing is i have to find work,,,any kind of work!!! i do try to inquire this afternoon to TELETECH STAROSA BRANCH ...and wow,,,what a requirements,, (pagibig,philhealth,,etc..)
providing a lot of requirements was to exppensive but sooner or later for sure that would be needed too...
until my landlady allows me to pay may rental fee (i thought they will allow me to pay only half a month since its too late to paid the whole one month,,,but they regret it,,,yeah,,have to pay it,,,,
its too difficult to pay attention on how to budget the money since its not as big amount as it is,,but,,,how,,haha,,,my foods my things,,and everything...
a life of being a bedspacer was too different as before for what i experience!
wish me luck for tomorrow,,,gonna go to ALABANG MUNTINLUPA,,,as MS KAY ANNE FLORES says,,not GOODLUCK but GOODBLESS.....
gonna slip now.............ZZZZZZZZZZZZZZZZZZZZZZZZZZZZzzzzzzzzzzzzzzzzzzzz....
im here again in calamba laguna 4 monhts after i left this town of our national hero Dr. Jose Rizal where i stays for almost 6 years, i stays to a family, where i experience a great great time with a perfect mom and dad and a brother too..
i have to be back here to be able to find myself being an independent, being a master of myself without someone in the morning letting u do house hold chores and everything....
the most improtant thing is i have to find work,,,any kind of work!!! i do try to inquire this afternoon to TELETECH STAROSA BRANCH ...and wow,,,what a requirements,, (pagibig,philhealth,,etc..)
providing a lot of requirements was to exppensive but sooner or later for sure that would be needed too...
until my landlady allows me to pay may rental fee (i thought they will allow me to pay only half a month since its too late to paid the whole one month,,,but they regret it,,,yeah,,have to pay it,,,,
its too difficult to pay attention on how to budget the money since its not as big amount as it is,,but,,,how,,haha,,,my foods my things,,and everything...
a life of being a bedspacer was too different as before for what i experience!
wish me luck for tomorrow,,,gonna go to ALABANG MUNTINLUPA,,,as MS KAY ANNE FLORES says,,not GOODLUCK but GOODBLESS.....
gonna slip now.............ZZZZZZZZZZZZZZZZZZZZZZZZZZZZzzzzzzzzzzzzzzzzzzzz....
Wednesday, June 30, 2010
Friday, April 2, 2010
ST. mary's college
RVM Fully Owned Schools
Generalate
St. Mary's College, Quezon City
Luzon
St. Mary's Academy, Hagonoy, Bulacan
St. Mary's Academy, Guagua, Pampanga
St. Mary's College, Meycauayan, Bulacan
St. Mary's Academy, Sta. Ana, Manila
St. Mary's Academy, Pasay City
St. Mary's Academy, Yakal, Manila
St. Mary's Academy, Caloocan City
St. Mary's College, Boac, Marinduque
St. Mary's Academy, Sto. Niño, Bulacan
Visayas
St. Mary's College, Catbalogan, W. Samar
St. Mary's College, Borongan, E. Samar
St. Mary's Academy, Roxas City
Northern Mindanao
St. Mary's Academy, Dipolog City
St. Mary's Academy, Talisayan, M. Oriental
St. Mary's Academy, Jasaan, Mis. Or.
Lourdes College , Cagayan de Oro City
St. Michael's College, Iligan City
Christ the King College , Gingoog City
St. Mary's Academy, Labason, Zamb. del Norte
St. Mary's Academy, Cagayan de Oro City
Southern Mindanao
Pilar College, Zamboanga City
University of the Immaculate Conception, Davao City
Notre Dame - RVM School of Cotabato
St. Mary's College, Tagum City
Holy Cross Academy , Digos, Davao del Sur
Our Lady of Fatima , Davao City
St. Mary's Academy, Kidapawan, N. Cotabato
Notre Dame of Makilala, N. Cotabato
RVM Partially Owned Schools
Luzon
St. Mary's College, Baliuag, Bulacan
St. Mary's Academy, Ligao, Albay
St. Mary's Academy, Nagcarlan, Laguna
Visayas
St. Mary's Academy, Guiuan, E. Samar
St. Mary's Academy, Dalaguete, Cebu
St. Mary's Academy, Oslob, Cebu
St. Mary's Academy, Palo, Leyte
Our Lady of Fatima Academy , McArthur, Eastern Samar
Holy Cross Academy , Oras, E. Samar
Infant King Academy , Jimalalud, Negros Oriental
St. Anthony's Academy, Tuburan, Cebu
St. Mary's Academy, Cebu City
Northern Mindanao
St. Rita's College, Balingasag, Mis. Or.
St. Mary's Academy, Tagoloan, Mis. Or.
St. John the Baptist High School , Logonglong, Misamis Oriental
Southern Mindanao
St. Mary's Academy, Caraga, Davao Or.
St. Mary's Academy, Baganga, Davao Or.
St. Mary's Academy, Midsayap, North Cotabato
Holy Cross College , Bansalan, Davao del Sur
Holy Cross Academy , Sta. Cruz, Davao del Sur
Diocesan School
Generalate
Sta. Clara Parish School , Pasay City
San Roque Catholic School, Alabang
Malate Catholic School , Malate, Manila
Ermita Catholic School , Ermita, Manila
Southern Mindanao
Notre Dame of Salaman College , Lebak, Sultan Kudarat
Notre Dame of Kalamansig, Sultan Kudarat
Overseas Mission Formal Schools
St. Anthony School , Honolulu , Hawaii
Soverdi School , Bali , Indonesia
Rev. Fr. Giebel's Vocational Institute, Sefwi-Wiawso , Ghana , West Africa Sacred Heart School , New Jersey , USA
Islamabad Convent School , Islamabad , Pakistan
FAASAO High School , Pago Pago , American Samoa
St. Peter's Vocational School, Kumasi , Ghana , West Africa
St. Mary's Girls Vocational School, Kumasi , Ghana , West Africa
St. Vincent International School , Bechem , Ghana , West Africa
Susteran RVM, Nangapanda, Flores, Indo.
St. Joseph School , Honolulu , Hawaii
MARINDUQUE STATE COLLEGE
Marinduque State College (MSC) is a public college in the Philippines.
Courses offered Education, Technology, Engineering, Environment, Fisheries, Culture, Arts and Sciences. It consists of one main campus located at Boac, (capital of Marinduque) and three more branches located at Sta. Cruz, Torrijos and Gasan. MSC provides quality education, complete facilities and complete related services like learning resource center (library and multimedia services), student publication, Office of the Student Affairs (OSA) student organizations and activities, Guidance and Psychological Testing Services, Health Services (Medical and Dental), Scholarship and Financial Assistance Program; and Sports, Physical education and Recreation (SPEAR). It has also other services like dormitory, internet services, canopy and study sheds, bulletin boards, Speech Laboratory and other services needed by the students.
History
Republic Act No. 805
Approved, June 21, 1953
Approved by: Congressman Panfilo M. Manguera
Signed into Law by: President Elpidio Quirino
An act to establish, organize and maintain one National High School of Arts and Trades in the Municipality of Boac, province of Marinduque, to be known as the MARINDUQUE SCHOOL OF ARTS AND TRADES and to authorize the appropriation of funds for the purpose.
Republic Act No. 377
Approved, April 8, 1983
Approved by: Assemblywoman Carmencita O. Reyes
Signed into Law by: President Ferdinand E. Marcos
An act converting the Marinduque School of Arts and Trades into the MARINDUQUE INSTITUTE OF SCIENCE AND TECHNOLOGY, broadening for the purpose its curricular programs in Science and Technology.
Republic Act No. 6833
Approved, January 5, 1990
Authored by Congresswoman Carmencita O. Reyes
Signed into Law: President Corazon C. Aquino
An act changing the name of the Marinduque Institute of Science and Technology in Barangay Tanza, Municipality of Boac, province of Marinduque to MARINDUQUE STATE COLLEGE.
Republic Act No. 7319
Approved, March 30, 1992
Authored by Congresswoman Carmencita O. Reyes
Signed into Law: President Corazon C. Aquino
An act establishing the College of Agriculture in Barangay Poctoy, Municipality of Torrijos; the college of Fisheries in Baranggay Pinggan, Municipality of Gasan; and the Marinduque Community College in the Municipality of Sta. Cruz, all in the province of Marinduque as branches of the MARINDUQUE STATE COLLEGE, Boac, Marinduque
[edit] Mission and Vision
Vision
Make MSC a premier College in the Region along the fields of Instruction, Research Extension, and Production.
Mission
To provide quality, responsive, and dynamic leadership in the areas of Education, Technology, Engineering, agriculture, Fisheries, Culture, Arts and Sciences and Allied Medicine to empower God- fearing individuals who are innovators and protectors for the country as a whole.
[edit] MSC Hymn
Hail to the MSC, Oh Hail to thee
With loyal hearts do homage
We tried to the years we come today
Pray God to lead thy way
Thy song in meekness bow their hearts
With faces up, we stand to sing Oh Hail to name MSC!
Hail to the MSC, Oh Hail to thee
Our beacon thy wisdom shall be
As light to guide us on your way
Whenever we shall be
And when the Lord of land and sea
Call us to heaven we still sing
Oh Hail to the name MSC!
[edit] Course Offerings
BOAC Campus (MAIN)
Graduate School Master in Education(major in Educ.Mngt.)
Master in Public Admin.(Organizational Studies)
Certificate in Teachers Professional Education
Undergraduate Courses
5-year Ladderzed Courses
Bachelor of Science in Civil Engineering
Bachelor of Science in Electrical Engineering
Bachelor of Science in Computer Engineering
Bachelor of Science in Communication and Electronics Engineering
4-year course
Bachelor of Science in Nursing
4-year Ladderized Course
Bachelor of Science in Industrial Technology
Major in:
Automotive Technology
Electrical Technology
Refrigeration & Air-conditioning Technology
Garments Technology
Welding Technology
Mechanical Technology
Food Technology
4-year Courses Bachelor of Secondary Education
Major in:
Mathematics
Biology
Physical Education,Health and Music
Physics
Technology and Home Economics
General Science
Social Science
Bachelor of Science in Information Systems
Bachelor of Science in Information Technology
Bachelor of Science in Entrepreneurship
Bachelor of Science in Nursing
Bachelor of Arts major in Communication Arts
Bachelor of Arts major in English
2-year Courses
Diploma in Midwifery
Caregiver
GASAN CAMPUS
Bachelor of Science in Fisheries major in Aquaculture
STA.CRUZ CAMPUS Bachelor of Arts major in Political Science
Bachelor of Elementary Education
Bachelor of Science in Information Systems
Bachelor of Science in Tourism Management
TORRIJOS CAMPUS
4-YEAR Courses Bachelor of Science in Agriculture
Major in:Animal Science,and Crop Science
Bachelor in Agricultural Technology
2-year Course Diploma in Agricultural Technology
Wednesday, February 24, 2010
a black propaganda or a possibility that might happen?
this is just a forwarded text msg that i receive early this afternoon. im not againts to this politician involve but i just wanna share this to you
and i quote.....
" now the cat's out of the bag...MANNY VILLAR is the secret candidate of PRES. GMA. MIKE ARROYO himself met with MANNY VILLAR at the house of MIKE DEFENSOR last January 7 2010. VILLAR secretly agreed to make GMA speaker of the house and protect her should Villar win the presidency. Villar agreed GMA'S offer of massive logistical support among GMA'S commisioners in the COMELEC wh will assure VILLAR'S victory..." unqoute
i repeat im not againts manny villar we have the right to choose who will support for presidential race. im not doing this and making this story because just because i support another presidentiable.
we are on the democratic country we have the right what ever we want to choose who will be the best leader for us...im not doing this to influence anybody especially you who can read this blog..
and lastly im not into black propanda,batuhan ng putik ,ng kabulukan ng iba..if all the politician here in the philipines have their good intention and one of those is to serve his/her countrymen in a nice way as a good leader why not? right?
as a voter this may 2010 election lets be vigilant and be wise for who deserves to vote..ok?
and i quote.....
" now the cat's out of the bag...MANNY VILLAR is the secret candidate of PRES. GMA. MIKE ARROYO himself met with MANNY VILLAR at the house of MIKE DEFENSOR last January 7 2010. VILLAR secretly agreed to make GMA speaker of the house and protect her should Villar win the presidency. Villar agreed GMA'S offer of massive logistical support among GMA'S commisioners in the COMELEC wh will assure VILLAR'S victory..." unqoute
i repeat im not againts manny villar we have the right to choose who will support for presidential race. im not doing this and making this story because just because i support another presidentiable.
we are on the democratic country we have the right what ever we want to choose who will be the best leader for us...im not doing this to influence anybody especially you who can read this blog..
and lastly im not into black propanda,batuhan ng putik ,ng kabulukan ng iba..if all the politician here in the philipines have their good intention and one of those is to serve his/her countrymen in a nice way as a good leader why not? right?
as a voter this may 2010 election lets be vigilant and be wise for who deserves to vote..ok?
Friday, February 19, 2010
Digital Literacy
Digital literacy is the set of attitudes, understanding and skills to handle and communicate information and knowledge effectively, in a variety of media and formats
The concept of digital literacy, as the term is now generally used, was introduced by Paul Gilster, in his 1997 book of the same name. The term itself had been used occasionally during the previous decade, though with a more restricted meaning; the ability to deal with hypertextual information. Gilster's idea was much broader, and did not involve the enumeration of lists of particular skills, competences or attitudes defining what it is to be digitally literate. Rather, he explained the concept quite generally, as an ability to understand and to use information from a variety of digital sources, and regarded it simply as literacy in the digital age. It is therefore the current form of the traditional idea of literacy per se; the ability to read, write and otherwise deal with information using the technologies and formats of the time. In an 'information society' and a 'knowledge economy', it is plainly an essential life skill. This generic expression of the idea, although it has irritated some commentators, is one of the strengths of Gilster’s concept, allowing it to be applied without concern for the sometimes restrictive ‘competence lists’ which have afflicted some other descriptions of the literacies of information.
Despite some continuing inconsistency in the use of the term, we see that several authors, following Paul Gilster, are using ‘digital literacy’ to denote a broad concept, linking together other relevant literacies, based on computer/ICT competences and skills, but focused on ‘softer’ skills of information evaluation and knowledge assembly, together with a set of understandings and attitudes.
This is also referred to by other names, particularly e-literacy and, by some, information literacy. However, the former has not gained popularity, while the latter is strongly associated with various linear models, espoused particularly by the library community. It has also been adopted by UNESCO as an important tool for national and international development, as expressed in the Prague Declaration of 2003 and in the Alexandria Proclamation of 2005.
A typical explanation, from the American Library Association is:
Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.
Information literacy is therefore seen as a linear series of sequential steps, typically:
* recognising a need for information
* identifying what information is needed
* finding the information
* evaluating the information
* organising the information
* using the information
Variations abound: 'communicating' may be included, for example, while 'deleting' and 'preserving' are given mention by those with a records management perspective. Greater granularity may be included, with 'finding' sometime broken down into sub-processes, such as 'choosing a source', 'retrieving' and 'acessing'.
While this is sometimes a useful concept, particularly for in planning training programmes, it is rather too prescriptive, and too limited to a 'library-style' formal information request, to be useful for describing all that is needed in dealing with the modern information environment.
Gilster’s idea of digital literacy, particularly as developed by a number of writers since, seems a suitable candidate. ‘Digital literacy’ seems an appropriate name, in an age where information comes mainly in this form; though with the caveat that an important part of digital literacy is knowing when to use a non-digital source.
The concept of digital literacy, as the term is now generally used, was introduced by Paul Gilster, in his 1997 book of the same name. The term itself had been used occasionally during the previous decade, though with a more restricted meaning; the ability to deal with hypertextual information. Gilster's idea was much broader, and did not involve the enumeration of lists of particular skills, competences or attitudes defining what it is to be digitally literate. Rather, he explained the concept quite generally, as an ability to understand and to use information from a variety of digital sources, and regarded it simply as literacy in the digital age. It is therefore the current form of the traditional idea of literacy per se; the ability to read, write and otherwise deal with information using the technologies and formats of the time. In an 'information society' and a 'knowledge economy', it is plainly an essential life skill. This generic expression of the idea, although it has irritated some commentators, is one of the strengths of Gilster’s concept, allowing it to be applied without concern for the sometimes restrictive ‘competence lists’ which have afflicted some other descriptions of the literacies of information.
Despite some continuing inconsistency in the use of the term, we see that several authors, following Paul Gilster, are using ‘digital literacy’ to denote a broad concept, linking together other relevant literacies, based on computer/ICT competences and skills, but focused on ‘softer’ skills of information evaluation and knowledge assembly, together with a set of understandings and attitudes.
This is also referred to by other names, particularly e-literacy and, by some, information literacy. However, the former has not gained popularity, while the latter is strongly associated with various linear models, espoused particularly by the library community. It has also been adopted by UNESCO as an important tool for national and international development, as expressed in the Prague Declaration of 2003 and in the Alexandria Proclamation of 2005.
A typical explanation, from the American Library Association is:
Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.
Information literacy is therefore seen as a linear series of sequential steps, typically:
* recognising a need for information
* identifying what information is needed
* finding the information
* evaluating the information
* organising the information
* using the information
Variations abound: 'communicating' may be included, for example, while 'deleting' and 'preserving' are given mention by those with a records management perspective. Greater granularity may be included, with 'finding' sometime broken down into sub-processes, such as 'choosing a source', 'retrieving' and 'acessing'.
While this is sometimes a useful concept, particularly for in planning training programmes, it is rather too prescriptive, and too limited to a 'library-style' formal information request, to be useful for describing all that is needed in dealing with the modern information environment.
Gilster’s idea of digital literacy, particularly as developed by a number of writers since, seems a suitable candidate. ‘Digital literacy’ seems an appropriate name, in an age where information comes mainly in this form; though with the caveat that an important part of digital literacy is knowing when to use a non-digital source.
“Education for the 21st Century: The Basics”
The Partnership for 21st Century Skills has developed six elements for 21st century educators. The elements provide a framework for teaching and learning in the 21st century and help focus on areas that need to be reformed within teaching. They center on core subjects that are legally mandated by the No Child Left Behind Act. They also focus on the new content areas of global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health/wellness awareness. In addition, they address learning and thinking skills that include critical thinking and problem solving skills; communication; creativity and innovation; collaboration; contextual learning; and information media literacy. They also concentrate on life skills such as leadership, ethics, accountability, personal responsibility, and self-direction.
The author suggests that 21st Century Educators need the following skills:
The teacher must be able to adapt the curriculum to teach digital tools. He/she must be able to adapt software that is made for a business so that it is suitable for various age groups. The 21st Century Educator must be a visionary. He/she must be able to look at other’s ideas and see how they could be used within the classroom. The teacher must be able to look at other disciplines and fields and integrate it into the students’ learning. The teacher must be able to utilize collaboration within his/her classroom using electronic mediums such as Blogger and MySpace. The teacher must be willing to take risks to further student knowledge of technology. The 21st Century teacher must be a learner and continue to stay current on the technological advances. The teacher must be able to effectively communicate using technologies. The teacher must also model behaviors they expect their students to display. Finally, the 21st Century teacher must be an effective leader.
Furthermore, the article suggests that there are three factors that must be present for integration and implementation of information and communication technology to work.
The classroom must be equipped with up-to-date technology. The teacher must be proficient in his/her ability to use a variety of pedagogical integration strategies. Finally, the curriculum must implement technology so that it mirrors the world that our students will live in. Finally, the learning space must have a shift from the traditional setting. It must move away from teacher-centered and move toward student-centered. It must be flexible and support technology.
I believe that it is very important to integrate technology into our lessons. The more we teach our students how to use technology, the better they will be prepared to work in the real world. As time progresses, technology will become more and more a part of our everyday lives. Therefore, it is important that student become as proficient as they can in the use of various forms of technology.
Reference:
Education for the 21st Century: The Basics. Retrieved February 13, 2010 from
http://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxjd3UzMTZlZHRlY2h8Z3g6NTI0ZDFmOWIwNGNiMDQwMg&pli=1
The author suggests that 21st Century Educators need the following skills:
The teacher must be able to adapt the curriculum to teach digital tools. He/she must be able to adapt software that is made for a business so that it is suitable for various age groups. The 21st Century Educator must be a visionary. He/she must be able to look at other’s ideas and see how they could be used within the classroom. The teacher must be able to look at other disciplines and fields and integrate it into the students’ learning. The teacher must be able to utilize collaboration within his/her classroom using electronic mediums such as Blogger and MySpace. The teacher must be willing to take risks to further student knowledge of technology. The 21st Century teacher must be a learner and continue to stay current on the technological advances. The teacher must be able to effectively communicate using technologies. The teacher must also model behaviors they expect their students to display. Finally, the 21st Century teacher must be an effective leader.
Furthermore, the article suggests that there are three factors that must be present for integration and implementation of information and communication technology to work.
The classroom must be equipped with up-to-date technology. The teacher must be proficient in his/her ability to use a variety of pedagogical integration strategies. Finally, the curriculum must implement technology so that it mirrors the world that our students will live in. Finally, the learning space must have a shift from the traditional setting. It must move away from teacher-centered and move toward student-centered. It must be flexible and support technology.
I believe that it is very important to integrate technology into our lessons. The more we teach our students how to use technology, the better they will be prepared to work in the real world. As time progresses, technology will become more and more a part of our everyday lives. Therefore, it is important that student become as proficient as they can in the use of various forms of technology.
Reference:
Education for the 21st Century: The Basics. Retrieved February 13, 2010 from
http://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxjd3UzMTZlZHRlY2h8Z3g6NTI0ZDFmOWIwNGNiMDQwMg&pli=1
Critical Thinking
* What do we mean by critical thinking?
* How does critical thinking differ between disciplines?
* How does critical thinking apply to academic reading?
* How does critical thinking apply to academic writing?
* How can I add quality to my writing?
* Critical thinking as a generic skill for life
What do we mean by critical thinking?
When you are thinking critically, you are not just thinking passively and accepting everything you see and hear. You are thinking actively. You are asking questions about what you see and hear, evaluating, categorising, and finding relationships.
Some critical thinking activities are listed below:
SOME OF THE ACTIVITIES INVOLVED IN CRITICAL THINKING
Interpreting according to a framework
Relating theory to practice
Making a claim and supporting it
Using appropriate evidence
Making links between ideas
Asking questions
Evaluating
Predicting
Describing
Analysing
Synthesising
Categorising
Establishing cause and effect
Comparing and contrasting
Identifying problems and solutions
Critical thinking is the essence of tertiary learning. As a university student, you will be expected to apply mental actions such as these to all your academic reading, writing, listening and discussing.
Back to top
How does critical thinking differ between disciplines?
Different disciplines are characterised by particular approaches to critical thinking, and a lage part of studying those disciplines means learning to think like an exponent of that discipline. So, for example, if you are studying geology, you will have to learn to think like a geologist. Geologists typically:
* categorise rocks and land formations
* explain how they evolved
* predict what can be found in similar circumstances.
You need to work out what are the typical ways of thinking in your discipline. Talk to your lecturer or tutor about it; ask questions; copy the style and tone of writing in your discipline.
All disciplines will require you to ask questions, relate theory to practice, find and use appropriate evidence, evaluate, find links, and categorise.
Science is often concerned with interpreting within a framework, describing, explaining, predicting, and identifying cause and effect.
Management is often concerned with identifying problems and solutions, relating theories to practice, and making comparisons and contrasts.
IT is often concerned with analysing complex situations into component parts.
Literature and History are often concerned with making claims and supporting them, usually in the light of a particular framework of analysis (eg feminism, postmodernism etc).
Back to top
How does critical thinking apply to academic reading?
In reading academic texts you need to develop a personal (but nevertheless academic and rational) response to the article/ theory/ chapter through:
* developing an understanding of the content
* evaluating and critiquing the article
Before reading a text closely, you should read the introduction or abstract and skim read the text (see Reading and Remembering for information about skim reading), to give you a preliminary idea of what it is about. Then read it closely and critically.
Some questions to help you read critically
* What are the main points of this text?
* Can you put them in your own words?
* What sorts of examples are used? Are they useful? Can you think of others?
* What factors (ideas, people, things) have been included? Can you think of anything that has been missed out?
* Is a particular bias or framework apparent? Can you tell what 'school of thought' the author belongs to?
* Can you work out the steps of the argument being presented? Do all the steps follow logically?
* Could a different conclusion be drawn from the argument being presented?
* Are the main ideas in the text supported by reliable evidence (well researched, non-emotive, logical)?
* Do you agree or disagree with the author? Why?
* What connections do you see between this and other texts?
* Where does it differ from other texts on the same subject?
* What are the wider implications—for you, for the discipline?
Some techniques to help you read critically
* When you take notes, divide your notepad into two columns. Jot down the main ideas in the left hand column, and the supporting comments in the right hand column. Add your own comments in another colour, or in brackets.
* Talk to other people (anyone who is interested!) about what you have read.
* Relate this text to others by looking for similar or contrasting themes.
* Think of how you might explain what the text means to, say, a high school student. What would you have to add to make it intelligible? (This will help you to see the underlying, unstated assumptions.)
* Ask yourself: 'Is it possible to disagree with any of this?'
* Ask yourself: 'How can I convince my peers/teachers that I understand what this is about?'
How does critical thinking apply to academic writing?
Look at the assignment question, and formulate some questions of your own (See the page on Answering the Question to help you understand how to read assignment questions).
* Work out what sort of critical thinking will be involved—comparing? problem solving? looking for cause and effect? evaluating?
* What is the lecturer looking for?
* If you want to say something which is new or unusual, or which your lecturer may disagree with, make sure you have EXTRA evidence and support.
* Make sure everything you say is backed up by evidence and references.
* Link what you are saying into the overall field of the discipline.
* Think about why this essay topic is worth writing about—what makes it particularly significant.
* Look at both sides of an argument
Back to top
How can I add quality to my writing?
Your writing needs to be critical in the broadest sense: categorising the factors involved, establishing cause-effect chains, making comparisons and contrasts, pointing out problems and suggesting solutions, evaluating theories and relating them to practice, and so on.
Your writing must also be rational, balanced, well-argued, and based on evidence and wide reading.
However, really excellent writing is distinguished because it says something substantial. Excellent writing is insightful and thought-provoking; it gives many relevant and interesting examples and other supporting details; and it shows evidence of deep thinking.
Your conclusion is particularly important in this regard. Use the conclusion to:
* say why this topic is particularly important
* make a prediction about the future (based on what you have written)
* make an evaluation (make sure it is not too extreme and is well supported by the body of your text)
* suggest a solution to the problems you have described
* restate your central argument in convincing terms (make sure you have supported the argument rigorously through the body of your text).
A conclusion should never say ‘Everything is fine and beautiful’ because nothing is ever perfect. Even the best theory has flaws and is open to criticism. Your writing will be judged as simplistic if you look only at the good points (or only at the bad points, for that matter).
Back to top
Critical thinking as a generic skill for life.
The skills that you develop at university in critical thinking will support you in your future professional lives. Professionals constantly need to make decisions based on critical thinking, to evaluate processes and outcomes, and to reflect upon their practice.
* How does critical thinking differ between disciplines?
* How does critical thinking apply to academic reading?
* How does critical thinking apply to academic writing?
* How can I add quality to my writing?
* Critical thinking as a generic skill for life
What do we mean by critical thinking?
When you are thinking critically, you are not just thinking passively and accepting everything you see and hear. You are thinking actively. You are asking questions about what you see and hear, evaluating, categorising, and finding relationships.
Some critical thinking activities are listed below:
SOME OF THE ACTIVITIES INVOLVED IN CRITICAL THINKING
Interpreting according to a framework
Relating theory to practice
Making a claim and supporting it
Using appropriate evidence
Making links between ideas
Asking questions
Evaluating
Predicting
Describing
Analysing
Synthesising
Categorising
Establishing cause and effect
Comparing and contrasting
Identifying problems and solutions
Critical thinking is the essence of tertiary learning. As a university student, you will be expected to apply mental actions such as these to all your academic reading, writing, listening and discussing.
Back to top
How does critical thinking differ between disciplines?
Different disciplines are characterised by particular approaches to critical thinking, and a lage part of studying those disciplines means learning to think like an exponent of that discipline. So, for example, if you are studying geology, you will have to learn to think like a geologist. Geologists typically:
* categorise rocks and land formations
* explain how they evolved
* predict what can be found in similar circumstances.
You need to work out what are the typical ways of thinking in your discipline. Talk to your lecturer or tutor about it; ask questions; copy the style and tone of writing in your discipline.
All disciplines will require you to ask questions, relate theory to practice, find and use appropriate evidence, evaluate, find links, and categorise.
Science is often concerned with interpreting within a framework, describing, explaining, predicting, and identifying cause and effect.
Management is often concerned with identifying problems and solutions, relating theories to practice, and making comparisons and contrasts.
IT is often concerned with analysing complex situations into component parts.
Literature and History are often concerned with making claims and supporting them, usually in the light of a particular framework of analysis (eg feminism, postmodernism etc).
Back to top
How does critical thinking apply to academic reading?
In reading academic texts you need to develop a personal (but nevertheless academic and rational) response to the article/ theory/ chapter through:
* developing an understanding of the content
* evaluating and critiquing the article
Before reading a text closely, you should read the introduction or abstract and skim read the text (see Reading and Remembering for information about skim reading), to give you a preliminary idea of what it is about. Then read it closely and critically.
Some questions to help you read critically
* What are the main points of this text?
* Can you put them in your own words?
* What sorts of examples are used? Are they useful? Can you think of others?
* What factors (ideas, people, things) have been included? Can you think of anything that has been missed out?
* Is a particular bias or framework apparent? Can you tell what 'school of thought' the author belongs to?
* Can you work out the steps of the argument being presented? Do all the steps follow logically?
* Could a different conclusion be drawn from the argument being presented?
* Are the main ideas in the text supported by reliable evidence (well researched, non-emotive, logical)?
* Do you agree or disagree with the author? Why?
* What connections do you see between this and other texts?
* Where does it differ from other texts on the same subject?
* What are the wider implications—for you, for the discipline?
Some techniques to help you read critically
* When you take notes, divide your notepad into two columns. Jot down the main ideas in the left hand column, and the supporting comments in the right hand column. Add your own comments in another colour, or in brackets.
* Talk to other people (anyone who is interested!) about what you have read.
* Relate this text to others by looking for similar or contrasting themes.
* Think of how you might explain what the text means to, say, a high school student. What would you have to add to make it intelligible? (This will help you to see the underlying, unstated assumptions.)
* Ask yourself: 'Is it possible to disagree with any of this?'
* Ask yourself: 'How can I convince my peers/teachers that I understand what this is about?'
How does critical thinking apply to academic writing?
Look at the assignment question, and formulate some questions of your own (See the page on Answering the Question to help you understand how to read assignment questions).
* Work out what sort of critical thinking will be involved—comparing? problem solving? looking for cause and effect? evaluating?
* What is the lecturer looking for?
* If you want to say something which is new or unusual, or which your lecturer may disagree with, make sure you have EXTRA evidence and support.
* Make sure everything you say is backed up by evidence and references.
* Link what you are saying into the overall field of the discipline.
* Think about why this essay topic is worth writing about—what makes it particularly significant.
* Look at both sides of an argument
Back to top
How can I add quality to my writing?
Your writing needs to be critical in the broadest sense: categorising the factors involved, establishing cause-effect chains, making comparisons and contrasts, pointing out problems and suggesting solutions, evaluating theories and relating them to practice, and so on.
Your writing must also be rational, balanced, well-argued, and based on evidence and wide reading.
However, really excellent writing is distinguished because it says something substantial. Excellent writing is insightful and thought-provoking; it gives many relevant and interesting examples and other supporting details; and it shows evidence of deep thinking.
Your conclusion is particularly important in this regard. Use the conclusion to:
* say why this topic is particularly important
* make a prediction about the future (based on what you have written)
* make an evaluation (make sure it is not too extreme and is well supported by the body of your text)
* suggest a solution to the problems you have described
* restate your central argument in convincing terms (make sure you have supported the argument rigorously through the body of your text).
A conclusion should never say ‘Everything is fine and beautiful’ because nothing is ever perfect. Even the best theory has flaws and is open to criticism. Your writing will be judged as simplistic if you look only at the good points (or only at the bad points, for that matter).
Back to top
Critical thinking as a generic skill for life.
The skills that you develop at university in critical thinking will support you in your future professional lives. Professionals constantly need to make decisions based on critical thinking, to evaluate processes and outcomes, and to reflect upon their practice.
Thursday, February 4, 2010
clarification if RIZAL was the father of HITLER
Rizal Sired Hitler
By: Ambeth R. Ocampo
Philippines Daily Inquirer
Lifestyle (C3)
Monday, June 19, 1995
EVERYWHERE I lecture on Rizal, one question never fail to arise in the open forum—"Is it true that Adolf Hitler is the son of Rizal?
This is absolutely absurd, but since some fairly educated people actually want to believe it, I write this column.The argument is that Rizal had a German connection, he studied in Heildelberg, and being the Pinoy Don Juan he probably sired a son (why not a Daughter?) who later turned out to Adolf Hitler. Hitler was born 1889, and Rizal left Germany in 1887. Unless Hitler was a delayed baby, that is highly improbable.
Although there is no resemblance between the two, it is argued that unlike the tall, blond and blue-eyed Germans, Hitler wanted to propagate into the "master race,’ Hitler himself was small of stature had dark hair and dark eyes. I would counter this argument by explaining that, contrary to popular belief, Hitler was Austrian not a German.
But then Rizal visited in Austria in May 1887 and according to Rizal’s traveling companion, Max Viola, he did spend a night with an unknown Austrian woman. Viola remembers that they were billeted in the Hotel Metropole, Vienna and Rizal "…encountered the figure of a temptress in the form of Viennese woman, of the family of the Camelliasor Margarite of extraordinary beauty and irresistible attraction, who seemingly had been expressly invited to offer for a moment the cup of mundane pleasure to the apostle of the Philippine freedom who until the had enjoyed among his intimates the fame worthy of his glorious namesake, St. Joseph. With the exception of this case I knew of no other slip of Rizal during more than six months of our living together."
Amazing, what yarns can be pulled off a one-night stand with a Viennese prostitute.
Monday, February 1, 2010
November 2009 Top 10 Nurses
1. CLARIE MORALES BONTOL, ILIGAN MEDICAL CENTER COLLEGE, INC. - 87.80%
2. BRYAN NOEL CUETO ASIS, LYCEUM OF BATANGAS - 87.60%
3. DICKSON ARAZA LAUDE, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 87.00%
4. SARAH BETH ZAPANTA BENDOY, FIRST ASIA INSTITUTE OF TECHNOLOGY and HUMANITIES - 86.60%
4. CYREL ALEXANDRA INFISTAN DIOLAZO, ARELLANO UNIVERSITY-MANILA - 86.60%
5. CLIFF RICHARD DE DIOS BERMUDEZ, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.40%
5. KATRINA ISABEL VILLA DOROMAL, SAINT PAUL UNIVERSITY-ILOILO - 86.40%
5. RIO MICHELLE YAP RENOMERON, SAN PEDRO COLLEGE-DAVAO CITY - 86.40%
6. GREATSKY CALAYAG CASTUCIANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 86.20%
6. JOBILEE SAHAGUN FORONDA, DE LOS SANTOS-STI COLLEGE,INC-(DELOS SANTOS S.N.) - 86.20%
6. DONALD BANCUD PALOMA, SAINT PAUL UNIVERSITY-TUGUEGARAO - 86.20%
6. KARLA ANDREA CORNEJA YAP, UNIVERSITY OF SAINT LA SALLE - 86.20%
7. CHASTINE DELA CRUZ JAMBALOS, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. FELINA JOYCE LLAMADO POSADAS, SAINT PAUL UNIVERSITY-ILOILO - 86.00%
7. PERLA BARGO SANTIAGO, SAINT DOMINIC SAVIO COLLEGE - 86.00%
7. CAMILLE ABIERA SISTOSO, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. DENNIS MICHAEL ESTEBAN ZEQUERRA, COTABATO MEDICAL FOUNDATION COLLEGE - 86.00%
8. JOANNA MARIE SAJISE ALVARO, CENTRAL PHILIPPINE UNIVERSITY - 85.80%
8. KAREN LIM CHENG, XAVIER UNIVERSITY - 85.80%
8. KRIZZIA MAE VILLAREAL DE GUZMAN, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.80%
8. RICHARD WILLIAM DULALAS DOMONDON, RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY-IBA - 85.80%
8. ANGELO GARCIA GALVAN, CENTRAL LUZON DOCTOR'S HOSPITAL EDUCATIONAL INSTITUTION - 85.80%
8. LILIA CALLE PIRAMIDE, SAINT DOMINIC SAVIO COLLEGE - 85.80%
8. ROBERT CARANDANG REÑA, LYCEUM OF BATANGAS - 85.80%
8. VYKLYN JIMENO TESTA, AKLAN STATE UNIVERSITY(AKLAN S.C.A.)-BANGA - 85.80%
8. CORNELIO CEZAIL FLORES VILLANUEVA, MABINI COLLEGE - 85.80%
9. SHEILA PERICO CASANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.60%
9. KRYSTLE GO DIN, SAINT PAUL UNIVERSITY-ILOILO - 85.60%
9. JOHN STEPHEN TIONGSON HUMIWAT, SAINT MARY'S UNIVERSITY - 85.60%
9. WOODROSE CHARM PACIENTE KWAN, DR. CARLOS S. LANTING COLLEGE-Q. C. - 85.60%
9. NERISSA NAVAL LAYAG, SAINT DOMINIC SAVIO COLLEGE - 85.60%
9. KRISTIN ANGELI PASTOR LEGISLADOR, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. MYRTLE SHEKINAH CABUYAO LOPEZ, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.60%
9. SUZANNE JOIE NAPOD MAÑO, ADVENTIST UNIVERSITY OF THE PHILIPPINES - 85.60%
9. MANELEE PESCADILLA MIJARES, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. JUAN ALFRED GERMINO NORTE, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.60%
9. GARLENE ANNE ESTANISLAO REBOLLOS, SULTAN KUDARAT EDUCATIONAL INSTITUTION - 85.60%
10. JOANNA IRIS LEE AVENA, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. ERWIN GARCES BODIONGAN, MISAMIS UNIVERSITY-OZAMIS CITY - 85.40%
10. STEVE OLIVER YAP COO, CENTRAL PHILIPPINE UNIVERSITY - 85.40%
10. STEPHEN ALBERT LIM DE CASTRO, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.40%
10. PRINCESS CAMILLE RODRIGUEZ DE GUZMAN, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.40%
10. FELAMIE ANNE VIGO DUCOTAN, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. MARY KRISTINE TERAZA LABANTA, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 85.40%
10. GISELLE DAWN VIJAR MAMARIL, WEST VISAYAS STATE UNIVERSITY-LA PAZ - 85.40%
10. SAMUEL JOHN SAYOC SALUDEZ, SAINT PAUL UNIVERSITY-TUGUEGARAO - 85.40%
10. ANGELO JOHN VILLASANA TACUBAN, WEST NEGROS COLLEGE - 85.40%
10. MARIA CECILIA CERVANTES TEJEDOR - SAINT DOMINIC SAVIO COLLEGE - 85.40%
2. BRYAN NOEL CUETO ASIS, LYCEUM OF BATANGAS - 87.60%
3. DICKSON ARAZA LAUDE, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 87.00%
4. SARAH BETH ZAPANTA BENDOY, FIRST ASIA INSTITUTE OF TECHNOLOGY and HUMANITIES - 86.60%
4. CYREL ALEXANDRA INFISTAN DIOLAZO, ARELLANO UNIVERSITY-MANILA - 86.60%
5. CLIFF RICHARD DE DIOS BERMUDEZ, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.40%
5. KATRINA ISABEL VILLA DOROMAL, SAINT PAUL UNIVERSITY-ILOILO - 86.40%
5. RIO MICHELLE YAP RENOMERON, SAN PEDRO COLLEGE-DAVAO CITY - 86.40%
6. GREATSKY CALAYAG CASTUCIANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 86.20%
6. JOBILEE SAHAGUN FORONDA, DE LOS SANTOS-STI COLLEGE,INC-(DELOS SANTOS S.N.) - 86.20%
6. DONALD BANCUD PALOMA, SAINT PAUL UNIVERSITY-TUGUEGARAO - 86.20%
6. KARLA ANDREA CORNEJA YAP, UNIVERSITY OF SAINT LA SALLE - 86.20%
7. CHASTINE DELA CRUZ JAMBALOS, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. FELINA JOYCE LLAMADO POSADAS, SAINT PAUL UNIVERSITY-ILOILO - 86.00%
7. PERLA BARGO SANTIAGO, SAINT DOMINIC SAVIO COLLEGE - 86.00%
7. CAMILLE ABIERA SISTOSO, PAMANTASAN NG LUNGSOD NG MAYNILA - 86.00%
7. DENNIS MICHAEL ESTEBAN ZEQUERRA, COTABATO MEDICAL FOUNDATION COLLEGE - 86.00%
8. JOANNA MARIE SAJISE ALVARO, CENTRAL PHILIPPINE UNIVERSITY - 85.80%
8. KAREN LIM CHENG, XAVIER UNIVERSITY - 85.80%
8. KRIZZIA MAE VILLAREAL DE GUZMAN, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.80%
8. RICHARD WILLIAM DULALAS DOMONDON, RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY-IBA - 85.80%
8. ANGELO GARCIA GALVAN, CENTRAL LUZON DOCTOR'S HOSPITAL EDUCATIONAL INSTITUTION - 85.80%
8. LILIA CALLE PIRAMIDE, SAINT DOMINIC SAVIO COLLEGE - 85.80%
8. ROBERT CARANDANG REÑA, LYCEUM OF BATANGAS - 85.80%
8. VYKLYN JIMENO TESTA, AKLAN STATE UNIVERSITY(AKLAN S.C.A.)-BANGA - 85.80%
8. CORNELIO CEZAIL FLORES VILLANUEVA, MABINI COLLEGE - 85.80%
9. SHEILA PERICO CASANO, OUR LADY OF FATIMA UNIVERSITY-VALENZUELA - 85.60%
9. KRYSTLE GO DIN, SAINT PAUL UNIVERSITY-ILOILO - 85.60%
9. JOHN STEPHEN TIONGSON HUMIWAT, SAINT MARY'S UNIVERSITY - 85.60%
9. WOODROSE CHARM PACIENTE KWAN, DR. CARLOS S. LANTING COLLEGE-Q. C. - 85.60%
9. NERISSA NAVAL LAYAG, SAINT DOMINIC SAVIO COLLEGE - 85.60%
9. KRISTIN ANGELI PASTOR LEGISLADOR, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. MYRTLE SHEKINAH CABUYAO LOPEZ, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.60%
9. SUZANNE JOIE NAPOD MAÑO, ADVENTIST UNIVERSITY OF THE PHILIPPINES - 85.60%
9. MANELEE PESCADILLA MIJARES, UNIVERSITY OF SAINT LA SALLE - 85.60%
9. JUAN ALFRED GERMINO NORTE, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.60%
9. GARLENE ANNE ESTANISLAO REBOLLOS, SULTAN KUDARAT EDUCATIONAL INSTITUTION - 85.60%
10. JOANNA IRIS LEE AVENA, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. ERWIN GARCES BODIONGAN, MISAMIS UNIVERSITY-OZAMIS CITY - 85.40%
10. STEVE OLIVER YAP COO, CENTRAL PHILIPPINE UNIVERSITY - 85.40%
10. STEPHEN ALBERT LIM DE CASTRO, SOUTHERN LUZON POLYTECHNIC COLLEGE-LUCBAN - 85.40%
10. PRINCESS CAMILLE RODRIGUEZ DE GUZMAN, PAMANTASAN NG LUNGSOD NG MAYNILA - 85.40%
10. FELAMIE ANNE VIGO DUCOTAN, SAINT PAUL UNIVERSITY-ILOILO - 85.40%
10. MARY KRISTINE TERAZA LABANTA, ST. SCHOLASTICA'S COLLEGE OF HEALTH SCIENCES-TACLOBAN - 85.40%
10. GISELLE DAWN VIJAR MAMARIL, WEST VISAYAS STATE UNIVERSITY-LA PAZ - 85.40%
10. SAMUEL JOHN SAYOC SALUDEZ, SAINT PAUL UNIVERSITY-TUGUEGARAO - 85.40%
10. ANGELO JOHN VILLASANA TACUBAN, WEST NEGROS COLLEGE - 85.40%
10. MARIA CECILIA CERVANTES TEJEDOR - SAINT DOMINIC SAVIO COLLEGE - 85.40%
Thursday, January 28, 2010
ADVERBS OF MANNER AND ADVERBS USED IN COMPARISONS
http://www.wordpower.ws/grammar/gramch25.html
ADVERBS OF MANNER AND ADVERBS USED IN COMPARISONS
1. Adverbs of manner
Adverbs of manner are the largest group of adverbs. Most adverbs of manner are closely related to corresponding adjectives. Although some words can be used as either adjectives or adverbs, in most cases, adverbs of manner are formed by adding ly to the corresponding adjectives.
a. Spelling rules for adding ly
In most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
bad badly
complete completely
normal normally
surprising surprisingly
i. Adjectives ending in ic
However, when the adjective ends in ic, the syllable al is usually added before the ly ending. For example:
Adjective Adverb of Manner
dramatic dramatically
scientific scientifically
specific specifically
ii. Adjectives ending in le
When the adjective ends in le preceded by a consonant, the final e is usually changed to y, to form the ly ending. For example:
Adjective Adverb of Manner
favorable favorably
humble humbly
simple simply
When the adjective ends in le preceded by a vowel, in most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
agile agilely
sole solely
However, in the case of the adjective whole, the final e is removed before the ending ly is added:
Adjective Adverb of Manner
whole wholly
iii. Adjectives ending in ll
When the adjective ends in ll, only y is added. For example:
Adjective Adverb of Manner
dull dully
full fully
shrill shrilly
iv. Adjectives ending in ue
When the adjective ends in ue, the final e is usually omitted before the ending ly is added. For example:
Adjective Adverb of Manner
due duly
true truly
v. Adjectives ending in y
When the adjective ends in y preceded by a consonant, the y is usually changed to i before the ending ly is added. For example:
Adjective Adverb of Manner
busy busily
easy easily
happy happily
However, in the case of the adjectives shy and sly, ly is simply added to the positive form of the adjective:
Adjective Adverb of Manner
shy shyly
sly slyly
When the adjective ends in y preceded by a vowel, in most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
coy coyly
grey greyly
However, in the case of the adjective gay, y is changed to i before the ending ly is added:
Adjective Adverb of Manner
gay gaily
See Exercise 1.
It should be noted that while most adverbs which end in ly are adverbs of manner, other types of adverb may also end in ly. For instance, consequently and subsequently are connecting adverbs. The following are adverbs of frequency which are formed by adding ly to the corresponding adjectives.
Adjective Adverb of Frequency
frequent frequently
rare rarely
usual usually
b. Adverbs which do not use the ending ly
The adverb of manner well appears unrelated to the corresponding adjective, good. Good and well both have the comparative form better and the superlative form best.
Adjective Adverb of Manner
good well
It should be noted that in addition to being used as an adverb, the word well can also be used as an adjective with the meaning healthy. The adjective well is most often used as a predicate adjective.
e.g. Well used as an Adjective: I hope you are well.
Well used as an Adverb: He did well on the examination.
In the first example, well is a predicate adjective, modifying the pronoun you. In the second example, well is an adverb of manner, modifying the verb did.
The following table gives examples of adverbs of manner, location, time and frequency which have the same forms as the corresponding adjectives.
Adjective Adverb of Manner
fast fast
hard hard
little little
loud loud or loudly
much much
straight straight
Adjective Adverb of Location
far far
high high
low low
near near
wide wide
Adjective Adverb of Time
early early
first first
late late
long long
Adjective Adverb of Frequency
daily daily
monthly monthly
weekly weekly
yearly yearly
See Exercise 2.
It should also be noted that there are several adjectives ending in ly which have no corresponding adverbs:
friendly
likely
lively
lonely
silly
ugly
When it is desired to use one of these words to modify a verb, an adverb phrase of manner may be used. In the following examples, the adverb phrases are underlined.
e.g. He behaved in a friendly manner.
They acted in a silly way.
The following table gives examples of pairs of adverbs which are closely related, but which have different meanings.
Adverbs With and Without ly Endings
Adverb Meaning Adverb Meaning
hard with effort hardly scarcely
high opposite of low highly very; very well
late opposite of early lately recently
near opposite of far nearly almost
wide opposite of narrow widely commonly
The meanings of these adverbs are illustrated in the following examples.
e.g. I worked hard.
I have hardly enough time to finish.
He threw the ball high into the air.
He is highly successful in what he does.
The class began late.
The weather has been cold lately.
I held my breath as the squirrel crept near to get the nuts.
I have nearly finished reading the book.
I opened the door wide.
That theory is widely believed.
c. The differing functions of adjectives and adverbs
When an adverb differs in form from a corresponding adjective, it is necessary to distinguish between the functions of adjectives and adverbs in order to determine which form should be used in a given situation.
Whereas adjectives modify nouns, pronouns, and expressions which serve the same grammatical functions as nouns; adverbs modify verbs, adjectives and adverbs.
i. Adjectives which modify nouns compared with adverbs which modify verbs
The following examples illustrate the distinction which must be made between adjectives which modify nouns and adverbs which modify verbs. The adjectives and adverbs are printed in bold type, and the words which are modified are underlined.
e.g. Adjective: It has been a quiet afternoon.
Adverb: The afternoon passed quietly.
Adjective: She is a good musician.
Adverb: She plays the flute very well.
In the first pair of sentences, the adjective quiet modifies the noun afternoon, whereas the adverb quietly modifies the verb passed. In the second pair of sentences, the adjective good modifies the noun musician, whereas the adverb well modifies the verb plays.
In informal English, adjectives are sometimes used to modify verbs.
e.g. She plays good.
In this example, the adjective good is used to modify the verb plays. However, this use of adjectives is considered to be grammatically incorrect.
See Exercise 3.
ii. Adjectives which modify nouns compared with adverbs which modify adjectives
The following examples illustrate the distinction which must be made between adjectives which modify nouns and adverbs which modify adjectives.
e.g. Adjective: a large wooden building
Adverb: a largely wooden building
Adjective: conspicuous dark clouds
Adverb: conspicuously dark clouds
In the first pair of phrases, the adjective large modifies the noun building, and the adverb largely modifies the adjective wooden. Thus, the phrase a large wooden building has the meaning a big wooden building, whereas the phrase a largely wooden building has the meaning a building mostly made of wood.
In the second pair of phrases, the adjective conspicuous modifies the noun clouds, and the adverb conspicuously modifies the adjective dark. Thus, the phrase conspicuous dark clouds means that the clouds themselves are noticeable; whereas the phrase conspicuously dark clouds means that the darkness of the clouds is noticeable.
See Exercise 4.
iii. Predicate adjectives which modify the subjects of verbs compared with adverbs which modify verbs
As pointed out previously, certain verbs, called linking verbs, can be followed by predicate adjectives. A distinction must be made between predicate adjectives which modify the subjects of linking verbs, and adverbs which modify verbs.
A few linking verbs, such as the verb to be, can be followed by predicate adjectives, but cannot be modified by adverbs of manner. In the following examples using the verb to be, the nouns which are modified are underlined.
e.g. He is happy.
The wind was strong.
In these examples, the predicate adjectives happy and strong modify the subjects he and wind.
However, there are several verbs which can be used either as linking verbs followed by predicate adjectives, or as non-linking verbs modified by adverbs of manner. The following examples illustrate the use of the verb to appear as a linking verb and as a non-linking verb.
e.g. Linking Verb: His uncle appeared kind.
Non-linking Verb: His uncle appeared punctually at ten o'clock.
In the first example, kind is a predicate adjective which modifies the noun uncle. In the second example, punctually is an adverb of manner which modifies the verb appeared.
The verbs below can be used either as linking or non-linking verbs:
to appear to become
to feel to grow
to look to remain
to smell to sound
to taste to turn
If the subject of the verb is to be modified, a predicate adjective is required after such verbs; whereas if the verb is to be modified, an adverb is required. In the pairs of examples below, the verbs to grow, to look and to turn are used first as linking verbs followed by adjectives, and then as non-linking verbs modified by adverbs. The adjectives and adverbs are printed in bold type, and the words which are modified are underlined.
e.g. Adjective: As he became old, he grew slow at remembering dates.
Adverb: The tree grew slowly.
Adjective: They looked anxious.
Adverb: We looked anxiously up the street.
Adjective: The weather turned cold.
Adverb: She turned coldly away from the salesman.
In these examples, the predicate adjectives slow, anxious and cold modify the subjects he, they and weather; whereas the adverbs of manner slowly, anxiously and coldly modify the verbs grew, looked and turned.
See Exercise 5.
2. Adverbs used in comparisons
a. The formation of comparative and superlative forms of adverbs
It should be noted that many adverbs, such as sometimes, never, here, there, now, then, first, again, yesterday and daily have no comparative or superlative forms.
i. Adverbs used with More and Most
Most adverbs used in comparisons, including those formed from corresponding adjectives by adding the ending ly, form the comparative with the word more, and the superlative with the word most. For example:
Positive Form Comparative Form Superlative Form
carefully more carefully most carefully
easily more easily most easily
frequently more frequently most frequently
slowly more slowly most slowly
softly more softly most softly
ii. Adverbs used with the endings er and est
Adverbs which have the same positive forms as corresponding adjectives generally also have the same comparative and superlative forms as the corresponding adjectives. For example:
Positive Form Comparative Form Superlative Form
early earlier earliest
fast faster fastest
hard harder hardest
high higher highest
late later latest
long longer longest
low lower lowest
near nearer nearest
straight straighter straightest
The adverb of time soon also uses the endings er and est:
Positive Form Comparative Form Superlative Form
soon sooner soonest
It should be noted that adverbs formed by adding ly to one-syllable adjectives are sometimes used with the endings er and est.
e.g. We walked slower and slower.
They sang the softest.
However, in modern English, it is generally considered to be more correct to write:
We walked more and more slowly.
They sang the most softly.
iii. Irregular adverbs
The irregular adverbs have the same comparative and superlative forms as the corresponding irregular adjectives:
Positive Form Comparative Form Superlative Form
badly worse worst
far farther or further farthest or furthest
little less least
much more most
well better best
b. Positive forms of adverbs used in comparisons
The constructions employed when adverbs are used in comparisons are very similar to those employed when adjectives are used in comparisons.
i. The construction with As ... As
When used in making comparisons, the positive form of an adverb is usually preceded and followed by as. This construction is summarized below, followed by examples.
as + positive form + as
of adverb
I can run as fast as you can.
He moves as slowly as a snail.
Her eyes shone as brightly as stars.
If desired, an adverb may be placed before the first occurrence of as:
adverb + as + positive form + as
of adverb
I can run twice as fast as you can.
Her eyes shone almost as brightly as stars.
ii. Ellipsis
Ellipsis is often employed in comparisons using adverbs. For instance, in the second half of such comparisons, instead of repeating the verb, the first auxiliary may be used, or the verb may be omitted entirely. In the following examples, the words which would usually be omitted are enclosed in square brackets.
e.g. I can run as fast as you can [run].
He moves as slowly as a snail [moves].
Her eyes shone as brightly as stars [shine].
c. Comparative forms of adverbs used in comparisons
i. The construction with Than
When used in making comparisons, the comparative form of an adverb is usually followed by than. This construction is summarized below, followed by examples.
comparative form + than
of adverb
He can swim farther than I can.
She sings more beautifully than her sister does.
As is the case with comparisons using adjectives, comparisons using adverbs can be combined with phrases or clauses.
e.g. She performs better in front of an audience than she does in rehearsal.
They walked faster when they were on their way to school than they did
when they were on their way home.
In the first example, the two situations being compared are distinguished by the phrases in front of an audience and in rehearsal. In the second example, the two situations being compared are distinguished by the clauses when they were on their way to school and when they were on their way home. The use of ellipsis should be noted. In the first example, the auxiliary does is used instead of repeating the verb performs. In the second example, the auxiliary did is used instead of repeating the verb walked.
See Exercise 6.
ii. Progressive comparisons
The comparative forms of adverbs can be used in progressive comparisons. For adverbs with the ending er, the following construction is used:
comparative form + and + comparative form
of adverb of adverb
e.g. The plane flew higher and higher.
The team performed better and better.
The meanings expressed in these examples can also be expressed as follows:
e.g. The plane flew increasingly high.
The team performed increasingly well.
For adverbs which form the comparative with more, the following construction is used:
more + and + more + positive form
of adverb
He solved the problems more and more easily.
We visited them more and more frequently.
The meanings expressed in these examples can also be expressed as follows:
e.g. He solved the problems increasingly easily.
We visited them increasingly frequently.
iii. The construction with Less and Less
A similar construction, employing the expression less and less, can also be used. The expressions less and less and more and more have opposite meanings.
less + and + less + positive form
of adverb
He solved the problems less and less easily.
We visited them less and less frequently.
The meanings expressed in these examples can also be expressed as follows:
e.g. He solved the problems decreasingly easily.
We visited them decreasingly frequently.
See Exercise 7.
iv. The construction with The ..., the ...
Two clauses, each beginning with the, and each containing a comparative form of an adjective or adverb, can be used together in order to indicate a cause and effect relationship between two different things or events. This construction is summarized below, followed by examples.
comparative 1st part of comparative 2nd part of
The + form of adverb + comparison, + the + form of adverb + comparison
or adjective or adjective
The more they eat, the fatter they get.
The faster we skated, the warmer we felt.
The following are further examples of the use of this type of construction. In these examples, the comparative forms are underlined.
e.g. The more cleverly we hid the Easter eggs, the more enthusiastically the children searched for them.
The more I scold her, the worse she behaves.
As shown in the examples, in this type of construction the two clauses beginning with the must be separated by a comma.
d. Superlative forms of adverbs used in comparisons
i. The construction with The
When used in making comparisons, the superlative form of an adverb is usually preceded by the. This construction is summarized below, followed by examples.
the + superlative form
of adverb
He jumped the highest of all the boys in the class.
Our team plays the best of all the teams in the league.
They sing the most sweetly of all the choirs I have heard.
See Exercises 8 and 9.
In the case of adverbs which form the superlative with the ending est, the superlative is sometimes preceded by a possessive adjective, instead of by the definite article, the. In the following examples, the possessive adjectives are printed in bold type.
e.g. He ran his fastest.
I did my best.
ii. The construction with The Least
Adverbs may also be preceded by the expression the least. This construction is summarized below, followed by examples. The words least and most have opposite meanings.
the + least + positive form
of adverb
She speaks the least loudly of all the children.
This bus runs the least often.
ADVERBS OF MANNER AND ADVERBS USED IN COMPARISONS
1. Adverbs of manner
Adverbs of manner are the largest group of adverbs. Most adverbs of manner are closely related to corresponding adjectives. Although some words can be used as either adjectives or adverbs, in most cases, adverbs of manner are formed by adding ly to the corresponding adjectives.
a. Spelling rules for adding ly
In most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
bad badly
complete completely
normal normally
surprising surprisingly
i. Adjectives ending in ic
However, when the adjective ends in ic, the syllable al is usually added before the ly ending. For example:
Adjective Adverb of Manner
dramatic dramatically
scientific scientifically
specific specifically
ii. Adjectives ending in le
When the adjective ends in le preceded by a consonant, the final e is usually changed to y, to form the ly ending. For example:
Adjective Adverb of Manner
favorable favorably
humble humbly
simple simply
When the adjective ends in le preceded by a vowel, in most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
agile agilely
sole solely
However, in the case of the adjective whole, the final e is removed before the ending ly is added:
Adjective Adverb of Manner
whole wholly
iii. Adjectives ending in ll
When the adjective ends in ll, only y is added. For example:
Adjective Adverb of Manner
dull dully
full fully
shrill shrilly
iv. Adjectives ending in ue
When the adjective ends in ue, the final e is usually omitted before the ending ly is added. For example:
Adjective Adverb of Manner
due duly
true truly
v. Adjectives ending in y
When the adjective ends in y preceded by a consonant, the y is usually changed to i before the ending ly is added. For example:
Adjective Adverb of Manner
busy busily
easy easily
happy happily
However, in the case of the adjectives shy and sly, ly is simply added to the positive form of the adjective:
Adjective Adverb of Manner
shy shyly
sly slyly
When the adjective ends in y preceded by a vowel, in most cases, ly is simply added to the positive form of the adjective. For example:
Adjective Adverb of Manner
coy coyly
grey greyly
However, in the case of the adjective gay, y is changed to i before the ending ly is added:
Adjective Adverb of Manner
gay gaily
See Exercise 1.
It should be noted that while most adverbs which end in ly are adverbs of manner, other types of adverb may also end in ly. For instance, consequently and subsequently are connecting adverbs. The following are adverbs of frequency which are formed by adding ly to the corresponding adjectives.
Adjective Adverb of Frequency
frequent frequently
rare rarely
usual usually
b. Adverbs which do not use the ending ly
The adverb of manner well appears unrelated to the corresponding adjective, good. Good and well both have the comparative form better and the superlative form best.
Adjective Adverb of Manner
good well
It should be noted that in addition to being used as an adverb, the word well can also be used as an adjective with the meaning healthy. The adjective well is most often used as a predicate adjective.
e.g. Well used as an Adjective: I hope you are well.
Well used as an Adverb: He did well on the examination.
In the first example, well is a predicate adjective, modifying the pronoun you. In the second example, well is an adverb of manner, modifying the verb did.
The following table gives examples of adverbs of manner, location, time and frequency which have the same forms as the corresponding adjectives.
Adjective Adverb of Manner
fast fast
hard hard
little little
loud loud or loudly
much much
straight straight
Adjective Adverb of Location
far far
high high
low low
near near
wide wide
Adjective Adverb of Time
early early
first first
late late
long long
Adjective Adverb of Frequency
daily daily
monthly monthly
weekly weekly
yearly yearly
See Exercise 2.
It should also be noted that there are several adjectives ending in ly which have no corresponding adverbs:
friendly
likely
lively
lonely
silly
ugly
When it is desired to use one of these words to modify a verb, an adverb phrase of manner may be used. In the following examples, the adverb phrases are underlined.
e.g. He behaved in a friendly manner.
They acted in a silly way.
The following table gives examples of pairs of adverbs which are closely related, but which have different meanings.
Adverbs With and Without ly Endings
Adverb Meaning Adverb Meaning
hard with effort hardly scarcely
high opposite of low highly very; very well
late opposite of early lately recently
near opposite of far nearly almost
wide opposite of narrow widely commonly
The meanings of these adverbs are illustrated in the following examples.
e.g. I worked hard.
I have hardly enough time to finish.
He threw the ball high into the air.
He is highly successful in what he does.
The class began late.
The weather has been cold lately.
I held my breath as the squirrel crept near to get the nuts.
I have nearly finished reading the book.
I opened the door wide.
That theory is widely believed.
c. The differing functions of adjectives and adverbs
When an adverb differs in form from a corresponding adjective, it is necessary to distinguish between the functions of adjectives and adverbs in order to determine which form should be used in a given situation.
Whereas adjectives modify nouns, pronouns, and expressions which serve the same grammatical functions as nouns; adverbs modify verbs, adjectives and adverbs.
i. Adjectives which modify nouns compared with adverbs which modify verbs
The following examples illustrate the distinction which must be made between adjectives which modify nouns and adverbs which modify verbs. The adjectives and adverbs are printed in bold type, and the words which are modified are underlined.
e.g. Adjective: It has been a quiet afternoon.
Adverb: The afternoon passed quietly.
Adjective: She is a good musician.
Adverb: She plays the flute very well.
In the first pair of sentences, the adjective quiet modifies the noun afternoon, whereas the adverb quietly modifies the verb passed. In the second pair of sentences, the adjective good modifies the noun musician, whereas the adverb well modifies the verb plays.
In informal English, adjectives are sometimes used to modify verbs.
e.g. She plays good.
In this example, the adjective good is used to modify the verb plays. However, this use of adjectives is considered to be grammatically incorrect.
See Exercise 3.
ii. Adjectives which modify nouns compared with adverbs which modify adjectives
The following examples illustrate the distinction which must be made between adjectives which modify nouns and adverbs which modify adjectives.
e.g. Adjective: a large wooden building
Adverb: a largely wooden building
Adjective: conspicuous dark clouds
Adverb: conspicuously dark clouds
In the first pair of phrases, the adjective large modifies the noun building, and the adverb largely modifies the adjective wooden. Thus, the phrase a large wooden building has the meaning a big wooden building, whereas the phrase a largely wooden building has the meaning a building mostly made of wood.
In the second pair of phrases, the adjective conspicuous modifies the noun clouds, and the adverb conspicuously modifies the adjective dark. Thus, the phrase conspicuous dark clouds means that the clouds themselves are noticeable; whereas the phrase conspicuously dark clouds means that the darkness of the clouds is noticeable.
See Exercise 4.
iii. Predicate adjectives which modify the subjects of verbs compared with adverbs which modify verbs
As pointed out previously, certain verbs, called linking verbs, can be followed by predicate adjectives. A distinction must be made between predicate adjectives which modify the subjects of linking verbs, and adverbs which modify verbs.
A few linking verbs, such as the verb to be, can be followed by predicate adjectives, but cannot be modified by adverbs of manner. In the following examples using the verb to be, the nouns which are modified are underlined.
e.g. He is happy.
The wind was strong.
In these examples, the predicate adjectives happy and strong modify the subjects he and wind.
However, there are several verbs which can be used either as linking verbs followed by predicate adjectives, or as non-linking verbs modified by adverbs of manner. The following examples illustrate the use of the verb to appear as a linking verb and as a non-linking verb.
e.g. Linking Verb: His uncle appeared kind.
Non-linking Verb: His uncle appeared punctually at ten o'clock.
In the first example, kind is a predicate adjective which modifies the noun uncle. In the second example, punctually is an adverb of manner which modifies the verb appeared.
The verbs below can be used either as linking or non-linking verbs:
to appear to become
to feel to grow
to look to remain
to smell to sound
to taste to turn
If the subject of the verb is to be modified, a predicate adjective is required after such verbs; whereas if the verb is to be modified, an adverb is required. In the pairs of examples below, the verbs to grow, to look and to turn are used first as linking verbs followed by adjectives, and then as non-linking verbs modified by adverbs. The adjectives and adverbs are printed in bold type, and the words which are modified are underlined.
e.g. Adjective: As he became old, he grew slow at remembering dates.
Adverb: The tree grew slowly.
Adjective: They looked anxious.
Adverb: We looked anxiously up the street.
Adjective: The weather turned cold.
Adverb: She turned coldly away from the salesman.
In these examples, the predicate adjectives slow, anxious and cold modify the subjects he, they and weather; whereas the adverbs of manner slowly, anxiously and coldly modify the verbs grew, looked and turned.
See Exercise 5.
2. Adverbs used in comparisons
a. The formation of comparative and superlative forms of adverbs
It should be noted that many adverbs, such as sometimes, never, here, there, now, then, first, again, yesterday and daily have no comparative or superlative forms.
i. Adverbs used with More and Most
Most adverbs used in comparisons, including those formed from corresponding adjectives by adding the ending ly, form the comparative with the word more, and the superlative with the word most. For example:
Positive Form Comparative Form Superlative Form
carefully more carefully most carefully
easily more easily most easily
frequently more frequently most frequently
slowly more slowly most slowly
softly more softly most softly
ii. Adverbs used with the endings er and est
Adverbs which have the same positive forms as corresponding adjectives generally also have the same comparative and superlative forms as the corresponding adjectives. For example:
Positive Form Comparative Form Superlative Form
early earlier earliest
fast faster fastest
hard harder hardest
high higher highest
late later latest
long longer longest
low lower lowest
near nearer nearest
straight straighter straightest
The adverb of time soon also uses the endings er and est:
Positive Form Comparative Form Superlative Form
soon sooner soonest
It should be noted that adverbs formed by adding ly to one-syllable adjectives are sometimes used with the endings er and est.
e.g. We walked slower and slower.
They sang the softest.
However, in modern English, it is generally considered to be more correct to write:
We walked more and more slowly.
They sang the most softly.
iii. Irregular adverbs
The irregular adverbs have the same comparative and superlative forms as the corresponding irregular adjectives:
Positive Form Comparative Form Superlative Form
badly worse worst
far farther or further farthest or furthest
little less least
much more most
well better best
b. Positive forms of adverbs used in comparisons
The constructions employed when adverbs are used in comparisons are very similar to those employed when adjectives are used in comparisons.
i. The construction with As ... As
When used in making comparisons, the positive form of an adverb is usually preceded and followed by as. This construction is summarized below, followed by examples.
as + positive form + as
of adverb
I can run as fast as you can.
He moves as slowly as a snail.
Her eyes shone as brightly as stars.
If desired, an adverb may be placed before the first occurrence of as:
adverb + as + positive form + as
of adverb
I can run twice as fast as you can.
Her eyes shone almost as brightly as stars.
ii. Ellipsis
Ellipsis is often employed in comparisons using adverbs. For instance, in the second half of such comparisons, instead of repeating the verb, the first auxiliary may be used, or the verb may be omitted entirely. In the following examples, the words which would usually be omitted are enclosed in square brackets.
e.g. I can run as fast as you can [run].
He moves as slowly as a snail [moves].
Her eyes shone as brightly as stars [shine].
c. Comparative forms of adverbs used in comparisons
i. The construction with Than
When used in making comparisons, the comparative form of an adverb is usually followed by than. This construction is summarized below, followed by examples.
comparative form + than
of adverb
He can swim farther than I can.
She sings more beautifully than her sister does.
As is the case with comparisons using adjectives, comparisons using adverbs can be combined with phrases or clauses.
e.g. She performs better in front of an audience than she does in rehearsal.
They walked faster when they were on their way to school than they did
when they were on their way home.
In the first example, the two situations being compared are distinguished by the phrases in front of an audience and in rehearsal. In the second example, the two situations being compared are distinguished by the clauses when they were on their way to school and when they were on their way home. The use of ellipsis should be noted. In the first example, the auxiliary does is used instead of repeating the verb performs. In the second example, the auxiliary did is used instead of repeating the verb walked.
See Exercise 6.
ii. Progressive comparisons
The comparative forms of adverbs can be used in progressive comparisons. For adverbs with the ending er, the following construction is used:
comparative form + and + comparative form
of adverb of adverb
e.g. The plane flew higher and higher.
The team performed better and better.
The meanings expressed in these examples can also be expressed as follows:
e.g. The plane flew increasingly high.
The team performed increasingly well.
For adverbs which form the comparative with more, the following construction is used:
more + and + more + positive form
of adverb
He solved the problems more and more easily.
We visited them more and more frequently.
The meanings expressed in these examples can also be expressed as follows:
e.g. He solved the problems increasingly easily.
We visited them increasingly frequently.
iii. The construction with Less and Less
A similar construction, employing the expression less and less, can also be used. The expressions less and less and more and more have opposite meanings.
less + and + less + positive form
of adverb
He solved the problems less and less easily.
We visited them less and less frequently.
The meanings expressed in these examples can also be expressed as follows:
e.g. He solved the problems decreasingly easily.
We visited them decreasingly frequently.
See Exercise 7.
iv. The construction with The ..., the ...
Two clauses, each beginning with the, and each containing a comparative form of an adjective or adverb, can be used together in order to indicate a cause and effect relationship between two different things or events. This construction is summarized below, followed by examples.
comparative 1st part of comparative 2nd part of
The + form of adverb + comparison, + the + form of adverb + comparison
or adjective or adjective
The more they eat, the fatter they get.
The faster we skated, the warmer we felt.
The following are further examples of the use of this type of construction. In these examples, the comparative forms are underlined.
e.g. The more cleverly we hid the Easter eggs, the more enthusiastically the children searched for them.
The more I scold her, the worse she behaves.
As shown in the examples, in this type of construction the two clauses beginning with the must be separated by a comma.
d. Superlative forms of adverbs used in comparisons
i. The construction with The
When used in making comparisons, the superlative form of an adverb is usually preceded by the. This construction is summarized below, followed by examples.
the + superlative form
of adverb
He jumped the highest of all the boys in the class.
Our team plays the best of all the teams in the league.
They sing the most sweetly of all the choirs I have heard.
See Exercises 8 and 9.
In the case of adverbs which form the superlative with the ending est, the superlative is sometimes preceded by a possessive adjective, instead of by the definite article, the. In the following examples, the possessive adjectives are printed in bold type.
e.g. He ran his fastest.
I did my best.
ii. The construction with The Least
Adverbs may also be preceded by the expression the least. This construction is summarized below, followed by examples. The words least and most have opposite meanings.
the + least + positive form
of adverb
She speaks the least loudly of all the children.
This bus runs the least often.
Wednesday, January 27, 2010
2010-2011 UPCAT Results / ACET Results
http://upcat.up.edu.ph/results/
PAGE NAME RANGE
1 ABABA, ERICA OCHADA – ABOY, ARMIE BADON
2 ABOY, MAYJOY ODUYA – ADVINCULA, HAZEL GARCIA
3 ADVINCULA, IDA OTAYDE – AKIYAMA, ADEE HITOMI ARIATE
4 ALAGANO, RONAVEE DIVINE REGENCIA – ALFARO, ALEXA ANDREA CENA
5 ALFARO, SOPHIA ALEXIS CENA – ALQUIZALAS, CHRIS ERWIN SAN GABRIEL
6 ALQUIZAR, ARIANNE JANE PALICTE – ANACLETO, JAMIE
7 ANADON, EDWIN MIGUEL SARATAN – ANILAO, WILFREDO JR AMBROCIO
8 ANINO, PAOLO ANGELO GEONANGA – AQUINO, JOHN ANTHONY GINES
9 AQUINO, JOHN ARMAND ELLAMIL – ARGUELLES, ZAY DE RAMOS
10 ARGUILLA, SERGIO MANUEL QUE – ATIENZA, JOEL JEREMIAH GUEVARRA
11 ATIENZA, JONAS EZRA RAZON – BACALANGCO, NADINE DURANA
12 BACALLAN, JED VINCENT DIVINAGRACIA – BALBAGUEN, CLARISSE NICA MARI ONGCUANGCO
13 BALBANIDA, JERMAINE BULADO – BAMBA, JOVAN DANIEL LIMOSO
14 BAMBALAN, GELINA ROSE ABRANTES – BARCENAS, HALLELE OLLESCA
15 BARDELOSA, DANIKA JOY DEL ROSARIO – BATACLAN, CHARLES CHRISTOPHER CARCAMO
16 BATADLAN, ALAR-LAA JOY PALABRICA – BAYAUA, JOIE ANNE FERNANDEZ
17 BAYAWA, MARK ANTHONY LAGNASON – BENITO, JOBERSON DELA CRUZ
18 BENITO, KYLE ADRIANNE ANDRADE – BILLONES, LENY GRACE BADIAN
19 BILOG, CRISTINE MATACSIL – BONDOC, JOSEF IAN TUGAS
20 BONDOC, KATHLEEN JOYCE DAVID – BRIONES, HANNIE LYN INOCENTES
21 BRIONES, HERSHEY CORDERO – BUNTALIDAD, MIA FERRERA
22 BUNYI, MARIA PAOLA CANADA – CABILADAS, SHIELA MARIE DAVAO
23 CABILDO, ANGELA BERNICE CRUZ – CAIGA, ERIN JOY RAMOS
24 CAINCOL, DESIREE HABANA – CAMANSE, SIME SORIA
25 CAMANTILES, MARIE FRANCES PAN-OY – CANTOS, MARIE GABRIELLE ICO
26 CANTOS, NATHAN HUBERT CONSTANTINO – CARPIO, DANILO JR ENRIQUEZ
27 CARPIO, EDWIN CAMPOSANO – CASTILLO, JAMAICA PAGO
28 CASTILLO, JAYSON ARZOBAL – CAUTIBER, JANE ALARDE
29 CAVALIDA, JOAN ALLENE ROA – CHAVEZ, MARIANNE DENISE PALMERA
30 CHENG, ALEC JAN VALENCIANO – CIPRIANO, DANNAH KRIMLEY PELANTE
31 CISCAR, ASLE CAREY ADRIANO – COMETA, KEMUEL IAN FLORES
32 COMIA, CHELO NESHANNE MONTENEJO – CORPUS, MA ELIZHA ROSE DELOS SANTOS
33 CORPUZ, ALLAINE AARON TALAVERA – CRUZ, HAZEL JOY PAREDES
34 CRUZ, IRAH MAYE PERALTA – CULVERA, DIANNE FLORABEL PALO
35 CUMAGUN, CHRISTINE MARIE MILADO – DAMASO, APRIL ROXANNE BANTANG
36 DAMATAN, TRICIA LOUISE CANLAS – DAYON, JOSE NEAL REAMICO
37 DAYOT, EVA MARIE SUBRIDA – DE LEON, IVAN MARK IBAY
38 DE LEON, JAEDICK AARON SANTERA – DEL BARRIO, JOHN RUPERT RODRIGUEZ
39 DEL CAMAT, PERSIS SABLAY – DELA CRUZ, NIKITA CASTRO
40 DELA CRUZ, PATRICIA KRISTEN ANGELES – DELOS REYES, RICHTER BACANI
41 DELOS SANTOS, EUNICE RICCI CHAVEZ – DIEGO, GLEN DIANNE MANALOTO
42 DIESTA, MARY ARIANNE ESPEDIDO – DOCTOR, JUSTIN MIKKO PARRONE
43 DOCULAN, ROVIE JERAHMEEL TAUYAN – DUMALIANG, BILLIE CRYSTAL GUEVARA
44 DUMANDAN, PATRICIA KAYE TAHURA – ELA, PATRICIA DENISE JANDUGAN
45 ELALE, PED JELYN MAMARADLO – EPIE, MYLEEN PALENG
46 EPINO, SHERILYN LATONERO – ESPEDILLA, RAZEL GASPAN
47 ESPEJO, ERIKA MAE ADOJA – ESTRELLA, ANJEL MAE BARRIOS
48 ESTRELLA, ARON PAUL BONOS – FARILLON, KHASMIR NOLASCO
49 FARONILO, KENDRICK MICO LORESCA – FERRER, GIANA MARIE FERNANDEZ
50 FERRER, IVAN RAMIL FERNANDEZ – FORTES, MONICA KRYZELLE BEJERANO
51 FORTEZA, NICO DANIELLE DETABLAN – GABUTERO, MICHELLE ANNE MADRELEJOS
52 GABUYO, MARY ROSE PAGUERGAN – GAMAT, FLORANTE JR ARELLANO
53 GAMBA, KRISTINE ROSE GRACILLA – GARCIA, MICAEL GUEVARRA
54 GARCIA, MICHAEL FACURI – GELIG, JELLY MARIE LEGO
55 GELILANG, ERNIE PAUL MILLADO – GO, MATTHEW CHINGBINGYONG
56 GO, NATHAN OLIVER SYQUIATCO – GOTO, BRANDYLLE DELA CRUZ
57 GOZO, MARY ANGELETTE PAGAD – GUILOREZA, REA FAYE JOY SIMBRE
58 GUIMPAYAN, JEFFERSON DAVE BOTAL – HEGINA, ARIES JOSEPH ARMENDI
59 HEMENTERA, MARCUS REI BINAY – HUALDE, MA LILIBETH GERONIO
60 HUANG, HANS JEOFFREY SYCIP – INOCENCIO, CARLO INIGO VALENZUELA
61 INOCENCIO, GALEN GEROME BOOL – JARAPLASAN, CHRISTELLE TABUQUILDE
62 JARENO, ANGELICA MARI STO DOMINGO – JUANITO, MARIELLE RUTH CASTANEDA
63 JUANO, SHAMIRA ANGELA PURA – LABASTIDA, BIA BRIONES
64 LABASTIDA, PAULO OLARTE – LALATAG, ZARINA ORLANE CASTRO
65 LALLABBAN, RAYMOND HIMARANGAN – LASPONA, MA PATRICIA ASTRID SAMSON
66 LASTAM, JERALDINE PASAOL – LEGASPI, CHRISTOPHER JOHN BERMUNDO
67 LEGASPI, JESUSITO JR BALOTA – LIM, CHENEE CLAUDIO
68 LIM, CHUCK LOGAN TE – LIZADA, KARLA MAE LABOR
69 LIZARDO, DIVINE GRACE AGUISANDA – LOPEZ, NICOLE ANNE DELA CRUZ
70 LOPEZ, REGL CARINO – LUNA, JCEL BALTAZAR
71 LUNA, JUDDETTE CHELSEA LIGAS – MADANGUIT, CARMEL JEAN GAMIL
72 MADARANG, JEMIMAH LAURETO – MAGSAYSAY, KEVIN RAPHAEL CASTRO
73 MAGSINO, AUSTIN JOHN SANCHEZ – MALVAR, MA ANDREA SATURAY
74 MALVEDA, JIRAH ANNE LEA JOSE – MANGUERA, MANICAR VALLEJOS
75 MANGUERA, MARK CARMELO ROSALES – MARCELO, IAN LORENZ CARIAGA
76 MARCELO, KELVIN RYAN SIM – MARZO, EMIL LORENZO ACOSTA
77 MARZONA, ANGELU KAYE BARANDON – MEDINA, LINETTE MARIELLE VEGA
78 MEDINA, LOUIS CARLO SANTOS – MENDOZA, RAINIER URETA
79 MENDOZA, RALPH KEVIN CORPUZ – MINON, LEANDRO BUNQUIN
80 MINOZA, AEDA MARI PAJARON – MONSALE, CHARISSE ANN MACAYAN
81 MONSALE, DONA MAE SURIAGA – MORILLO, LUIS ARIEL BANIQUED
82 MORITO, SARAH RACHEL ELBO – NAMOCATCAT, RONA MARIE SEVILLA
83 NAMORO, MAY ANN RESURRECCION – NEPOMUCENO, FRANCIS HAMZON
84 NEPOMUCENO, JOSE RENATO REYES – NUFABLE, MARY DIANE TIONGSON
85 NUGUID, ANGELINE ALYSSA VILLEGAS – OLAZO, VIANECE JASMINE SACCO
86 OLBES, JOHN ELBERN GAMBA – OPRENARIO, KATRINA JAYNE LONGCOP
87 OPULENCIA, MARY GRACE MAGTIBAY – PABELLO, MELODY ANNE DUERO
88 PABELONIA, MA ISABEL MARIANO – PAJOTAGANA, HAZEL MAY ANDALES
89 PAKSON, PAUL STEPHEN NASOL – PANGAN, LEMUEL SANTOS
90 PANGAN, MARIECAR SICAT – PARTO, JADREIGN KEISHEEN CAWALING
91 PARUBRUB, PRINCESS RESPICIO – PEJANA, ALYSSA LOUISE BASISTO
92 PEKAS, SIGRID TUDLONG – PEREZ, KYLA TRISCHIA REYES
93 PEREZ, LANCE ANDREW MUNIZ – PINEDA, ROCHELLE IZETTE UMBAO
94 PINEDA, TROY SABIO – PORTILLO, MA WELLA LOZADA
95 PORTO, DONAH FELLINE ESCALA – QUEMA, PATRISHA FORTUNO
96 QUENGA, NERISSA UNIELLE DELIZO – RAFAEL, CHRISTIAN AGUILAR
97 RAFANAN, MOYNA FERINA JARAMILLO – RAPISURA, JEFFERSON JAVIER
98 RAPIZ, BERNADETTE TERANTE – RELLORA, LOUIS ALFRED RECIO
99 RELLOSA, MARY GRACE MIRAFLOR – REYES, JOEWARD MAZO
100 REYES, JON LYSANDER ROBLES – RIVERA, EUNICE JILLIAN ORTIZ
101 RIVERA, JOHANNE VHALMEGAR MARAJAS – ROLEDA, KARLEEN LOUISE LABIAN
102 ROLLAN, JUAN DOMINIC MUYOT – RUBENECIA, AREEYA ULTRA
103 RUBIANO, FERRANDO DE LEON – SALAMAT, YVON NOELLE ABRIL
104 SALAMIDA, CHRISTIAN JASON ABAROLLO – SALVADOR, LORENA MARIANO
105 SALVADOR, MARIA GILLIAN CHRIS PIGTAIN – SANCHEZ, NICOLE ANGELIQUE LIT
106 SANCHEZ, RONIZ DEBRA DELA CRUZ – SANTOS, IAN DANIELL ALVAREZ
107 SANTOS, IAN EDGAR TORRES – SAVELLANO, MICHELLE GRACE FEROLIN
108 SAVILLO, CAMILLE MAY BOLATIN – SEVILLA, JAMIE PAOLA
109 SEVILLA, JOSE CARLO OLIVAS – SIPIN, JEREMY JAMES MELENCIO
110 SIQUIOCO, EDUARD JOSEPH BAGAYAWA – SORIA, AERON CEDRIC DUCULAN
111 SORIA, DONNA SHAYNE FERNANDEZ – SUMAMPONG, ELIKA SHUA ALBAR
112 SUMAMPONG, LYRA JANE FIDEL – TABULAO, ZAIFEL JANE ALTESING
113 TABUSO, ALLEN JURENZ ELICA – TAN, CARMINA AYMAN HISUS
114 TAN, CATHERINE DELAS LLAGAS – TANGUIN, RONEL OLIVEROS
115 TANIG, BRIAN NUNAG – TEODOSIO, RAZEL GARCIA
116 TEPACE, CHERRY CALMA – TOLEDO, BERNADETTE GUZMAN
117 TOLEDO, ENJIE LYN KHAN – TRINIDAD, CATHRYN MARIE GASPAR
118 TRINIDAD, CHARISMA MAE MOLINA – UGOY, MARIE ASSUNTA FE FERROS
119 ULA, SHINNY LEE GUYMON – VALDEZ, KAMILLE PRISTO
120 VALDEZ, KATRINA DIWA – VELASCO, GISELLA MARGARITA FAVIS
121 VELASCO, KEVIN MATTHEW REYES – VIENDO, MARK LESTER GALLEGO
122 VIERNES, FRANCIS BIEN JAN MANON-OG – VILLANUEVA, MARIA LIEFE CHARMAINE EPISTOLA
123 VILLANUEVA, MARIELLE IRIS PETILLA – VIRTUDAZO, HERLYN JOY BERNAT
124 VIRTUS, ANNE KAY PENA – YAP, KIM DANYA ROSALES
125 YAP, KIMBERLY SANTO – ZABALDICA, MARIEM SHEM OREA
126 ZABALLERO, CHIARA MAY MAJORENOS – ZUNIGA, MARLA MENDOZA
PAGE NAME RANGE
1 ABABA, ERICA OCHADA – ABOY, ARMIE BADON
2 ABOY, MAYJOY ODUYA – ADVINCULA, HAZEL GARCIA
3 ADVINCULA, IDA OTAYDE – AKIYAMA, ADEE HITOMI ARIATE
4 ALAGANO, RONAVEE DIVINE REGENCIA – ALFARO, ALEXA ANDREA CENA
5 ALFARO, SOPHIA ALEXIS CENA – ALQUIZALAS, CHRIS ERWIN SAN GABRIEL
6 ALQUIZAR, ARIANNE JANE PALICTE – ANACLETO, JAMIE
7 ANADON, EDWIN MIGUEL SARATAN – ANILAO, WILFREDO JR AMBROCIO
8 ANINO, PAOLO ANGELO GEONANGA – AQUINO, JOHN ANTHONY GINES
9 AQUINO, JOHN ARMAND ELLAMIL – ARGUELLES, ZAY DE RAMOS
10 ARGUILLA, SERGIO MANUEL QUE – ATIENZA, JOEL JEREMIAH GUEVARRA
11 ATIENZA, JONAS EZRA RAZON – BACALANGCO, NADINE DURANA
12 BACALLAN, JED VINCENT DIVINAGRACIA – BALBAGUEN, CLARISSE NICA MARI ONGCUANGCO
13 BALBANIDA, JERMAINE BULADO – BAMBA, JOVAN DANIEL LIMOSO
14 BAMBALAN, GELINA ROSE ABRANTES – BARCENAS, HALLELE OLLESCA
15 BARDELOSA, DANIKA JOY DEL ROSARIO – BATACLAN, CHARLES CHRISTOPHER CARCAMO
16 BATADLAN, ALAR-LAA JOY PALABRICA – BAYAUA, JOIE ANNE FERNANDEZ
17 BAYAWA, MARK ANTHONY LAGNASON – BENITO, JOBERSON DELA CRUZ
18 BENITO, KYLE ADRIANNE ANDRADE – BILLONES, LENY GRACE BADIAN
19 BILOG, CRISTINE MATACSIL – BONDOC, JOSEF IAN TUGAS
20 BONDOC, KATHLEEN JOYCE DAVID – BRIONES, HANNIE LYN INOCENTES
21 BRIONES, HERSHEY CORDERO – BUNTALIDAD, MIA FERRERA
22 BUNYI, MARIA PAOLA CANADA – CABILADAS, SHIELA MARIE DAVAO
23 CABILDO, ANGELA BERNICE CRUZ – CAIGA, ERIN JOY RAMOS
24 CAINCOL, DESIREE HABANA – CAMANSE, SIME SORIA
25 CAMANTILES, MARIE FRANCES PAN-OY – CANTOS, MARIE GABRIELLE ICO
26 CANTOS, NATHAN HUBERT CONSTANTINO – CARPIO, DANILO JR ENRIQUEZ
27 CARPIO, EDWIN CAMPOSANO – CASTILLO, JAMAICA PAGO
28 CASTILLO, JAYSON ARZOBAL – CAUTIBER, JANE ALARDE
29 CAVALIDA, JOAN ALLENE ROA – CHAVEZ, MARIANNE DENISE PALMERA
30 CHENG, ALEC JAN VALENCIANO – CIPRIANO, DANNAH KRIMLEY PELANTE
31 CISCAR, ASLE CAREY ADRIANO – COMETA, KEMUEL IAN FLORES
32 COMIA, CHELO NESHANNE MONTENEJO – CORPUS, MA ELIZHA ROSE DELOS SANTOS
33 CORPUZ, ALLAINE AARON TALAVERA – CRUZ, HAZEL JOY PAREDES
34 CRUZ, IRAH MAYE PERALTA – CULVERA, DIANNE FLORABEL PALO
35 CUMAGUN, CHRISTINE MARIE MILADO – DAMASO, APRIL ROXANNE BANTANG
36 DAMATAN, TRICIA LOUISE CANLAS – DAYON, JOSE NEAL REAMICO
37 DAYOT, EVA MARIE SUBRIDA – DE LEON, IVAN MARK IBAY
38 DE LEON, JAEDICK AARON SANTERA – DEL BARRIO, JOHN RUPERT RODRIGUEZ
39 DEL CAMAT, PERSIS SABLAY – DELA CRUZ, NIKITA CASTRO
40 DELA CRUZ, PATRICIA KRISTEN ANGELES – DELOS REYES, RICHTER BACANI
41 DELOS SANTOS, EUNICE RICCI CHAVEZ – DIEGO, GLEN DIANNE MANALOTO
42 DIESTA, MARY ARIANNE ESPEDIDO – DOCTOR, JUSTIN MIKKO PARRONE
43 DOCULAN, ROVIE JERAHMEEL TAUYAN – DUMALIANG, BILLIE CRYSTAL GUEVARA
44 DUMANDAN, PATRICIA KAYE TAHURA – ELA, PATRICIA DENISE JANDUGAN
45 ELALE, PED JELYN MAMARADLO – EPIE, MYLEEN PALENG
46 EPINO, SHERILYN LATONERO – ESPEDILLA, RAZEL GASPAN
47 ESPEJO, ERIKA MAE ADOJA – ESTRELLA, ANJEL MAE BARRIOS
48 ESTRELLA, ARON PAUL BONOS – FARILLON, KHASMIR NOLASCO
49 FARONILO, KENDRICK MICO LORESCA – FERRER, GIANA MARIE FERNANDEZ
50 FERRER, IVAN RAMIL FERNANDEZ – FORTES, MONICA KRYZELLE BEJERANO
51 FORTEZA, NICO DANIELLE DETABLAN – GABUTERO, MICHELLE ANNE MADRELEJOS
52 GABUYO, MARY ROSE PAGUERGAN – GAMAT, FLORANTE JR ARELLANO
53 GAMBA, KRISTINE ROSE GRACILLA – GARCIA, MICAEL GUEVARRA
54 GARCIA, MICHAEL FACURI – GELIG, JELLY MARIE LEGO
55 GELILANG, ERNIE PAUL MILLADO – GO, MATTHEW CHINGBINGYONG
56 GO, NATHAN OLIVER SYQUIATCO – GOTO, BRANDYLLE DELA CRUZ
57 GOZO, MARY ANGELETTE PAGAD – GUILOREZA, REA FAYE JOY SIMBRE
58 GUIMPAYAN, JEFFERSON DAVE BOTAL – HEGINA, ARIES JOSEPH ARMENDI
59 HEMENTERA, MARCUS REI BINAY – HUALDE, MA LILIBETH GERONIO
60 HUANG, HANS JEOFFREY SYCIP – INOCENCIO, CARLO INIGO VALENZUELA
61 INOCENCIO, GALEN GEROME BOOL – JARAPLASAN, CHRISTELLE TABUQUILDE
62 JARENO, ANGELICA MARI STO DOMINGO – JUANITO, MARIELLE RUTH CASTANEDA
63 JUANO, SHAMIRA ANGELA PURA – LABASTIDA, BIA BRIONES
64 LABASTIDA, PAULO OLARTE – LALATAG, ZARINA ORLANE CASTRO
65 LALLABBAN, RAYMOND HIMARANGAN – LASPONA, MA PATRICIA ASTRID SAMSON
66 LASTAM, JERALDINE PASAOL – LEGASPI, CHRISTOPHER JOHN BERMUNDO
67 LEGASPI, JESUSITO JR BALOTA – LIM, CHENEE CLAUDIO
68 LIM, CHUCK LOGAN TE – LIZADA, KARLA MAE LABOR
69 LIZARDO, DIVINE GRACE AGUISANDA – LOPEZ, NICOLE ANNE DELA CRUZ
70 LOPEZ, REGL CARINO – LUNA, JCEL BALTAZAR
71 LUNA, JUDDETTE CHELSEA LIGAS – MADANGUIT, CARMEL JEAN GAMIL
72 MADARANG, JEMIMAH LAURETO – MAGSAYSAY, KEVIN RAPHAEL CASTRO
73 MAGSINO, AUSTIN JOHN SANCHEZ – MALVAR, MA ANDREA SATURAY
74 MALVEDA, JIRAH ANNE LEA JOSE – MANGUERA, MANICAR VALLEJOS
75 MANGUERA, MARK CARMELO ROSALES – MARCELO, IAN LORENZ CARIAGA
76 MARCELO, KELVIN RYAN SIM – MARZO, EMIL LORENZO ACOSTA
77 MARZONA, ANGELU KAYE BARANDON – MEDINA, LINETTE MARIELLE VEGA
78 MEDINA, LOUIS CARLO SANTOS – MENDOZA, RAINIER URETA
79 MENDOZA, RALPH KEVIN CORPUZ – MINON, LEANDRO BUNQUIN
80 MINOZA, AEDA MARI PAJARON – MONSALE, CHARISSE ANN MACAYAN
81 MONSALE, DONA MAE SURIAGA – MORILLO, LUIS ARIEL BANIQUED
82 MORITO, SARAH RACHEL ELBO – NAMOCATCAT, RONA MARIE SEVILLA
83 NAMORO, MAY ANN RESURRECCION – NEPOMUCENO, FRANCIS HAMZON
84 NEPOMUCENO, JOSE RENATO REYES – NUFABLE, MARY DIANE TIONGSON
85 NUGUID, ANGELINE ALYSSA VILLEGAS – OLAZO, VIANECE JASMINE SACCO
86 OLBES, JOHN ELBERN GAMBA – OPRENARIO, KATRINA JAYNE LONGCOP
87 OPULENCIA, MARY GRACE MAGTIBAY – PABELLO, MELODY ANNE DUERO
88 PABELONIA, MA ISABEL MARIANO – PAJOTAGANA, HAZEL MAY ANDALES
89 PAKSON, PAUL STEPHEN NASOL – PANGAN, LEMUEL SANTOS
90 PANGAN, MARIECAR SICAT – PARTO, JADREIGN KEISHEEN CAWALING
91 PARUBRUB, PRINCESS RESPICIO – PEJANA, ALYSSA LOUISE BASISTO
92 PEKAS, SIGRID TUDLONG – PEREZ, KYLA TRISCHIA REYES
93 PEREZ, LANCE ANDREW MUNIZ – PINEDA, ROCHELLE IZETTE UMBAO
94 PINEDA, TROY SABIO – PORTILLO, MA WELLA LOZADA
95 PORTO, DONAH FELLINE ESCALA – QUEMA, PATRISHA FORTUNO
96 QUENGA, NERISSA UNIELLE DELIZO – RAFAEL, CHRISTIAN AGUILAR
97 RAFANAN, MOYNA FERINA JARAMILLO – RAPISURA, JEFFERSON JAVIER
98 RAPIZ, BERNADETTE TERANTE – RELLORA, LOUIS ALFRED RECIO
99 RELLOSA, MARY GRACE MIRAFLOR – REYES, JOEWARD MAZO
100 REYES, JON LYSANDER ROBLES – RIVERA, EUNICE JILLIAN ORTIZ
101 RIVERA, JOHANNE VHALMEGAR MARAJAS – ROLEDA, KARLEEN LOUISE LABIAN
102 ROLLAN, JUAN DOMINIC MUYOT – RUBENECIA, AREEYA ULTRA
103 RUBIANO, FERRANDO DE LEON – SALAMAT, YVON NOELLE ABRIL
104 SALAMIDA, CHRISTIAN JASON ABAROLLO – SALVADOR, LORENA MARIANO
105 SALVADOR, MARIA GILLIAN CHRIS PIGTAIN – SANCHEZ, NICOLE ANGELIQUE LIT
106 SANCHEZ, RONIZ DEBRA DELA CRUZ – SANTOS, IAN DANIELL ALVAREZ
107 SANTOS, IAN EDGAR TORRES – SAVELLANO, MICHELLE GRACE FEROLIN
108 SAVILLO, CAMILLE MAY BOLATIN – SEVILLA, JAMIE PAOLA
109 SEVILLA, JOSE CARLO OLIVAS – SIPIN, JEREMY JAMES MELENCIO
110 SIQUIOCO, EDUARD JOSEPH BAGAYAWA – SORIA, AERON CEDRIC DUCULAN
111 SORIA, DONNA SHAYNE FERNANDEZ – SUMAMPONG, ELIKA SHUA ALBAR
112 SUMAMPONG, LYRA JANE FIDEL – TABULAO, ZAIFEL JANE ALTESING
113 TABUSO, ALLEN JURENZ ELICA – TAN, CARMINA AYMAN HISUS
114 TAN, CATHERINE DELAS LLAGAS – TANGUIN, RONEL OLIVEROS
115 TANIG, BRIAN NUNAG – TEODOSIO, RAZEL GARCIA
116 TEPACE, CHERRY CALMA – TOLEDO, BERNADETTE GUZMAN
117 TOLEDO, ENJIE LYN KHAN – TRINIDAD, CATHRYN MARIE GASPAR
118 TRINIDAD, CHARISMA MAE MOLINA – UGOY, MARIE ASSUNTA FE FERROS
119 ULA, SHINNY LEE GUYMON – VALDEZ, KAMILLE PRISTO
120 VALDEZ, KATRINA DIWA – VELASCO, GISELLA MARGARITA FAVIS
121 VELASCO, KEVIN MATTHEW REYES – VIENDO, MARK LESTER GALLEGO
122 VIERNES, FRANCIS BIEN JAN MANON-OG – VILLANUEVA, MARIA LIEFE CHARMAINE EPISTOLA
123 VILLANUEVA, MARIELLE IRIS PETILLA – VIRTUDAZO, HERLYN JOY BERNAT
124 VIRTUS, ANNE KAY PENA – YAP, KIM DANYA ROSALES
125 YAP, KIMBERLY SANTO – ZABALDICA, MARIEM SHEM OREA
126 ZABALLERO, CHIARA MAY MAJORENOS – ZUNIGA, MARLA MENDOZA
Monday, January 25, 2010
happy ??? anniversary to you!
RIZAL COLLEGE OF LAGUNA
National hi-way, Parian Calamba City
Tel. Nos.: 545-1180 & 502-0244
4-year Bachelor of art (AB)
The Bachelor of Arts program in Rizal College of Laguna is designed to develop the needs of the students for varied employment opportunities. It is designed to make students become proficient in oral and written communication, expository and creative writing research and to have deep interest in humanities and the significance of human event.
4-year Bachelor of Secondary Education (BSEd)
There is always a great demand of qualified teachers all over the country. The bachelor of secondary education course aims to prepare and train future high school teachers, supervisors and school administrators. The major filed in this course are English and Filipino.
4-year Bachelor of Science in business administration (BSBA)
A graduate of Bachelor of Science in business administration has sufficient knowledge in the administration and office management like filling records, reports on data, making reports, communications, business management, and decision making with managerial ability.
4-year Bachelor of Science in office Administration (BSOA)
The Bachelor of Science in office Administration gives more emphasis in the computer and office management making proficient personnel both in office works and in administration.
4-year bachelor in science in industrial technology (BSIT)
The bachelor in science in industrial technology course trains students in basic electricity, writing schemes, practices and principles of plant and industrial power uses controls and electrical safety maintenance programs in circuit and estimation of power load as preparation for their work in factories and industries.
Bachelor of Science in industrial education (BSIEd)
The Bachelor of Science in industrial education course has training in home technology, home management hygiene and processes, safety standards and accident prevention, home care and practices including industrial education preparations as employable skills in teaching and home management, arts and culture.
1-year computer hardware servicing (technical course)
The computer hardware servicing consists of competencies that must possess to enable to diagnose and troubleshoot problems in personal computer system, software, replace parts and get system back to normal operation.
4-year academic secondary course (high school department)
The secondary course curriculum of Rizal College of Laguna prepares students in acquiring employable skills, values education and academic studies preparation for college pursuits.
SCHOLARSHIP GRANTS
Entrance scholarships
Valedictorian – 100% free tuition fee, graduating class of 50 students.
Salutatorian – 75% free tuition fee, graduating class of 50 students.
ACADEMIC SCHOLARSHIP FOR COLLEGE STUDENTS
FULL– 100% free tuition fee normal load of 18 units for one semester maybe granted to students who obtain a general weighted average between 1.00 and 1.5 with no grade below 885 or 1.5.
PARTIAL – 50% reduction in tuition fee for normal load of at least 18 units for one semester maybe granted to students who obtained a general weighted average between 1.5 to 1.65 and no grade below 86%or 1.65.
SPECIAL SCHOLARSHIP
Ruperto P. Mariano (RPM) scholarship program
Lucita B. Mariano (LBM) scholarship program
Requirements for admission/enrollment College and technical departments
Form 138 or High school report card
certification of good moral character from the principal/guidance counselor
Xerox copy of birth certificate
Three (3) copies of 2×2 pictures
4-year academic secondary course
Grade six form 138 or elementary report card
Certification of good moral character from the principal/guidance counselor
Xerox copy of birth certificate
three (3) copies of 2×2 picture
National hi-way, Parian Calamba City
Tel. Nos.: 545-1180 & 502-0244
4-year Bachelor of art (AB)
The Bachelor of Arts program in Rizal College of Laguna is designed to develop the needs of the students for varied employment opportunities. It is designed to make students become proficient in oral and written communication, expository and creative writing research and to have deep interest in humanities and the significance of human event.
4-year Bachelor of Secondary Education (BSEd)
There is always a great demand of qualified teachers all over the country. The bachelor of secondary education course aims to prepare and train future high school teachers, supervisors and school administrators. The major filed in this course are English and Filipino.
4-year Bachelor of Science in business administration (BSBA)
A graduate of Bachelor of Science in business administration has sufficient knowledge in the administration and office management like filling records, reports on data, making reports, communications, business management, and decision making with managerial ability.
4-year Bachelor of Science in office Administration (BSOA)
The Bachelor of Science in office Administration gives more emphasis in the computer and office management making proficient personnel both in office works and in administration.
4-year bachelor in science in industrial technology (BSIT)
The bachelor in science in industrial technology course trains students in basic electricity, writing schemes, practices and principles of plant and industrial power uses controls and electrical safety maintenance programs in circuit and estimation of power load as preparation for their work in factories and industries.
Bachelor of Science in industrial education (BSIEd)
The Bachelor of Science in industrial education course has training in home technology, home management hygiene and processes, safety standards and accident prevention, home care and practices including industrial education preparations as employable skills in teaching and home management, arts and culture.
1-year computer hardware servicing (technical course)
The computer hardware servicing consists of competencies that must possess to enable to diagnose and troubleshoot problems in personal computer system, software, replace parts and get system back to normal operation.
4-year academic secondary course (high school department)
The secondary course curriculum of Rizal College of Laguna prepares students in acquiring employable skills, values education and academic studies preparation for college pursuits.
SCHOLARSHIP GRANTS
Entrance scholarships
Valedictorian – 100% free tuition fee, graduating class of 50 students.
Salutatorian – 75% free tuition fee, graduating class of 50 students.
ACADEMIC SCHOLARSHIP FOR COLLEGE STUDENTS
FULL– 100% free tuition fee normal load of 18 units for one semester maybe granted to students who obtain a general weighted average between 1.00 and 1.5 with no grade below 885 or 1.5.
PARTIAL – 50% reduction in tuition fee for normal load of at least 18 units for one semester maybe granted to students who obtained a general weighted average between 1.5 to 1.65 and no grade below 86%or 1.65.
SPECIAL SCHOLARSHIP
Ruperto P. Mariano (RPM) scholarship program
Lucita B. Mariano (LBM) scholarship program
Requirements for admission/enrollment College and technical departments
Form 138 or High school report card
certification of good moral character from the principal/guidance counselor
Xerox copy of birth certificate
Three (3) copies of 2×2 pictures
4-year academic secondary course
Grade six form 138 or elementary report card
Certification of good moral character from the principal/guidance counselor
Xerox copy of birth certificate
three (3) copies of 2×2 picture
Friday, January 22, 2010
List of Philippine Holidays 2010
President Gloria Macapagal-Arroyo has recently signed the Presidential Proclamation 1841 listing down all the legal and special holidays for 2010.
Year 2010’s legal holidays as listed in the Presidential Proclamation 1841 are as follows:
January 1 – New Year’s Day
April 1 – Maundy Thursday
April 2 – Good Friday
April 9 -Araw ng Kagitingan
May 1 – Labor Day
May 10- National elections
June 14 – Independence Day (June 14, Monday nearest June 12),
August 30 – National Heroes Day (August 30, last Monday of August), November 29 – Bonifacio Day (November 29, Monday nearest November 30)
December 25 – Christmas Day
December 27 – Rizal Day (December 27, Monday nearest December 30).
The Special Holidays are as follows:
February 22 – EDSA Day (Holiday for Schools)
August 23 – Ninoy Aquino Day (August 23, Monday nearest Aug August 23),
November 1 – All Saints Day
December 24 – Christmas Eve
December 31- Last day of the year.
Year 2010’s legal holidays as listed in the Presidential Proclamation 1841 are as follows:
January 1 – New Year’s Day
April 1 – Maundy Thursday
April 2 – Good Friday
April 9 -Araw ng Kagitingan
May 1 – Labor Day
May 10- National elections
June 14 – Independence Day (June 14, Monday nearest June 12),
August 30 – National Heroes Day (August 30, last Monday of August), November 29 – Bonifacio Day (November 29, Monday nearest November 30)
December 25 – Christmas Day
December 27 – Rizal Day (December 27, Monday nearest December 30).
The Special Holidays are as follows:
February 22 – EDSA Day (Holiday for Schools)
August 23 – Ninoy Aquino Day (August 23, Monday nearest Aug August 23),
November 1 – All Saints Day
December 24 – Christmas Eve
December 31- Last day of the year.
Friday, January 15, 2010
do this quote a nonsense or a reality?
I just read a post from somebody. It's worth reading. Try nyo!
1. "Kung hindi mo mahal ang isang tao, wag ka nang magpakita ng motibo para mahalin ka nya.."
2. "Huwag mong bitawan ang bagay na hindi mo kayang makitang hawak ng iba."
3. "Huwag mong hawakan kung alam mong bibitawan mo lang.
4. "Huwag na huwag ka hahawak kapag alam mong may hawak ka na."
5. "Parang elevator lang yan eh, bakit mo pagsisiksikan yung sarili mo kung walang pwesto para sayo. Eh meron naman hagdan, ayaw mo lang pansinin."
6. "Kung maghihintay ka nang lalandi sayo, walang mangyayari sa buhay mo.. Dapat lumandi ka din."
7. "Pag may mahal ka at ayaw sayo, hayaan mo. Malay mo sa mga susunod na araw ayaw mo na din sa kanya, naunahan ka lang."
8. "Hiwalayan na kung di ka na masaya. Walang gamot sa pagiging t@nga kundi pagkukusa."
9. "Pag hindi ka mahal ng mahal mo wag ka magreklamo. Kasi may mga tao rin na di mo mahal pero mahal ka.. Kaya quits lang."
10. "Kung dalawa ang mahal mo, piliin mo yung pangalawa. Kasi hindi ka naman magmamahal ng iba kung mahal mo talaga yung una."
11. "Hindi porke't madalas mong ka-chat, kausap sa telepono, kasama sa mga lakad o ka-text ng wantusawa eh may gusto sayo at magkakatuluyan kayo. Meron lang talagang mga taong sadyang friendly, sweet, flirt, malandi, pa-fall o paasa."
12. "Huwag magmadali sa babae o lalaki. Tatlo, lima, sampung taon, mag-iiba ang pamantayan mo at maiisip mong hindi pala tamang pumili ng kapareha dahil lang maganda o nakakalibog ito. Totoong mas mahalaga ang kalooban ng tao higit sa anuman. Sa paglipas ng panahon, maging ang mga crush ng bayan nagmumukha ding pandesal, maniwala ka.
13. "Minsan kahit ikaw ang nakaschedule, kailangan mo pa rin maghintay, kasi hindi ikaw ang priority."
14. "Mahirap pumapel sa buhay ng tao. Lalo na kung hindi ikaw yung bida sa script na pinili nya."
15. "Alam mo ba kung gaano kalayo ang pagitan ng dalawang tao pag nagtalikuran na sila? Kailangan mong libutin ang buong mundo para lang makaharap ulit ang taong tinalikuran mo."
16. “Mas mabuting mabigo sa paggawa ng isang bagay kesa magtagumpay sa paggawa ng wala”
17. “Hindi lahat ng kaya mong intindihin ay katotohan, at hindi lahat ng hindi mo kayang intindihin ay kasinungalingan”
18. "Kung nagmahal ka ng taong di dapat at nasaktan ka, wag mong sisihin ang puso mo. Tumitibok lng yan para mag-supply ng dugo sa katawan mo. Ngayon, kung magaling ka sa anatomy at ang sisisihin mo naman ay ang hypothalamus mo na kumokontrol ng emotions mo, mali ka pa rin! Bakit? Ut@ng na loob! Wag mong isisi sa body organs mo ang mga sama ng loob mo sa buhay! Tandaan mo: magiging masaya ka lang kung matututo kang tanggapin na hindi ang puso, utak, atay o bituka mo ang may kasalanan sa lahat ng nangyari sayo, kundi IKAW mismo!"
19. "Ang pag-ibig parang imburnal...nakakatakot mahulog...at kapag nahulog ka, it's either by accident or talagang t@nga ka.."
20. "Lahat naman ng tao sumeseryoso pag tinamaan ng pagmamahal. Yun nga lang, hindi lahat matibay para sa temptasyon."
21. "Gamitin ang puso para alagaan ang taong malapit sayo. Gamitin ang utak para alagaan ang sarili mo."
22. "Bakit ba ayaw matulog ng mga bata sa tanghali? alam ba nilang pag natuto silang umibig eh hindi na sila makakatulog kahit gusto nila?
23. "Hindi lungkot o takot ang mahirap sa pag-iisa kundi ang pagtanggap na sa bilyon-bilyong tao sa mundo, wala man lang nakipaglaban upang makasama ka."
To the one who posted this, thanks. Nauntog ako ulit!
1. "Kung hindi mo mahal ang isang tao, wag ka nang magpakita ng motibo para mahalin ka nya.."
2. "Huwag mong bitawan ang bagay na hindi mo kayang makitang hawak ng iba."
3. "Huwag mong hawakan kung alam mong bibitawan mo lang.
4. "Huwag na huwag ka hahawak kapag alam mong may hawak ka na."
5. "Parang elevator lang yan eh, bakit mo pagsisiksikan yung sarili mo kung walang pwesto para sayo. Eh meron naman hagdan, ayaw mo lang pansinin."
6. "Kung maghihintay ka nang lalandi sayo, walang mangyayari sa buhay mo.. Dapat lumandi ka din."
7. "Pag may mahal ka at ayaw sayo, hayaan mo. Malay mo sa mga susunod na araw ayaw mo na din sa kanya, naunahan ka lang."
8. "Hiwalayan na kung di ka na masaya. Walang gamot sa pagiging t@nga kundi pagkukusa."
9. "Pag hindi ka mahal ng mahal mo wag ka magreklamo. Kasi may mga tao rin na di mo mahal pero mahal ka.. Kaya quits lang."
10. "Kung dalawa ang mahal mo, piliin mo yung pangalawa. Kasi hindi ka naman magmamahal ng iba kung mahal mo talaga yung una."
11. "Hindi porke't madalas mong ka-chat, kausap sa telepono, kasama sa mga lakad o ka-text ng wantusawa eh may gusto sayo at magkakatuluyan kayo. Meron lang talagang mga taong sadyang friendly, sweet, flirt, malandi, pa-fall o paasa."
12. "Huwag magmadali sa babae o lalaki. Tatlo, lima, sampung taon, mag-iiba ang pamantayan mo at maiisip mong hindi pala tamang pumili ng kapareha dahil lang maganda o nakakalibog ito. Totoong mas mahalaga ang kalooban ng tao higit sa anuman. Sa paglipas ng panahon, maging ang mga crush ng bayan nagmumukha ding pandesal, maniwala ka.
13. "Minsan kahit ikaw ang nakaschedule, kailangan mo pa rin maghintay, kasi hindi ikaw ang priority."
14. "Mahirap pumapel sa buhay ng tao. Lalo na kung hindi ikaw yung bida sa script na pinili nya."
15. "Alam mo ba kung gaano kalayo ang pagitan ng dalawang tao pag nagtalikuran na sila? Kailangan mong libutin ang buong mundo para lang makaharap ulit ang taong tinalikuran mo."
16. “Mas mabuting mabigo sa paggawa ng isang bagay kesa magtagumpay sa paggawa ng wala”
17. “Hindi lahat ng kaya mong intindihin ay katotohan, at hindi lahat ng hindi mo kayang intindihin ay kasinungalingan”
18. "Kung nagmahal ka ng taong di dapat at nasaktan ka, wag mong sisihin ang puso mo. Tumitibok lng yan para mag-supply ng dugo sa katawan mo. Ngayon, kung magaling ka sa anatomy at ang sisisihin mo naman ay ang hypothalamus mo na kumokontrol ng emotions mo, mali ka pa rin! Bakit? Ut@ng na loob! Wag mong isisi sa body organs mo ang mga sama ng loob mo sa buhay! Tandaan mo: magiging masaya ka lang kung matututo kang tanggapin na hindi ang puso, utak, atay o bituka mo ang may kasalanan sa lahat ng nangyari sayo, kundi IKAW mismo!"
19. "Ang pag-ibig parang imburnal...nakakatakot mahulog...at kapag nahulog ka, it's either by accident or talagang t@nga ka.."
20. "Lahat naman ng tao sumeseryoso pag tinamaan ng pagmamahal. Yun nga lang, hindi lahat matibay para sa temptasyon."
21. "Gamitin ang puso para alagaan ang taong malapit sayo. Gamitin ang utak para alagaan ang sarili mo."
22. "Bakit ba ayaw matulog ng mga bata sa tanghali? alam ba nilang pag natuto silang umibig eh hindi na sila makakatulog kahit gusto nila?
23. "Hindi lungkot o takot ang mahirap sa pag-iisa kundi ang pagtanggap na sa bilyon-bilyong tao sa mundo, wala man lang nakipaglaban upang makasama ka."
To the one who posted this, thanks. Nauntog ako ulit!
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