RIZAL COLLEGE OF LAGUNA

P100.00 exchange

2010-09-09T18:23:00.000-07:00

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.

58 estudyante patay sa dengue

2010-09-08T22:50:00.000-07:00

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.

Dengue lumobo pa kumpara noong nakaraang taon

2010-09-01T19:33:00.001-07:00

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)

Typhoid fever

2010-09-01T19:27:00.001-07:00

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.

life of a bed spacer

2010-07-21T07:19:00.000-07:00

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....

RCL PE 2.EDUC DEPT. SWING

2010-06-30T19:54:00.000-07:00

RCL PE 2(BSBA swing)

2010-06-30T19:49:00.000-07:00

Bebot Swim Suit competition

2010-06-30T19:38:00.000-07:00

Jumping Rope

2010-06-30T19:37:00.002-07:00

Rizal College of Laguna Christmas Party 2008.

2010-06-30T19:37:00.000-07:00

videos courtesy of LORENZE PAZ

Rizal College of Laguna P E

2010-06-30T19:35:00.000-07:00

The Prayer (RIZAL COLLEGE OF LAGUNA: Doxology Dance)

2010-06-30T19:32:00.001-07:00

ST. mary's college

2010-04-02T19:22:00.001-07:00

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

2010-04-02T19:08:00.000-07:00

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

a black propaganda or a possibility that might happen?

2010-02-24T06:04:00.001-08:00

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?

Digital Literacy

2010-02-19T19:50:00.000-08:00

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.

“Education for the 21st Century: The Basics”

2010-02-19T19:47:00.001-08:00

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

Critical Thinking

2010-02-19T19:36:00.000-08:00

* 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.

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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).

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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

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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).

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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.

clarification if RIZAL was the father of HITLER

2010-02-04T02:07:00.000-08:00

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.

November 2009 Top 10 Nurses

2010-02-01T01:06:00.000-08:00

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%

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10. MARIA CECILIA CERVANTES TEJEDOR - SAINT DOMINIC SAVIO COLLEGE - 85.40%

ADVERBS OF MANNER AND ADVERBS USED IN COMPARISONS

2010-01-28T02:04:00.000-08:00

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.

2010-2011 UPCAT Results / ACET Results

2010-01-27T20:33:00.000-08:00

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

happy ??? anniversary to you!

2010-01-25T16:28:00.001-08:00

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

List of Philippine Holidays 2010

2010-01-22T19:28:00.000-08:00

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.

do this quote a nonsense or a reality?

2010-01-15T21:27:00.000-08:00

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!

Idioms and Idiomatic Expressions

2009-11-30T01:46:00.000-08:00

An idiom, also known as idiomatic expression, is a phrase or
sentence, whose meaning is completely different from the
literal meaning of the words comprising the idiom or idiomatic
expression. However idioms and idiomatic expressions have
become widely used because they convey clear and
meaningful messages in very few words that would otherwise
be lengthy to explain in non-idiomatic manner. Idioms are
previously considered informal expressions but because of
their widespread use idiomatic expressions have found
acceptance in formal communications as well.

Here are examples of idioms and the meaning behind these
idiomatic expressions:

Above and beyond – more than what is normally required. The off-duty
policeman chased and caught the bag snatcher; his action was above
and beyond what was expected of him since he was not on duty at that
time.

Beyond the call of duty – in addition to what is required in the normal
course of performing one’s job. The fireman went back to the burning
house to rescue the cat; he acted beyond his call of duty.

Above suspicion – having a reputation for honesty that no one would
suspect you of wrongdoing. The teacher was elected club treasurer
because she is known to be completely above suspicion.

Ace in a hole – something or someone held in reserve to turn things
around later. The new recruit is the team’s ace in the hole to improve
their standing in the sports competition this year.

Acid test – a test whose result is considered to be conclusive or
beyond doubt. The DNA result will be the acid test that will determine if
the authorities caught the real culprit in the crime.

Across the board – Shared equally by everyone. The company
management decided to give salary increases to the employees
across the board.

Act as someone – to act or perform, temporarily or permanently, in the
capacity of someone else. I’ll act as your interim trainer until your
regular trainer comes back from his business trip in the province.

Act of God – an event for which no person is responsible for; a natural
event such as typhoon, earthquake, volcanic eruption, lightning, and
similar acts of nature. The insurance company did not pay for the
damage to their properties because it was caused by an act of God.

Act of war – an intentional act of hostility or violence so severe that war
is considered to be an appropriate response. The attack on the Twin
Towers in New York was considered by the Americans as an act of war
by the terrorists.

Add fuel to the fire – to do something that makes a bad situation
worse. The customer is already agitated so do not add fuel to the fire
by ignoring his plea for help.

Afraid of one’s own shadow – easily suspicious or frightened. Since
you told him of the hair-raising urban legend above the jail escapee he
has become afraid of his own shadow.
.
After all is said and done – when everything is discussed and acted
on. After all is said and done, everyone went home satisfied with the
result of the town meeting.

After hours – after the regular or normal time. Jim and Tom hang
around the cocktail lounge after hours.

After the fact – after an incident has occurred. Jake expressed
remorse for his crime after the fact.

Against someone’s will – to do something without a person’s
agreement or consent. You cannot force him to join your activities
against his will.

Against the clock – in a race with time; to get something done with
urgency. The doctors operated on the accident victim against the clock
Babe in the woods – an inexperienced or naïve person. Benjie might
be an expert mason but he is still a babe in the woods when it comes
to carpentry.

Back to square one – To start again at the beginning (as in a board
game.) The proposal was rejected by the customer so the vendor was
back to square one.

Back to the drawing board - To start and try another plan or course of
action when the first one did not work out as expected. The customer
was not happy with the building plan so the engineering consultant
was back to square one.

Bad blood – feeling of animosity between two persons or among a
group of people. There is bad blood between the two families.

Bad-mouth someone – to say unpleasant or bad things about
someone. Leo and Tess are bad-mouthing each other since their
relationship broke up.

Bait and switch - a deceptive practice of advertising a product to make
people to go to the store but once inside the store the customer is
enticed to buy a more expensive item. The saleslady told me that the
advertised cell phone is sold out but I think the item was just a bait and
switch.

Bark up the wrong tree – to ask or argue with the wrong person.
Nothing will come out of your complain because you’re barking up the
wrong tree.

Cast the first stone - to be the first one to criticize or accuse. The
crowd burst into sudden uproar when the thief was caught that it was
hard to tell who cast the first stone.

Catch someone red-handed – to catch someone in the act of doing
something wrong that one cannot deny doing it. The barangay tanod
caught the pick-pocket red-handed.

Catch someone’s eye – to have eye contact with someone or to attract
someone’s attention. The lady in red dress caught someone’s eye at
the party.

Come what may – no matter what may happen, or what the
consequence may be. I’m not joining your game, come what may.

Come with the territory – to be expected to happen under the
circumstances. The heckling by some people in the audience comes
with the territory when you are a politician.

Commit something to memory – to memorize something. I didn’t have
a pen and paper at that time so I have to commit to my memory her
phone number.

Cool it! – to calm down or to pacify. Tell the guys in the audience to cool
it and stop heckling the speaker.

Dog-eat-dog – a situation in which someone has to act ruthlessly to
survive or get ahead of other people. It’s a dog-eat-dog in the world of
politics when election time comes.
Give someone the benefit of the doubt – to make a favorable
judgment or impression to an individual when the evidence or proof is
unclear as to being in favor or against that individual. I know him as an
honest person so I gave him the benefit of the doubt.

Have the time of his/her life – to have a very good time or most exciting
moment in one’s life. The bride was having the time of her life during
the wedding reception.

Look to one's laurels - to be on guard against rivals. You need to look
at one's laurels to stay ahead of the competition.

Luck out – to get lucky; be fortunate. The new hire lucked out because
he was not among those employees who get laid off.

Over the long haul – over a long period of time. Your training will be
hard but it will improve your stamina over the long haul.

Over the short haul – over a short period of time. The business plan
looks unprofitable but only in the short haul.

Pad the bill – to include miscellaneous unnecessary items to increase
the amount of a bill or invoice. The employee got into trouble for
padding the bill when he submitted his travel expenses.

Pain in the neck – bothersome, annoying. His new roommate is a pain
in the neck.

Rest on one's laurels - to stop striving for further success or accolade.
Do not rest on your laurels if you want to be successful in life.

Roll the sleeves up – To start getting some work done. Let’s roll our
sleeves up before our manager walks in.

Rough someone up – to harm someone physically. The thugs rough
someone up so we had to call the police.

Rule of thumb – a rough guide; an approximation for making quick
estimate. As a rule of thumb one should do warm up exercises for 5
minutes before starting to jog
Safe and sound – unharmed and in good shape physically – The ship
ran into some rough waters but we arrived at the harbor safe and
sound.

Sail under false color – to pretend to be different to mislead
somebody. I don’t trust the candidate because I have a feeling he is
sailing under false color.

Save the day – to do something that results positively when the
opposite results has been expected all along. Many in the audience
taught that we will lose the game but our team captain saved the day
for us.

See the writing on the wall – to become aware that something is
about to happen; to be clear about something. You need to study
harder in your history subject or you’re going to fail in the exams. Can’t
you see the writing on the wall?

Small fry – insignificant things; unimportant persons. The policemen
raided the hideout of the suspected robbers but all they caught were
the small fry.

The term small fry refers to small fish. "You go after the big fish, and
ignore the small fry."

Small print – that part of a document that easily gets unnoticed
because it is printed in smaller print than the rest of document but it
contains important information that someone should be aware of. Be
sure you read and understand the small print in the contract before you
accept and sign it.

Smell a rat – to be suspicious that something is wrong or someone is
about to commit a wrongdoing. The onlooker smelled a rat so he
walked away from the crowd in the plaza.

Too good to be true – so good that it is hard to believe. The teachers
got a hefty pay raise; it was too good to be true.

To put it mildly – to understate something in an attempt to be polite or
courteous. To put it mildly, the guest speaker came in unprepared for
his speech.

To the letter – precisely; to do exactly according to written instructions.
The installation was perfect because the workers followed the
instructions to the letter

KINDS OF ADVERBS

2009-11-30T01:38:00.001-08:00

RELATIVE ADVERBS

The following adverbs can be used to join sentences or clauses. They replace the more formal structure of preposition + which in a relative clause:
where, when, why

Examples:

* That's the restaurant where we met for the first time.
(where = at/in which)
* I remember the day when we first met.
(when = on which)
* There was a very hot summer the year when he was born.
(when = in which)
* Tell me (the reason) why you were late home.
(why = for which, but could replace the whole phrase 'the reason for which')

KINDS OF ADVERBS

2009-11-30T01:37:00.003-08:00

ADVERBS OF CERTAINTY

These adverbs express how certain or sure we feel about an action or event.

Common adverbs of certainty:

certainly, definitely, probably, undoubtedly, surely

Adverbs of certainty go before the main verb but after the verb 'to be':

* He definitely left the house this morning.
* He is probably in the park.

With other auxiliary verb, these adverbs go between the auxiliary and the main verb:

* He has certainly forgotten the meeting.
* He will probably remember tomorrow.

Sometimes these adverbs can be placed at the beginning of the sentence:

* Undoubtedly, Winston Churchill was a great politician.

BE CAREFUL! with surely. When it is placed at the beginning of the sentence, it means the speaker thinks something is true, but is looking for confirmation:

Example:

* Surely you've got a bicycle?

KINDS OF ADVERBS

2009-11-30T01:37:00.001-08:00

ADVERBS OF TIME

Adverbs of time tell us when an action happened, but also for how long, and how often.

Examples:

* When: today, yesterday, later, now, last year
* For how long: all day, not long, for a while, since last year
* How often: sometimes, frequently, never, often, yearly

"When" adverbs are usually placed at the end of the sentence:

* Goldilocks went to the Bears' house yesterday.
* I'm going to tidy my room tomorrow.

This is a "neutral" position, but some "when" adverbs can be put in other positions to give a different emphasis

Compare:

* Later Goldilocks ate some porridge. (the time is more important)
* Goldilocks later ate some porridge. (this is more formal, like a policeman's report)
* Goldilocks ate some porridge later. (this is neutral, no particular emphasis)

"For how long" adverbs are usually placed at the end of the sentence:

* She stayed in the Bears' house all day.
* My mother lived in France for a year.

Notice: 'for' is always followed by an expression of duration:

* for three days,
* for a week,
* for several years,
* for two centuries.

'since' is always followed by an expression of a point in time:

* since Monday,
* since 1997,
* since the last war.

"How often" adverbs expressing the frequency of an action are usually placed before the main verb but after auxiliary verbs (such as be, have, may, must):

* I often eat vegetarian food. (before the main verb)
* He never drinks milk. (before the main verb)
* You must always fasten your seat belt. (after the auxiliary must)
* She is never sea-sick.(after the auxiliary is)
* I have never forgotten my first kiss. (after the auxiliary have and before the main verb forgotten)

Some other "how often" adverbs express the exact number of times an action happens and are usually placed at the end of the sentence:

* This magazine is published monthly.
* He visits his mother once a week.

When a frequency adverb is placed at the end of a sentence it is much stronger.

Compare:

* She regularly visits France.
* She visits France regularly.

Adverbs that can be used in these two positions:

* frequently,
* generally,
* normally,
* occasionally,
* often,
* regularly,
* sometimes,
* usually

'Yet' and 'still'

Yet is used in questions and in negative sentences, and is placed at the end of the sentence or after not.

* Have you finished your work yet? (= a simple request for information) No, not yet. (= simple negative answer)
* They haven't met him yet. (= simple negative statement)
* Haven't you finished yet? (= expressing slight surprise)

Still expresses continuity; it is used in positive sentences and questions, and is placed before the main verb and after auxiliary verbs (such as be, have, might, will)

* I am still hungry.
* She is still waiting for you
* Are you still here?
* Do you still work for the BBC?

ORDER OF ADVERBS OF TIME

If you need to use more than one adverb of time at the end of a sentence, use them in this order:

1: 'how long'
2: 'how often'
3: 'when' (think of 'low')

Example:

* 1 + 2 : I work (1) for five hours (2) every day
* 2 + 3 : The magazine was published (2) weekly (3) last year.
* 1 + 3 : I was abroad (1) for two months (3) last year.
* 1 + 2 + 3 : She worked in a hospital (1) for two days (2) every week (3) last year.

KINDS OF ADVERBS

2009-11-30T01:36:00.000-08:00

ADVERBS OF PLACE

Adverbs of place tell us where something happens.
They are usually placed after the main verb or after the object:

Example:

after the main verb:

* I looked everywhere
* John looked away, up, down, around...
* I'm going home, out, back
* Come in

after the object:
* They built a house nearby
* She took the child outside

'Here' and 'there'

With verbs of movement, here means towards or with the speaker:

* Come here (= towards me)
* It's in here (= come with me to see it)

There means away from, or not with the speaker:

* Put it there (= away from me)
* It's in there (= go by yourself to see it)

Here and there are combined with prepositions to make many common adverbial phrases:

down here, down there;
over here, over there;
under here, under there;
up here, up there

Here and there are placed at the beginning of the sentence in exclamations or when emphasis is needed.

They are followed by the verb if the subject is a noun:

* Here comes the bus. (followed by the verb)

Or by a pronoun if this is the subject (it, she, he etc.):

* Here it is! (followed by the pronoun)
* There she goes! (followed by the pronoun)

NOTE: most common adverbs of place also function as prepositions.

Examples:

about, across, along, around, behind, by, down, in, off, on, over, round, through, under, up.

Go to Prepositions or Phrasal Verbs

Other adverbs of place: ending in '-wards', expressing movement in a particular direction:

backwards
forwards
downwards
upwards
inwards
outwards
northwards
southwards
eastwards
westwards
homewards
onwards

Example:

* Cats don't usually walk backwards.
* The ship sailed westwards.

BE CAREFUL! 'Towards' is a preposition, not an adverb, so it is always followed by a noun or a pronoun:

* He walked towards the car.
* She ran towards me.

expressing both movement and location:

ahead, abroad, overseas, uphill, downhill, sideways, indoors, outdoors

Example:

* The child went indoors.
* He lived and worked abroad.

KINDS OF ADVERBS

2009-11-30T01:32:00.000-08:00

ADVERBS OF MANNER

Adverbs of manner tell us how something happens. They are usually placed after the main verb or after the object.

Examples:

* He swims well, (after the main verb)
* He ran... rapidly, slowly, quickly..
* She spoke... softly, loudly, aggressively..
* James coughed loudly to attract her attention.
* He plays the flute beautifully. (after the object)
* He ate the chocolate cake greedily.

BE CAREFUL! The adverb should not be put between the verb and the object:

* He ate greedily the chocolate cake [incorrect]
* He ate the chocolate cake greedily [correct]

If there is a preposition before the object, e.g. at, towards, we can place the adverb either before the preposition or after the object.

Example:

* The child ran happily towards his mother.
* The child ran towards his mother happily.

Sometimes an adverb of manner is placed before a verb + object to add emphasis:

* He gently woke the sleeping woman.

Some writers put an adverb of manner at the beginning of the sentence to catch our attention and make us curious:

* Slowly she picked up the knife.

(We want to know what happened slowly, who did it slowly, why they did it slowly)

However, adverbs should always come AFTER intransitive verbs (=verbs which have no object).

Example:

* The town grew quickly
* He waited patiently

Also, these common adverbs are almost always placed AFTER the verb:

* well
* badly
* hard
* fast

The position of the adverb is important when there is more than one verb in a sentence. If the adverb is placed after a clause, then it modifies the whole action described by the clause.

Notice the difference in meaning between the following pairs of sentences:

* She quickly agreed to re-type the letter (= her agreement was quick)
* She agreed to re-type the letter quickly (= the re-typing was quick)
* He quietly asked me to leave the house (= his request was quiet)
* He asked me to leave the house quietly (= the leaving was quiet)

Efren Peñaflorida a pinoy pride named CNN Hero of the Year

2009-11-22T19:30:00.000-08:00

(CNN) -- Efren Peñaflorida, who started a "pushcart classroom" in the Philippines to bring education to poor children as an alternative to gang membership, has been named the 2009 CNN Hero of the Year.

CNN's Anderson Cooper revealed Peñaflorida's selection at the conclusion of the third-annual "CNN Heroes: An All-Star Tribute" at the Kodak Theatre in Hollywood on Saturday night.

The gala event, taped before an audience of 3,000 at the Kodak Theatre, premieres on Thanksgiving, November 26, at 9 p.m. ET/PT on the global networks of CNN.

The broadcast, which honors the top 10 CNN Heroes of 2009, features performances by Grammy Award-winning artist Carrie Underwood, R&B crooner Maxwell and British pop sensation Leona Lewis.

Peñaflorida, who will receive $100,000 to continue his work with the Dynamic Teen Company, was selected after seven weeks of online voting at CNN.com. More than 2.75 million votes were cast.

"Our planet is filled with heroes, young and old, rich and poor, man, woman of different colors, shapes and sizes. We are one great tapestry," Peñaflorida said upon accepting the honor. "Each person has a hidden hero within, you just have to look inside you and search it in your heart, and be the hero to the next one in need.
"So to each and every person inside in this theater and for those who are watching at home, the hero in you is waiting to be unleashed. Serve, serve well, serve others above yourself and be happy to serve. As I always tell to my co-volunteers ... you are the change that you dream as I am the change that I dream and collectively we are the change that this world needs to be."

The top 10 CNN Heroes, chosen by a blue-ribbon panel from an initial pool of more than 9,000 viewer nominations, were each honored with a documentary tribute and introduced by a celebrity presenter. Each of the top 10 Heroes receives $25,000.

"With the recognition they receive on our stage," said Cooper, who hosted the tribute, "they'll be able to help thousands and thousands of people. Through their efforts, lives will be changed and lives will be saved."

Maxwell sang "Help Somebody" from his first album in eight years, 'BLACKsummers'night.'

Lewis, a three-time Grammy nominee, performed "Happy," from her second album, "Echo."

All three performances echoed the spirit of the CNN Heroes campaign, which salutes everyday people whose extraordinary accomplishments are making a difference in their communities and beyond.

Presenters included Nicole Kidman, Kate Hudson, Neil Patrick Harris, Pierce Brosnan, Dwayne Johnson, Eva Mendes, Randy Jackson, Greg Kinnear, George Lopez and Julia Louis-Dreyfus.

"This record number of nominations is further evidence of the momentum CNN Heroes has built in just a few short years," said Jim Walton, president of CNN Worldwide.
Serve, serve well, serve others above yourself and be happy to serve.

"Viewers have been engaged by these stories of inspiration and accomplishment beyond our expectations. It is truly an honor to be able to introduce the CNN Heroes to our global audience every year."

Again this year, producer/director Joel Gallen served as executive producer of "CNN Heroes: An All-Star Tribute." Among his credits, Gallen produced telethon events supporting victims of the September 11 terrorist attacks and Hurricane Katrina, winning an Emmy Award and a Peabody Award for "America: A Tribute to Heroes."

type ako ni prof?

2009-11-15T03:58:00.000-08:00

haha..paano ka lalayo sa bading na professor mo if palagi mo siyang teacher?..nkakaramdam ka ng kakaibang takot kc alam mong may history sya sa ibang estudyante..what gagawin mo?

what is In-service Education

2009-11-11T18:06:00.000-08:00

In-service Education

In-service education is a constant and indispensable part of the National system of continuous education. It facilitates the enhancement, development and updating of knowledge and professional skills. It also ofafers the possibility of obtaining new skills and qualifications, specialization or professions through degree programs, professional training or vocational experience acquired earlier, as well as giving an ample opportunity for individual self-study irrespective of one's age.

The main organizational principles of in-service education include:

a scientific approach , humanism, democracy, unity, inclusiveness, differentiation, integration, continuity, modularity, personalization, end-through nature;
close connection to market transformation processes, different forms of ownership and management;
orientation toward viable and promising fields of human activity in response to the needs of the labor market;
compliance with state regulations of educational standards.

The main goals of in-service education are:

to fulfill the demands of the national economy with qualified personnel, provide continuous development of each specialist's professional abilities, develop his/her intellectual and overall cultural level , as well as to provide necessary professional knowledge and skills;
to provide an opportunity to acquire new skills, another specialization on the basis of a degree program, professional training or vocational experience acquired earlier, develop professional knowledge and skills;
to introduce a flexible system of continuous education and self-education, to provide adult continuous education.

The main functions of the institutions are to improve scientific, theoretical and methodological training, professional skills, broaden general cultural horizons of schoolteachers, personnel and the system of education administration institutions.

The main types of in-service training are:

educational activities aimed at providing training, retraining, skills improvement of teachers;
introduction of a flexible system of continuous education of the teaching staff to ensure adaptation of teachers to carry out professional activities under quickly changing social and economic relations;
provide optimal regularity and duration of educational terms with regard to the established order of professional certification;
introduction of up-to-date teacher-training technologies as well as advanced national and international experience in educational management and continuous education at all its stages;
development of basic requirements expected of education providers and institution managers, and methodologists, implementing scientifically and methodologically based teacher proficiency testing system (testing, certification);
development and introduction of different types of course training;
development of scientific, methodological, expert recommendations for skilled management personnel resources creation and training;
carrying out basic scientific and applied research on the problems of educational development, participating in state, branch and regional scientific programs, including government contracts as well as business contracts with other organizations and educational institutions;
fulfillment of obligations under state contract as well as other agreements on training specialists with higher education;
training of scholars and teacher-training professionals for the system of in-service training;
to provide methodological, informational, consultative assistance to higher educational institutions of I-IV levels of accreditation and institutes of in-service education on the issues of management and teacher-training personnel skills development;
to provide remunerated educational, expert, publishing, informational and others services.

SM CITY soon to rise at CALAMBA CITY LAGUNA this october 2010

2009-11-09T07:07:00.001-08:00

ACCORDING TO JOELL LAPITAN OF

http://www.jlapitan.com

I also heard that Engineering Graduate ng Letran Calamba ang nakakuha ng project for SM. Nice! Arriba Letran!

Di ko po sure yung exact size ng calamba, yung map sa taas is based lang po sa nakita ko sa may walter. Hehe..

SM pushes expansion; Calamba mall next

SM Prime Holdings Inc., the country’s top mall chain developer, expects to post a double digit growth in its revenues for the first half of the year on the back of its aggressive expansion program.

Meanwhile, SMPH President Hans Sy said construction has is already ongoing for a new mall in Calamba, which is targeted to open next year as the firm 37th mall.

In an interview, Sy said though that he is not at liberty to disclose the firm’s bottomline but noted that earnings in the second quarter and for the first semester were good.

He disclosed that performance in the second quarter was better than the first three months of the year due to the additional revenues from new malls opened during the period, such as the one in Naga City.

ACCORDING TO WIKIPEDIA.COM

SM CITY CALAMBA

Location	Maharlika Highway, Brgy. Real, Calamba City, Laguna, Philippines
Opening date	October 2010
Developer	SM Prime Holdings
Management	SM Prime Holdings
Owner	Henry Sy, Sr.
No. of stores and services	300+ shops
No. of anchor tenants	TBA
Total retail floor area	TBA
No. of floors	3 floors

SM City Calamba is an upcoming mall owned and operated by SM Prime Holdings. It is located at Maharlika Highway, Brgy. Real, Calamba City, Laguna, Philippines. It will be the second SM Supermall in the Province of Laguna with a land area of 195,000 sq.meters.

Anchors

SM Department Store

SM Hypermarket

SM Cinemas

SM Food Court

Junior Anchors

Ace Hardware
Toy Kingdom
National Bookstore
Watsons
SM Appliance Center
Our Home

Creative writing

2009-11-06T20:02:00.000-08:00

Creative writing is considered to be any writing, fiction, poetry, or non-fiction, that goes outside the bounds of normal professional, journalistic, academic, and technical forms of literature. Works which fall into this category include novels, epics, short stories, and poems. Writing for the screen and stage, screenwriting and playwriting respectively, typically have their own programs of study, but fit under the creative writing category as well.

Creative writing can technically be considered any writing of original composition that is in no way guilty of plagiarism. In this sense creative writing is a more contemporary and process-oriented name for what has been traditionally called literature, including the variety of its genres. The practice of "professional writing" is not excluded from creative writing — one can be doing both in the same action. In her work, Foundations of Creativity, Mary Lee Marksberry references Paul Witty and Lou LaBrant’s Teaching the People's Language to define creative writing. Marksberry notes:

“

Witty and LaBrant…[say creative writing] is a composition of any type of writing at any time primarily in the service of such needs as

the need for keeping records of significant experience,
the need for sharing experience with an interested group, and
the need for free individual expression which contributes to mental and physical health.^[2]

”

Creative writing in academia

Unlike its academic counterpart of writing classes that teach students to compose work based on the rules of the language, creative writing is believed to focus on students’ self-expression.^[3] While creative writing as an educational subject is often available at some stages, if not throughout, K–12 education, perhaps the most refined form of creative writing as an educational focus is in universities. Following a reworking of university education in the post-war era, creative writing has progressively gained prominence in the university setting. With the beginning of formal creative writing program:

“

For the first time in the sad and enchanting history of literature, for the first time in the glorious and dreadful history of the world, the writer was welcome in the academic place. If the mind could be honored there, why not the imagination?^[4]

”

Programs of study

Creative Writing programs are typically available to writers from the high school level all the way through graduate school. Traditionally these programs are associated with the English departments in the respective schools, but this notion has been challenged in recent time as more creative writing programs have spun off into their own department. Most Creative Writing degrees for undergraduates in college are Bachelor of Fine Arts degrees (BFA). Some continue to pursue a Master of Fine Arts in Creative Writing, the terminal degree in the field. At one time rare, PhD. programs are becoming more prevalent in the field, as more writers attempt to bridge the gap between academic study and artistic pursuit.

Creative writers typically decide an emphasis in either fiction or poetry, and they usually start with short stories or simple poems.^{[citation needed]} They then make a schedule based on this emphasis including literature classes, education classes and workshop classes to strengthen their skills and techniques. Though they have their own programs of study in the fields of film and theatre, screenwriting and playwriting have become more popular in creative writing programs, as creative writing programs attempt to work more closely with film and theatre programs as well as English programs. Creative writing students are encouraged to get involved in extracurricular writing-based activities, such as publishing clubs, school-based literary magazines or newspapers, writing contests, writing colonies or conventions, and extended education classes.

Creative writing also takes places outside of formal university or school institutions. For example, writer Dave Eggers set up the innovative 826 Valencia in San Francisco, where young people write with professional writers. In the UK, the Arvon Foundation runs week long residential creative writing courses in four historic houses.

In the classroom

Creative writing is usually taught in a workshop format rather than seminar style. In workshops students usually submit original work for peer critique. Students also format a writing method through the process of writing and re-writing. Some courses teach the means to exploit or access latent creativity or more technical issues such as editing, structural techniques, genres, random idea generating or writer's block unblocking. Some noted authors, such as Michael Chabon, Kazuo Ishiguro, Decheonbae Jones, Ian McEwan, Rose Tremain and reputed screenwriters, such as David Benioff, Darren Star and Peter Farrelly, have graduated from university creative writing programs.

Controversy in academia

Creative writing is considered by some academics (mostly in the USA) to be an extension of the English discipline, even though it is taught around the world in many languages. The English discipline is traditionally seen as the critical study of literary forms, not the creation of literary forms. Some academics see creative writing as a challenge to this tradition. In the UK and Australia, as well as increasingly in the USA and the rest of the world, creative writing is considered a discipline in its own right, not an offshoot of any other discipline.

“

To say that the creative has no part in education is to argue that a university is not universal.^[5]

”

Those who support creative writing programs either as part or separate from the English discipline, argue for the academic worth of the creative writing experience. They argue that creative writing hones the students’ abilities to clearly express their thoughts. They further argue that creative writing also entails an in-depth study of literary terms and mechanisms so they can be applied to the writer’s own work to foster improvement. These critical analysis skills are further used in other literary study outside the creative writing sphere. Indeed the process of creative writing, the crafting of a thought-out and original piece, is considered by some to be experience in creative problem solving.

It is also believed by some in the academic sphere that the term "creative writing" can include "creative reading" which is the reading of something not typically understood to be a creative piece as though it were creative. This expanded concept further addresses the idea of "found" materials being of literary value under a newly assigned meaning. Examples of this might be product assembly directions being considered "found poetry."

Despite the large number of academic creative writing programs throughout the world, many people argue that creative writing cannot be taught. Louis_Menand explores the issue in an article for the New Yorker in which he quotes Kay_Boyle, the director of creative writing program at San Francisco State for sixteen years, who said, “all creative-writing programs ought to be abolished by law.” ^[6]

Forms of creative writing

Short story
Novella
Novel
Epic
Poetry
Screenwriting
Playwriting/Dramatic writing
Autobiography/Memoir
Creative non-fiction (Personal & Journalistic Essays)
Flash fiction
Collaborative writing

Review: Parts of Speech

2009-11-06T19:52:00.001-08:00

Identify the part of speech of the highlighted word in each of the following sentences:

The clown chased a dog around the ring and then fell flat on her face.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

The geese indolently waddled across the intersection.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Yikes! I'm late for class.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Bruno's shabby thesaurus tumbled out of the book bag when the bus suddenly pulled out into traffic.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Mr. Frederick angrily stamped out the fire that the local hooligans had started on his verandah.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Later that summer, she asked herself, "What was I thinking of?"
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

She thought that the twenty zucchini plants would not be enough so she planted another ten.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Although she gave hundreds of zucchini away, the enormous mound left over frightened her.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Everywhere she went, she talked about the prolific veggies.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

The manager confidently made his presentation to the board of directors.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Frankenstein is the name of the scientist, not the monster.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Her greatest fear is that the world will end before she finds a comfortable pair of panty-hose.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

That suitcase is hers.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Everyone in the room cheered when the announcement was made.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

The sun was shining as we set out for our first winter camping trip.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Small children often insist that they can do it by themselves.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Dust covered every surface in the locked bedroom.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

The census taker knocked loudly on all the doors but nobody was home.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

They wondered if there truly was honour among thieves.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

Exciting new products and effective marketing strategies will guarantee the company's success.
1. Verb
2. Noun
3. Pronoun
4. Adjective
5. Adverb
6. Preposition
7. Conjunction
8. Interjection

What is an Interjection?

2009-11-06T19:51:00.002-08:00

An interjection is a word added to a sentence to convey emotion. It is not grammatically related to any other part of the sentence.

You usually follow an interjection with an exclamation mark. Interjections are uncommon in formal academic prose, except in direct quotations.

The highlighted words in the following sentences are interjections:

Ouch, that hurt!

Oh no, I forgot that the exam was today.

Hey! Put that down!

I heard one guy say to another guy, "He has a new car, eh?"

I don't know about you but, good lord, I think taxes are too high!

What is a Conjunction?

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You can use a conjunction to link words, phrases, and clauses, as in the following example:

I ate the pizza and the pasta.

Call the movers when you are ready.

Co-ordinating Conjunctions

You use a co-ordinating conjunction ("and," "but," "or," "nor," "for," "so," or "yet") to join individual words, phrases, and independent clauses. Note that you can also use the conjunctions "but" and "for" as prepositions.

In the following sentences, each of the highlighted words is a co-ordinating conjunction:

Lilacs and violets are usually purple.

In this example, the co-ordinating conjunction "and" links two nouns.

This movie is particularly interesting to feminist film theorists, for the screenplay was written by Mae West.

In this example, the co-ordinating conjunction "for" is used to link two independent clauses.

Daniel's uncle claimed that he spent most of his youth dancing on rooftops and swallowing goldfish.

Here the co-ordinating conjunction "and" links two participle phrases ("dancing on rooftops" and "swallowing goldfish") which act as adverbs describing the verb "spends."

Subordinating Conjunctions

A subordinating conjunction introduces a dependent clause and indicates the nature of the relationship among the independent clause(s) and the dependent clause(s).

The most common subordinating conjunctions are "after," "although," "as," "because," "before," "how," "if," "once," "since," "than," "that," "though," "till," "until," "when," "where," "whether," and "while."

Each of the highlighted words in the following sentences is a subordinating conjunction:

After she had learned to drive, Alice felt more independent.

The subordinating conjunction "after" introduces the dependent clause "After she had learned to drive."

If the paperwork arrives on time, your cheque will be mailed on Tuesday.

Similarly, the subordinating conjunction "if" introduces the dependent clause "If the paperwork arrives on time."

Gerald had to begin his thesis over again when his computer crashed.

The subordinating conjunction "when" introduces the dependent clause "when his computer crashed."

Midwifery advocates argue that home births are safer because the mother and baby are exposed to fewer people and fewer germs.

In this sentence, the dependent clause "because the mother and baby are exposed to fewer people and fewer germs" is introduced by the subordinating conjunction "because."

Correlative Conjunctions

Correlative conjunctions always appear in pairs -- you use them to link equivalent sentence elements. The most common correlative conjunctions are "both...and," "either...or," "neither...nor,", "not only...but also," "so...as," and "whether...or." (Technically correlative conjunctions consist simply of a co-ordinating conjunction linked to an adjective or adverb.)

The highlighted words in the following sentences are correlative conjunctions:

Both my grandfather and my father worked in the steel plant.

In this sentence, the correlative conjunction "both...and" is used to link the two noun phrases that act as the compound subject of the sentence: "my grandfather" and "my father".

Bring either a Jello salad or a potato scallop.

Here the correlative conjunction "either...or" links two noun phrases: "a Jello salad" and "a potato scallop."

Corinne is trying to decide whether to go to medical school or to go to law school.

Similarly, the correlative conjunction "whether ... or" links the two infinitive phrases "to go to medical school" and "to go to law school."

The explosion destroyed not only the school but also the neighbouring pub.

In this example the correlative conjunction "not only ... but also" links the two noun phrases ("the school" and "neighbouring pub") which act as direct objects.

Note: some words which appear as conjunctions can also appear as prepositions or as adverbs.

Written by Heather MacFadyen

What is a Preposition?

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A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called the object of the preposition.

A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence as in the following examples:

The book is on the table.

The book is beneath the table.

The book is leaning against the table.

The book is beside the table.

She held the book over the table.

She read the book during class.

In each of the preceding sentences, a preposition locates the noun "book" in space or in time.

A prepositional phrase is made up of the preposition, its object and any associated adjectives or adverbs. A prepositional phrase can function as a noun, an adjective, or an adverb. The most common prepositions are "about," "above," "across," "after," "against," "along," "among," "around," "at," "before," "behind," "below," "beneath," "beside," "between," "beyond," "but," "by," "despite," "down," "during," "except," "for," "from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out," "outside," "over," "past," "since," "through," "throughout," "till," "to," "toward," "under," "underneath," "until," "up," "upon," "with," "within," and "without."

Each of the highlighted words in the following sentences is a preposition:

The children climbed the mountain without fear.

In this sentence, the preposition "without" introduces the noun "fear." The prepositional phrase "without fear" functions as an adverb describing how the children climbed.

There was rejoicing throughout the land when the government was defeated.

Here, the preposition "throughout" introduces the noun phrase "the land." The prepositional phrase acts as an adverb describing the location of the rejoicing.

The spider crawled slowly along the banister.

The preposition "along" introduces the noun phrase "the banister" and the prepositional phrase "along the banister" acts as an adverb, describing where the spider crawled.

The dog is hiding under the porch because it knows it will be punished for chewing up a new pair of shoes.

Here the preposition "under" introduces the prepositional phrase "under the porch," which acts as an adverb modifying the compound verb "is hiding."

The screenwriter searched for the manuscript he was certain was somewhere in his office.

Similarly in this sentence, the preposition "in" introduces a prepositional phrase "in his office," which acts as an adverb describing the location of the missing papers.

Written by Heather MacFadyen

What is an Adverb?

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An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An adverb indicates manner, time, place, cause, or degree and answers questions such as "how," "when," "where," "how much".

While some adverbs can be identified by their characteristic "ly" suffix, most of them must be identified by untangling the grammatical relationships within the sentence or clause as a whole. Unlike an adjective, an adverb can be found in various places within the sentence.

In the following examples, each of the highlighted words is an adverb:

The seamstress quickly made the mourning clothes.

In this sentence, the adverb "quickly" modifies the verb "made" and indicates in what manner (or how fast) the clothing was constructed.

The midwives waited patiently through a long labour.

Similarly in this sentence, the adverb "patiently" modifies the verb "waited" and describes the manner in which the midwives waited.

The boldly spoken words would return to haunt the rebel.

In this sentence the adverb "boldly" modifies the adjective "spoken."

We urged him to dial the number more expeditiously.

Here the adverb "more" modifies the adverb "expeditiously."

Unfortunately, the bank closed at three today.

In this example, the adverb "unfortunately" modifies the entire sentence.

Conjunctive Adverbs

You can use a conjunctive adverb to join two clauses together. Some of the most common conjunctive adverbs are "also," "consequently," "finally," "furthermore," "hence," "however," "incidentally," "indeed," "instead," "likewise," "meanwhile," "nevertheless," "next," "nonetheless," "otherwise," "still," "then," "therefore," and "thus." A conjunctive adverb is not strong enough to join two independent clauses without the aid of a semicolon.

The highlighted words in the following sentences are conjunctive adverbs:

The government has cut university budgets; consequently, class sizes have been increased.

He did not have all the ingredients the recipe called for; therefore, he decided to make something else.

The report recommended several changes to the ways the corporation accounted for donations; furthermore, it suggested that a new auditor be appointed immediately.

The crowd waited patiently for three hours; finally, the doors to the stadium were opened.

Batman and Robin fruitlessly searched the building; indeed, the Joker had escaped through a secret door in the basement.

Written by Heather MacFadyen

What Is An Adjective?

2009-11-06T19:49:00.002-08:00

An adjective modifies a noun or a pronoun by describing, identifying, or quantifying words. An adjective usually precedes the noun or the pronoun which it modifies.

In the following examples, the highlighted words are adjectives:

The truck-shaped balloon floated over the treetops.

Mrs. Morrison papered her kitchen walls with hideous wall paper.

The small boat foundered on the wine dark sea.

The coal mines are dark and dank.

Many stores have already begun to play irritating Christmas music.

A battered music box sat on the mahogany sideboard.

The back room was filled with large, yellow rain boots.

An adjective can be modified by an adverb, or by a phrase or clause functioning as an adverb. In the sentence

My husband knits intricately patterned mittens.

for example, the adverb "intricately" modifies the adjective "patterned."

Some nouns, many pronouns, and many participle phrases can also act as adjectives. In the sentence

Eleanor listened to the muffled sounds of the radio hidden under her pillow.

for example, both highlighted adjectives are past participles.

Grammarians also consider articles ("the," "a," "an") to be adjectives.

Possessive Adjectives

A possessive adjective ("my," "your," "his," "her," "its," "our," "their") is similar or identical to a possessive pronoun; however, it is used as an adjective and modifies a noun or a noun phrase, as in the following sentences:

I can't complete my assignment because I don't have the textbook.

In this sentence, the possessive adjective "my" modifies "assignment" and the noun phrase "my assignment" functions as an object. Note that the possessive pronoun form "mine" is not used to modify a noun or noun phrase.

What is your phone number.

Here the possessive adjective "your" is used to modify the noun phrase "phone number"; the entire noun phrase "your phone number" is a subject complement. Note that the possessive pronoun form "yours" is not used to modify a noun or a noun phrase.

The bakery sold his favourite type of bread.

In this example, the possessive adjective "his" modifies the noun phrase "favourite type of bread" and the entire noun phrase "his favourite type of bread" is the direct object of the verb "sold."

After many years, she returned to her homeland.

Here the possessive adjective "her" modifies the noun "homeland" and the noun phrase "her homeland" is the object of the preposition "to." Note also that the form "hers" is not used to modify nouns or noun phrases.

We have lost our way in this wood.

In this sentence, the possessive adjective "our" modifies "way" and the noun phrase "our way" is the direct object of the compound verb "have lost". Note that the possessive pronoun form "ours" is not used to modify nouns or noun phrases.

In many fairy tales, children are neglected by their parents.

Here the possessive adjective "their" modifies "parents" and the noun phrase "their parents" is the object of the preposition "by." Note that the possessive pronoun form "theirs" is not used to modify nouns or noun phrases.

The cat chased its ball down the stairs and into the backyard.

In this sentence, the possessive adjective "its" modifies "ball" and the noun phrase "its ball" is the object of the verb "chased." Note that "its" is the possessive adjective and "it's" is a contraction for "it is."

Demonstrative Adjectives

The demonstrative adjectives "this," "these," "that," "those," and "what" are identical to the demonstrative pronouns, but are used as adjectives to modify nouns or noun phrases, as in the following sentences:

When the librarian tripped over that cord, she dropped a pile of books.

In this sentence, the demonstrative adjective "that" modifies the noun "cord" and the noun phrase "that cord" is the object of the preposition "over."

This apartment needs to be fumigated.

Here "this" modifies "apartment" and the noun phrase "this apartment" is the subject of the sentence.

Even though my friend preferred those plates, I bought these.

In the subordinate clause, "those" modifies "plates" and the noun phrase "those plates" is the object of the verb "preferred." In the independent clause, "these" is the direct object of the verb "bought."

Note that the relationship between a demonstrative adjective and a demonstrative pronoun is similar to the relationship between a possessive adjective and a possessive pronoun, or to that between a interrogative adjective and an interrogative pronoun.

Interrogative Adjectives

An interrogative adjective ("which" or "what") is like an interrogative pronoun, except that it modifies a noun or noun phrase rather than standing on its own (see also demonstrative adjectives and possessive adjectives):

Which plants should be watered twice a week?

Like other adjectives, "which" can be used to modify a noun or a noun phrase. In this example, "which" modifies "plants" and the noun phrase "which plants" is the subject of the compound verb "should be watered":

What book are you reading?

In this sentence, "what" modifies "book" and the noun phrase "what book" is the direct object of the compound verb "are reading."

Indefinite Adjectives

An indefinite adjective is similar to an indefinite pronoun, except that it modifies a noun, pronoun, or noun phrase, as in the following sentences:

Many people believe that corporations are under-taxed.

The indefinite adjective "many" modifies the noun "people" and the noun phrase "many people" is the subject of the sentence.

I will send you any mail that arrives after you have moved to Sudbury.

The indefinite adjective "any" modifies the noun "mail" and the noun phrase "any mail" is the direct object of the compound verb "will send."

They found a few goldfish floating belly up in the swan pound.

In this example the indefinite adjective modifies the noun "goldfish" and the noun phrase is the direct object of the verb "found":

The title of Kelly's favourite game is "All dogs go to heaven."

Here the indefinite pronoun "all" modifies "dogs" and the full title is a subject complement.

Written by Heather MacFadyen

What is a Pronoun?

2009-11-06T19:49:00.001-08:00

A pronoun can replace a noun or another pronoun. You use pronouns like "he," "which," "none," and "you" to make your sentences less cumbersome and less repetitive.

Grammarians classify pronouns into several types, including the personal pronoun, the demonstrative pronoun, the interrogative pronoun, the indefinite pronoun, the relative pronoun, the reflexive pronoun, and the intensive pronoun.

Personal Pronouns

A personal pronoun refers to a specific person or thing and changes its form to indicate person, number, gender, and case.

Subjective Personal Pronouns

A subjective personal pronoun indicates that the pronoun is acting as the subject of the sentence. The subjective personal pronouns are "I," "you," "she," "he," "it," "we," "you," "they."

In the following sentences, each of the highlighted words is a subjective personal pronoun and acts as the subject of the sentence:

I was glad to find the bus pass in the bottom of the green knapsack.

You are surely the strangest child I have ever met.

He stole the selkie's skin and forced her to live with him.

When she was a young woman, she earned her living as a coal miner.

After many years, they returned to their homeland.

We will meet at the library at 3:30 p.m.

It is on the counter.

Are you the delegates from Malagawatch?

Objective Personal Pronouns

An objective personal pronoun indicates that the pronoun is acting as an object of a verb, compound verb, preposition, or infinitive phrase. The objective personal pronouns are: "me," "you," "her," "him," "it," "us," "you," and "them."

In the following sentences, each of the highlighted words is an objective personal pronoun:

Seamus stole the selkie's skin and forced her to live with him.

The objective personal pronoun "her" is the direct object of the verb "forced" and the objective personal pronoun "him" is the object of the preposition "with."

After reading the pamphlet, Judy threw it into the garbage can.

The pronoun "it" is the direct object of the verb "threw."

The agitated assistant stood up and faced the angry delegates and said, "Our leader will address you in five minutes."

In this sentence, the pronoun "you" is the direct object of the verb "address."

Deborah and Roberta will meet us at the newest café in the market.

Here the objective personal pronoun "us" is the direct object of the compound verb "will meet."

Give the list to me.

Here the objective personal pronoun "me" is the object of the preposition "to."

I'm not sure that my contact will talk to you.

Similarly in this example, the objective personal pronoun "you" is the object of the preposition "to."

Christopher was surprised to see her at the drag races.

Here the objective personal pronoun "her" is the object of the infinitive phrase "to see."

Possessive Personal Pronouns

A possessive pronoun indicates that the pronoun is acting as a marker of possession and defines who owns a particular object or person. The possessive personal pronouns are "mine," "yours," "hers," "his," "its," "ours," and "theirs." Note that possessive personal pronouns are very similar to possessive adjectives like "my," "her," and "their."

In each of the following sentences, the highlighted word is a possessive personal pronoun:

The smallest gift is mine.

Here the possessive pronoun "mine" functions as a subject complement.

This is yours.

Here too the possessive pronoun "yours" functions as a subject complement.

His is on the kitchen counter.

In this example, the possessive pronoun "his" acts as the subject of the sentence.

Theirs will be delivered tomorrow.

In this sentence, the possessive pronoun "theirs" is the subject of the sentence.

Ours is the green one on the corner.

Here too the possessive pronoun "ours" function as the subject of the sentence.

Demonstrative Pronouns

A demonstrative pronoun points to and identifies a noun or a pronoun. "This" and "these" refer to things that are nearby either in space or in time, while "that" and "those" refer to things that are farther away in space or time.

The demonstrative pronouns are "this," "that," "these," and "those." "This" and "that" are used to refer to singular nouns or noun phrases and "these" and "those" are used to refer to plural nouns and noun phrases. Note that the demonstrative pronouns are identical to demonstrative adjectives, though, obviously, you use them differently. It is also important to note that "that" can also be used as a relative pronoun.

In the following sentences, each of the highlighted words is a demonstrative pronoun:

This must not continue.

Here "this" is used as the subject of the compound verb "must not continue."

This is puny; that is the tree I want.

In this example "this" is used as subject and refers to something close to the speaker. The demonstrative pronoun "that" is also a subject but refers to something farther away from the speaker.

Three customers wanted these.

Here "these" is the direct object of the verb "wanted."

Interrogative Pronouns

An interrogative pronoun is used to ask questions. The interrogative pronouns are "who," "whom," "which," "what" and the compounds formed with the suffix "ever" ("whoever," "whomever," "whichever," and "whatever"). Note that either "which" or "what" can also be used as an interrogative adjective, and that "who," "whom," or "which" can also be used as a relative pronoun.

You will find "who," "whom," and occasionally "which" used to refer to people, and "which" and "what" used to refer to things and to animals.

"Who" acts as the subject of a verb, while "whom" acts as the object of a verb, preposition, or a verbal.

The highlighted word in each of the following sentences is an interrogative pronoun:

Which wants to see the dentist first?

"Which" is the subject of the sentence.

Who wrote the novel Rockbound?

Similarly "who" is the subject of the sentence.

Whom do you think we should invite?

In this sentence, "whom" is the object of the verb "invite."

To whom do you wish to speak?

Here the interrogative pronoun "whom " is the object of the preposition "to."

Who will meet the delegates at the train station?

In this sentence, the interrogative pronoun "who" is the subject of the compound verb "will meet."

To whom did you give the paper?

In this example the interrogative pronoun "whom" is the object of the preposition "to."

What did she say?

Here the interrogative pronoun "what" is the direct object of the verb "say."

Relative Pronouns

You can use a relative pronoun is used to link one phrase or clause to another phrase or clause. The relative pronouns are "who," "whom," "that," and "which." The compounds "whoever," "whomever," and "whichever" are also relative pronouns.

You can use the relative pronouns "who" and "whoever" to refer to the subject of a clause or sentence, and "whom" and "whomever" to refer to the objects of a verb, a verbal or a preposition.

In each of the following sentences, the highlighted word is a relative pronoun.

You may invite whomever you like to the party.

The relative pronoun "whomever" is the direct object of the compound verb "may invite."

The candidate who wins the greatest popular vote is not always elected.

In this sentence, the relative pronoun is the subject of the verb "wins" and introduces the subordinate clause "who wins the greatest popular vote." This subordinate clause acts as an adjective modifying "candidate."

In a time of crisis, the manager asks the workers whom she believes to be the most efficient to arrive an hour earlier than usual.

In this sentence "whom" is the direct object of the verb "believes" and introduces the subordinate clause "whom she believes to be the most efficient". This subordinate clause modifies the noun "workers."

Whoever broke the window will have to replace it.

Here "whoever" functions as the subject of the verb "broke."

The crate which was left in the corridor has now been moved into the storage closet.

In this example "which" acts as the subject of the compound verb "was left" and introduces the subordinate clause "which was left in the corridor." The subordinate clause acts as an adjective modifying the noun "crate."

I will read whichever manuscript arrives first.

Here "whichever" modifies the noun "manuscript" and introduces the subordinate clause "whichever manuscript arrives first." The subordinate clause functions as the direct object of the compound verb "will read."

Indefinite Pronouns

An indefinite pronoun is a pronoun referring to an identifiable but not specified person or thing. An indefinite pronoun conveys the idea of all, any, none, or some.

The most common indefinite pronouns are "all," "another," "any," "anybody," "anyone," "anything," "each," "everybody," "everyone," "everything," "few," "many," "nobody," "none," "one," "several," "some," "somebody," and "someone." Note that some indefinite pronouns can also be used as indefinite adjectives.

The highlighted words in the following sentences are indefinite pronouns:

Many were invited to the lunch but only twelve showed up.

Here "many" acts as the subject of the compound verb "were invited."

The office had been searched and everything was thrown onto the floor.

In this example, "everything" acts as a subject of the compound verb "was thrown."

We donated everything we found in the attic to the woman's shelter garage sale.

In this sentence, "everything" is the direct object of theverb "donated."

Although they looked everywhere for extra copies of the magazine, they found none.

Here too the indefinite pronoun functions as a direct object: "none" is the direct object of "found."

Make sure you give everyone a copy of the amended bylaws.

In this example, "everyone" is the indirect object of the verb "give" -- the direct object is the noun phrase "a copy of the amended bylaws."

Give a registration package to each.

Here "each" is the object of the preposition "to."

Reflexive Pronouns

You can use a reflexive pronoun to refer back to the subject of the clause or sentence.

The reflexive pronouns are "myself," "yourself," "herself," "himself," "itself," "ourselves," "yourselves," and "themselves." Note each of these can also act as an intensive pronoun.

Each of the highlighted words in the following sentences is a reflexive pronoun:

Diabetics give themselves insulin shots several times a day.

The Dean often does the photocopying herself so that the secretaries can do more important work.

After the party, I asked myself why I had faxed invitations to everyone in my office building.

Richard usually remembered to send a copy of his e-mail to himself.

Although the landlord promised to paint the apartment, we ended up doing it ourselves.

Intensive Pronouns

An intensive pronoun is a pronoun used to emphasise its antecedent. Intensive pronouns are identical in form to reflexive pronouns.

The highlighted words in the following sentences are intensive pronouns:

I myself believe that aliens should abduct my sister.

The Prime Minister himself said that he would lower taxes.

They themselves promised to come to the party even though they had a final exam at the same time.

Written by Heather MacFadyen

What is a Noun?

2009-11-06T19:48:00.000-08:00

A noun is a word used to name a person, animal, place, thing, and abstract idea. Nouns are usually the first words which small children learn. The highlighted words in the following sentences are all nouns:

Late last year our neighbours bought a goat.

Portia White was an opera singer.

The bus inspector looked at all the passengers' passes.

According to Plutarch, the library at Alexandria was destroyed in 48 B.C.

Philosophy is of little comfort to the starving.

A noun can function in a sentence as a subject, a direct object, an indirect object, a subject complement, an object complement, an appositive, an adjective or an adverb.

Noun Gender

Many common nouns, like "engineer" or "teacher," can refer to men or women. Once, many English nouns would change form depending on their gender -- for example, a man was called an "author" while a woman was called an "authoress" -- but this use of gender-specific nouns is very rare today. Those that are still used occasionally tend to refer to occupational categories, as in the following sentences.

David Garrick was a very prominent eighteenth-century actor.

Sarah Siddons was at the height of her career as an actress in the 1780s.

The manager was trying to write a want ad, but he couldn't decide whether he was advertising for a "waiter" or a "waitress"

Noun Plurals

Most nouns change their form to indicate number by adding "-s" or "-es", as illustrated in the following pairs of sentences:

When Matthew was small he rarely told the truth if he thought he was going to be punished.

Many people do not believe that truths are self-evident.

As they walked through the silent house, they were startled by an unexpected echo.

I like to shout into the quarry and listen to the echoes that returned.

He tripped over a box left carelessly in the hallway.

Since we are moving, we will need many boxes.

There are other nouns which form the plural by changing the last letter before adding "s". Some words ending in "f" form the plural by deleting "f" and adding "ves," and words ending in "y" form the plural by deleting the "y" and adding "ies," as in the following pairs of sentences:

The harbour at Marble Mountain has one wharf.

There are several wharves in Halifax Harbour.

Warsaw is their favourite city because it reminds them of their courtship.

The vacation my grandparents won includes trips to twelve European cities.

The children circled around the headmaster and shouted, "Are you a mouse or a man?"

The audience was shocked when all five men admitted that they were afraid of mice.

Other nouns form the plural irregularly. If English is your first language, you probably know most of these already: when in doubt, consult a good dictionary.

Possessive Nouns

In the possessive case, a noun or pronoun changes its form to show that it owns or is closely related to something else. Usually, nouns become possessive by adding a combination of an apostrophe and the letter "s."

You can form the possessive case of a singular noun that does not end in "s" by adding an apostrophe and "s," as in the following sentences:

The red suitcase is Cassandra's.

The only luggage that was lost was the prime minister's.

The exhausted recruits were woken before dawn by the drill sergeant's screams.

The miner's face was covered in coal dust.

You can form the possessive case of a singular noun that ends in "s" by adding an apostrophe alone or by adding an apostrophe and "s," as in the following examples:

The bus's seats are very uncomfortable.

The bus' seats are very uncomfortable.

The film crew accidentally crushed the platypus's eggs.

The film crew accidentally crushed the platypus' eggs.

Felicia Hemans's poetry was once more popular than Lord Byron's.

Felicia Hemans' poetry was once more popular than Lord Byron's.

You can form the possessive case of a plural noun that does not end in "s" by adding an apostrophe and a "s," as in the following examples:

The children's mittens were scattered on the floor of the porch.

The sheep's pen was mucked out every day.

Since we have a complex appeal process, a jury's verdict is not always final.

The men's hockey team will be playing as soon as the women's team is finished.

The hunter followed the moose's trail all morning but lost it in the afternoon.

You can form the possessive case of a plural noun that does end in "s" by adding an apostrophe:

The concert was interrupted by the dogs' barking, the ducks' quacking, and the babies' squalling.

The janitors' room is downstairs and to the left.

My uncle spent many hours trying to locate the squirrels' nest.

The archivist quickly finished repairing the diaries' bindings.

Religion is usually the subject of the roommates' many late night debates.

Using Possessive Nouns

When you read the following sentences, you will notice that a noun in the possessive case frequently functions as an adjective modifying another noun:

The miner's face was covered in coal dust.

Here the possessive noun "miner's" is used to modify the noun "face" and together with the article "the," they make up the noun phrase that is the sentence's subject.

The concert was interrupted by the dogs' barking, the ducks' quacking, and the babies' squalling.

In this sentence, each possessive noun modifies a gerund. The possessive noun "dogs"' modifies "barking," "ducks"' modifies "quacking," and "babies"' modifies "squalling."

The film crew accidentally crushed the platypus's eggs.

In this example the possessive noun "platypus's" modifies the noun "eggs" and the noun phrase "the platypus's eggs" is the direct object of the verb "crushed."

My uncle spent many hours trying to locate the squirrels' nest.

In this sentence the possessive noun "squirrels"' is used to modify the noun "nest" and the noun phrase "the squirrels' nest" is the object of the infinitive phrase "to locate."

Types Of Nouns

There are many different types of nouns. As you know, you capitalise some nouns, such as "Canada" or "Louise," and do not capitalise others, such as "badger" or "tree" (unless they appear at the beginning of a sentence). In fact, grammarians have developed a whole series of noun types, including the proper noun, the common noun, the concrete noun, the abstract noun, the countable noun (also called the count noun), the non-countable noun (also called the mass noun), and the collective noun. You should note that a noun will belong to more than one type: it will be proper or common, abstract or concrete, and countable or non-countable or collective.

If you are interested in the details of these different types, you can read about them in the following sections.

Proper Nouns

You always write a proper noun with a capital letter, since the noun represents the name of a specific person, place, or thing. The names of days of the week, months, historical documents, institutions, organisations, religions, their holy texts and their adherents are proper nouns. A proper noun is the opposite of a common noun

In each of the following sentences, the proper nouns are highlighted:

The Marroons were transported from Jamaica and forced to build the fortifications in Halifax.

Many people dread Monday mornings.

Beltane is celebrated on the first of May.

Abraham appears in the Talmud and in the Koran.

Last year, I had a Baptist, a Buddhist, and a Gardnerian Witch as roommates.

Common Nouns

A common noun is a noun referring to a person, place, or thing in a general sense -- usually, you should write it with a capital letter only when it begins a sentence. A common noun is the opposite of a proper noun.

In each of the following sentences, the common nouns are highlighted:

According to the sign, the nearest town is 60 miles away.

All the gardens in the neighbourhood were invaded by beetles this summer.

I don't understand why some people insist on having six different kinds of mustard in their cupboards.

The road crew was startled by the sight of three large moose crossing the road.

Many child-care workers are underpaid.

Sometimes you will make proper nouns out of common nouns, as in the following examples:

The tenants in the Garnet Apartments are appealing the large and sudden increase in their rent.

The meals in the Bouncing Bean Restaurant are less expensive than meals in ordinary restaurants.

Many witches refer to the Renaissance as the Burning Times.

The Diary of Anne Frank is often a child's first introduction to the history of the Holocaust.

Concrete Nouns

A concrete noun is a noun which names anything (or anyone) that you can perceive through your physical senses: touch, sight, taste, hearing, or smell. A concrete noun is the opposite of a abstract noun.

The highlighted words in the following sentences are all concrete nouns:

The judge handed the files to the clerk.

Whenever they take the dog to the beach, it spends hours chasing waves.

The real estate agent urged the couple to buy the second house because it had new shingles.

As the car drove past the park, the thump of a disco tune overwhelmed the string quartet's rendition of a minuet.

The book binder replaced the flimsy paper cover with a sturdy, cloth-covered board.

Abstract Nouns

An abstract noun is a noun which names anything which you can not perceive through your five physical senses, and is the opposite of a concrete noun. The highlighted words in the following sentences are all abstract nouns:

Buying the fire extinguisher was an afterthought.

Tillie is amused by people who are nostalgic about childhood.

Justice often seems to slip out of our grasp.

Some scientists believe that schizophrenia is transmitted genetically.

Countable Nouns

A countable noun (or count noun) is a noun with both a singular and a plural form, and it names anything (or anyone) that you can count. You can make a countable noun plural and attach it to a plural verb in a sentence. Countable nouns are the opposite of non-countable nouns and collective nouns.

In each of the following sentences, the highlighted words are countable nouns:

We painted the table red and the chairs blue.

Since he inherited his aunt's library, Jerome spends every weekend indexing his books.

Miriam found six silver dollars in the toe of a sock.

The oak tree lost three branches in the hurricane.

Over the course of twenty-seven years, Martha Ballad delivered just over eight hundred babies.

Non-Countable Nouns

A non-countable noun (or mass noun) is a noun which does not have a plural form, and which refers to something that you could (or would) not usually count. A non-countable noun always takes a singular verb in a sentence. Non-countable nouns are similar to collective nouns, and are the opposite of countable nouns.

The highlighted words in the following sentences are non-countable nouns:

Joseph Priestly discovered oxygen.

The word "oxygen" cannot normally be made plural.

Oxygen is essential to human life.

Since "oxygen" is a non-countable noun, it takes the singular verb "is" rather than the plural verb "are."

We decided to sell the furniture rather than take it with use when we moved.

You cannot make the noun "furniture" plural.

The furniture is heaped in the middle of the room.

Since "furniture" is a non-countable noun, it takes a singular verb, "is heaped."

The crew spread the gravel over the roadbed.

You cannot make the non-countable noun "gravel" plural.

Gravel is more expensive than I thought.

Since "gravel" is a non-countable noun, it takes the singular verb form "is."

Collective Nouns

A collective noun is a noun naming a group of things, animals, or persons. You could count the individual members of the group, but you usually think of the group as a whole is generally as one unit. You need to be able to recognise collective nouns in order to maintain subject-verb agreement. A collective noun is similar to a non-countable noun, and is roughly the opposite of a countable noun.

In each of the following sentences, the highlighted word is a collective noun:

The flock of geese spends most of its time in the pasture.

The collective noun "flock" takes the singular verb "spends."

The jury is dining on take-out chicken tonight.

In this example the collective noun "jury" is the subject of the singular compound verb "is dining."

The steering committee meets every Wednesday afternoon.

Here the collective noun "committee" takes a singular verb, "meets."

The class was startled by the bursting light bulb.

In this sentence the word "class" is a collective noun and takes the singular compound verb "was startled."

Written by Heather MacFadyen

What is a Verb?

2009-11-06T19:47:00.000-08:00

The verb is perhaps the most important part of the sentence. A verb or compound verb asserts something about the subject of the sentence and express actions, events, or states of being. The verb or compound verb is the critical element of the predicate of a sentence.

In each of the following sentences, the verb or compound verb is highlighted:

Dracula bites his victims on the neck.

The verb "bites" describes the action Dracula takes.

In early October, Giselle will plant twenty tulip bulbs.

Here the compound verb "will plant" describes an action that will take place in the future.

My first teacher was Miss Crawford, but I remember the janitor Mr. Weatherbee more vividly.

In this sentence, the verb "was" (the simple past tense of "is") identifies a particular person and the verb "remembered" describes a mental action.

Karl Creelman bicycled around the world in 1899, but his diaries and his bicycle were destroyed.

In this sentence, the compound verb "were destroyed" describes an action which took place in the past.

The Parts of Speech

2009-11-06T19:46:00.000-08:00

Traditional grammar classifies words based on eight parts of speech: the verb, the noun, the pronoun, the adjective, the adverb, the preposition, the conjunction, and the interjection.

Each part of speech explains not what the word is, but how the word is used. In fact, the same word can be a noun in one sentence and a verb or adjective in the next. The next few examples show how a word's part of speech can change from one sentence to the next, and following them is a series of sections on the individual parts of speech, followed by an exercise.

Books are made of ink, paper, and glue.

In this sentence, "books" is a noun, the subject of the sentence.

Deborah waits patiently while Bridget books the tickets.

Here "books" is a verb, and its subject is "Bridget."

We walk down the street.

In this sentence, "walk" is a verb, and its subject is the pronoun "we."

The mail carrier stood on the walk.

In this example, "walk" is a noun, which is part of a prepositional phrase describing where the mail carrier stood.

The town decided to build a new jail.

Here "jail" is a noun, which is the object of the infinitive phrase "to build."

The sheriff told us that if we did not leave town immediately he would jail us.

Here "jail" is part of the compound verb "would jail."

They heard high pitched cries in the middle of the night.

In this sentence, "cries" is a noun acting as the direct object of the verb "heard."

The baby cries all night long and all day long.

But here "cries" is a verb that describes the actions of the subject of the sentence, the baby.

The next few sections explain each of the parts of speech in detail. When you have finished, you might want to test yourself by trying the exercise.

Written by Heather MacFadyen

Philippine Dance terms

2009-11-04T23:09:00.000-08:00

Most Philippine dances were originally patterned after European dances during the Spanish regime. Pandango Sa Ilaw, Cariñosa, Rigodon and Balitao are examples of these dances Filipinos are known for. Aside from these western-influenced dances, ethnic-created dances such as Tinikling made its way to nationwide recognition. Despite its apparent adaptation to western dances, still Filipinos pay tribute to their cultural roots. Every district in the islands has its own folk dance, interpreted attractively in festivals and local shows, which have added to the country’s reputed contribution to world’s illustration of traditional arts.

The following are examples of popular Philippine folk dances:

Binasuan - Originated in Pangasinan Province “meaning with the use of drinking glasses”, this vibrant dance basically shows off balancing skill of the performers. Glasses filled with rice wine are placed on the head and on each hand carefully maneuvered with graceful movements. This dance is common in weddings, fiestas and special occasions.

Rigodon - Originated from Spain, this dance is commonly performed at formal affairs like inaugural balls where prominent members of the government participate and enjoy.

Pandanggo sa Ilaw - The word pandanggo comes from the Spanish dance “fandango”characterized with lively steps and clapping while following a varying ¾ beat. Pandanggo requires excellent balancing skill to maintain the stability of three tinggoy, or oil lamps, placed on head and at the back of each hand. This famous dance of grace and balance originated from Lubang Island, Mindoro.


Pandango Sa Ilaw

Sublian - The term “subli” is from two tagalog words “subsub” meaning falling on head and “bali”, which means broken. Hence, the dancers appear to be lame and crooked throughout the dance. This version is originally a ritual dance of the natives of Bauan, Batangas, which is shown during fiestas as a ceremonial worship dance to the town’s icon, the holy cross.

Kuratsa - Commonly performed during festivals in Bohol and other Visayan towns, this dance portrays a young playful couple’s attempt to get each other’s attention. It is performed in a moderate waltz style.

Itik-itik - According to history of this dance, a young woman named Kanang (short for Cayetana) happened to be the best performer in the province of Surigao del Norte. At one baptismal reception, she was asked to dance the Sibay, and began improvising her steps in the middle of her performance imitating the movements of an “itik”, a duck, as it walks with choppy steps and splashes water on its back while attracting its mate. Because of its unusual steps and fascinating interpretation, the audience began imitating her.


Tinikling

Tinikling - Tinnikling is considered the national folkdance with a pair of dancers hopping between two bamboo poles held just above the ground and struck together in time to music. Originated from Leyte Province, this dance is in fact a mimic movement of “tikling birds” hopping over trees, grass stems or over bamboo traps set by farmers. Dancers perform this dance with remarkable grace and speed jumping between bamboo poles.

Maglalatik - Originally performed in Binan, Laguna as a mock-war dance that demonstrates a fight between the Moros and the Christians over the prized latik or coconut meat during the Spanish rule, this dance is also shown to pay tribute to the town’s patron saint, San Isidro Labrador. It has a four-part performance such as the palipasan and the baligtaran showing the intense battle, the paseo and the escaramusa- the reconciliation. Moro dancers wear read trousers while the Christian dancers show up in blue. All dancers are male; with harnesses of coconut shells attached on their chests, backs, thighs and hips.


Maglalatik

Maria Clara - Maria Clara is the main female character in Jose Rizal’s Noli Me Tangere -a literary piece that features the colonial situation of the Filipinos during the Spanish regime. She was characterized as a Filipina woman of virtue and nobility. This dance is a mix of Spanish gracefulness and customized native props, such as bamboo castanets and Asian fan. Female dancers wear Maria Clara dress that typifies the European style, while men are in barong tagalog, a traditional Filipino embroidered long-sleeve shirt made of pineapple fiber.

Cariñosa - Cariñosa is a word that describes an affectionate, friendly and lovable woman. This dance is performed in flirtatious manner with fans and handkerchiefs to assist the dancers’ hide-and-seek movements.


LaJota Manileño

La Jota Manileña - It is a dance named after the capital city of the Philippines, Manila, where an adaptation of Castilian Jota afloats with the clacking of bamboo castanets played by the dancers themselves. The costume and the graceful movements of the performers noticeably inspired by Spanish Culture.

Sakuting - Originated in Abra, this dance interprets a mock fight between Ilokano Christians and non- Christians with training sticks as props. It is traditionally performed during Christmas at the town plaza or from house-to-house as a caroling show. As a return, the dancers receive presents or money locally known as “aguinaldo”.

Pantomina - Meaning "Dance of the Doves", this dance is the highlight of Sorsogon’s Kasanggayahan Festival every third week of October. Groups of participants, mainly elderly in colourful costumes, dance to the tune of Pantomina song. It is a courtship dance originated from immitating the courtship and lovemaking of doves that then showed during the dance where men attempt to please the women.

Other Philippine Ethnic Dances:

Banog - Cordillera In this dance, performers portray hunters shielding their chickens from the famishing hawk. The hawk ends up entrapped and dies in the hands of hunters.

Salisid - Kalinga, Cordillera This is a courtship dance that symbolizes a rooster trying to attract the attention of a hen. This is performed and portrayed by both male and female dancers as the rooster and hen respectively. The dance starts when each of them are given a piece of cloth known as "ayob" or "allap".

Palok - Kalinga, Cordillera - A tribal dance. The natives of Kalinga perform this dance in most of their social events. Male dancers hold gangsa or gong- a percussion instrument made of copper, and beat it with wooden stick.

Lumagen - Kalinga, Cordillera A tribal dance. This is a traditional thanksgiving dance by the Kalinga tribe performed to celebrate good harvest and events such as birth of first-born child, victory in battles and weddings.

Idudu- Abra, Cordillera A tribal dance. This dance stages a common family life in the Itneg or Tinguian society. It illustrates the family as the main foundation of the tribe’s community. Several traits of an ordinary family are shown. It depicts a father plowing the field while the mother caring for the children. But as soon as the father finishes work, the mother takes over on planting, sowing and all the remaining chores to do in the field. At this time the father is left to take care of the kids. During the dance a Local singer breaks into an Idudu or lullaby to put the baby to sleep. Idudu, a dance taken from Idudu lullaby, obviously portrays the different roles in a Tinguian family

Dinuyya - Cordillera Ifugao dance Famous in the Ifugao region, this dance is regularly staged during festivals in Lagawe. Three kinds of gong instruments such as, ordinary gongs, tobtob- a brass gong played by beating with open palms and, hibat, a kind of gong played by beating the inner surface with a softwood are used in this dance.

Bendayan - Benguet This dance, which is more known as Bendian, is performed to commemorate the arrival of headhunters in their district. Performers dance in a circle and show off their lively traditional steps.

Binaylan - Agusan This is a ritual dance, which originated from the Bagobo tribe living in the central uplands of Mindanao, imitating the movements of a hen, her banog or baby chicks, and a hawk. The hawk is sacred and is believed that it has the power over the well being of the tribe. The hawk tries to capture one of the baby chicks and is killed by the hunters.

Malakas at maganda - Leyte A Tribal dance. This dance depicts the birth of the first man and woman who came out of a bamboo tree. It has been said that the woman named “maganda” (beautiful) and the first man “malakas” (strong) are the parents of the whole community in the island. The dance demonstrates how a bird discovered the noise coming from the inside of the bamboo and perched until it opened. A man and a woman came out of the big bamboo tree and, the birth of this legendary couple is amusingly interpreted in this dance.

Burung-Talo - Sulu The dance is a unique fighting dance in a form of martial arts by the Tausug tribe. Performers demonstrate a battle between hawk and a cat. With their acrobatic movements and tough facial expressions, this dance is highlighted with the accompanying energetic beat of drums and gongs.

Kadal-Blelah- South Cotabato A tribal dance where in the dancers perform simulation of movements of birds.

Kadal Tahaw - Tiboli dance- south cotabato A tribal dance performed by Tiboli tribe, this dance that mimics the hopping and flying behavior of Tahaw bird is performed to celebrate good harvest.

Sayaw sa Cuyo - Palawan Cuyo is a small island and capital of Palawan. There, the feast day of St. Augustin is traditionally celebrated with parades, processions and small performances by groups coming from all over Cuyo Island and the nearby islets. Island dances, blended with strong Old Cuyo ethnicity and Spanish-influenced steps, are all brought out when Cuyo celebrates its festivals. Today, pretty young girls daintily swirl hats to the waltz and other European steps designed to bring out the freshness and glow of the performers.

Karatong - Palawan A Muslim dance. During the festival of San Agustine in the island of Cuyo, the celebration also includes the blossoming of mango trees. The parade starts from the church patio and ends at the town plaza with ladies waving their colorful props “Bunga mangga” that symbolize the flowers of mango tree, while men lively strike their karatong instruments; creating a scene of joy among reveling towns folk.

Dugso - Bukidnon A thanksgiving dance from the talaindig tribe.

Gayong-gayong - Capiz -A Muslim dance. In rural gatherings, this dance offers much fun. Gayong is a pet name for Leodegario. According to the legend and to the words of the song, Gayong and Masiong (pet name for Dalmacio) once attended a feast commemorating the death of a townsman. While eating, Masiong choked on a piece of Adobo so he called, "Gayong! Gayong!" to ask for help to dislodge a bone from the Adobo meal from his throat. In this dance, Masiong’s liking for feasts and the consequence of his gluttony are held up to playful ridicule.

Kapa Malong-Malong - Cotabato A Muslim dance. This Maranao dance is performed with women wearing malong and shawl, mantle or head piece, whereas men wear sash or waist band, shorts or bahag and head gear or turban traditionally worn in the fields.

Pagapir - Lanao del Sur This dance is usually performed to commence an important affair. Dancers of this dance are usually from the royal court or high society group of Lanao Province. They use apir or fan to coordinate with their small steps called kini-kini, which symbolizes their good manners and prominent family background.

Pangalay- Zamboanga Del Sur A muslim dance. Originally performed by wealthy families during a wedding celebration, this fingernail dance is now a popular festival dance in Sulu.

FRIENDSTER VS FACEBOOK COMPARISON

2009-11-01T06:36:00.001-08:00

Di ba kaylan lang, FRIENDSTER kainitan
Milyon-milyong miyembro, ito'y pinagpiyestahan
Bata, matanda, may ngipin o wala
Lahat ka- FS, lakas ng tama

Hanggang sa nalibang dito sa isa
FACEBOOK, nagmula doon sa Amerika
Dating miyembro ng FS, dito lumipat
FS noon, FB ang naging katapat

MGA PAGKAKAIBA (ADVANTAGE AND DIS-ADVANTAGE ON BOTH SIDE:

1. sa FS walang laro,
sa FB lahat ng klaseng laro naroon
2. sa FB walang layouts,
sa FS pwedeng mamili sa ibat ibang sites
3. sa FB pwedeng magcomment sa status,
sa FS di pwedeng magcomment sa bulletin
4. sa FS pwede ang photo grabbing
sa FB dapat save as
5. sa FB may profile badge panlagay sa blog
sa FS link lang ang pwedeng icopy
6. sa FB pwedeng magchat
sa FS di pwde
7. sa FS may testimonials
sa FB wala
8. sa FB may comment notification
sa FS comment approval lng

(MAIKLING KWENTO) Tata Selo ni Rogelio Sikat

2009-10-11T08:27:00.001-07:00

Ang panitikan ay salamin ng buhay. Ito’y isang representasyon ng mga karanasan sa buhay ng tao sa tulong ng mga salita. Sa kuwentong ito, alamin kung anong mga pangyayari sa mga tao sa lipunan ang malinaw na pinapaksa ng may akda. Matagumpay ba itong nailahad ng may akda? Anong paraan ang ginamit niya?
Maliit lamang sa simula ang kalumpon ng taong nasa bakuran ng munisipyo, ngunit ng tumaas ang araw, at kumalat na ang balitang tinaga at napatay si Kabesang Tano, ay napuno na ang bakuran ng bahay-pamahalaan.
Naggitgitan ang mga tao, nagsiksikan, nagtutulakan, bawat isa’y naghahangan makalapit sa istaked.
“Totoo ba, Tata Selo?”
“Binawi niya ang aking saka kaya tinaga ko siya.”
Nasa loob ng istaked si Tata Selo. Mahigpit na nakahawak sa rehas. May nakaalsang putok sa noo. Nakasungaw ang luha sa malabo at tila lagi nang may inaaninaw na mata. Kupas ang gris niyang suot, may mga tagpi na ang siko at paypay. Ang kutod niyang yari sa matibay na supot ng asin ay may bahid ng natuyong putik. Nasa harap niya at kausap ang isang magbubukid ang kanyang kahangga, na isa sa nakalusot sa mga pulis na sumasawata sa nagkakagulong tao.
“Hindi ko ho mapaniwalaan, Tata Selo,” umiiling na wika ng kanyang kahangga, “talagang hindi ko ho mapaniwalaan.”
Hinaplus-haplos ni tata Selo ang ga-daliri at natuyuan na ng dugong putok sa noo. Sa kanyang harapan, di kalayuan sa istaked, ipinagtitilakan ng mga pulis ang mga taong ibig makakita sa kanya. Mainit ang Sikat ng araw na tumatama sa mga ito, walang humihihip na hangin at sa kanilang ulunan ay nakalutang ang nagsasalisod na alikabok.
“Bakit niya babawiin ang saka?” tanong ng Tata Selo. “Dinaya ko na ba siya sa partihan? Tinuso ko na ba siya? Siya ang may-ari ng lupa at kasama lang niya ako. Hindi ba’t kaya maraming nagagalit sa akin ay dahil sa ayaw kong magpamigay ng kahit isang pinangko kung anihan?”
Hndi pa rin umalis sa harap ng istaked si Tata Selo. Nakahawak pa rin siya sa rehas. Nakatingin siya sa labas ngunit wala siyang sino mang tinitingnan.
Hindi mo na sana tinaga ang Kabesa,” anang binatang anak ng pinakamayamang propitaryo sa San Roque, na tila isang magilas na pinunong bayan nakalalahad sa pagitan ng maraming tao sa istaked. Mataas ito, maputi, nakasalaming may kulay, at nakapamaywang habang naninigarilyo.
“Binabawi po niya ang aking saka,” sumbong ni Tata Selo. “Saan pa po ako pupunta kung wala na akong saka?”
Kumumpas ang binatang mayaman. “Hindi katwiran iyan para tagain mo ang Kabesa. Ari niya ang lupang sinasaka mo. Kung gusto ka niyang paalisin, mapapaalis ka niya anumang oras.”
Halos lumabas ang mukha ni Tata Selo sa rehas.
“Ako po’y hindi ninyo nauunawaan,” nakatingala at nagpipilit ngumiting wika niya sa binatang nagtapon ng sigarilyo at mariing tinapakan pagkatapos. “alam po ba ninyong dating amin ang lupang iyon? Naisangla lamang po nang magkasakit ang aking asawa, naembargo lamang po ng Kabesa. Pangarap ko pong bawiin ang lupang iyon kaya nga po ako hindi nagbibigay ng kahit isang pinangko kung anihan. Kung hindi ko na naman po mababawi, masasaka man lamang po.nakikiusap po ako sa Kabesa kangina. ‘kung maaari po sana, ‘Besa’’, wika ko po, ‘kung maaari po sana, huwag naman po ninyo akong paalisin. Kaya ko pa pong magsaka, ‘Besa. Totoo pong ako’y matanda na, ngunit ako pa nama’y malakas pa.’ Ngunit…Ay! Tinungkod po niya ako nang tinungkod, Tingnan po n’yong putok sa aking noo, tingnan po ‘nyo.”
Dumukot ng sigarilyo ang binata. Nagsindi ito at pagkaraa’y tinalikuran si Tata Selo at lumapit sa isang pulis.
“Pa’no po ba’ng nangyari, Tata Selo?”
Sa pagkakahawak sa rehas, napabaling si Tata Selo. Nakita niya ang isang batang magbubukid na nakalapit sa istaked. Nangiti si Tata Selo. Narito ang isang magbubukid, anak-magbubukid na naniniwala sa kanya. Nakataas ang malapad na sumbrerong balanggot ng bata. Nangungulintab ito, ang mga bisig at binti ay may halas. May sukbit itong lilik.
“Pinuntahan niya ako sa aking saka, amang,” paliwanag ni Tata Selo. “Doon ba sa may sangka. Pinaalis ako sa aking saka, ang wika’y iba na raw ang magsasaka. Nang makiusap ako’y tinungkod ako. Ay! Tinungkod ako, amang, nakikiusap ako sapagkat kung mawawalan ako ng saka ay saan pa ako pupunta?”
“Wala na nga kayong mapupuntahan, Tata Selo.”
Gumapang ang luha sa pisngi ni Tata Selo. Tahimik na nakatingin sa kanya ang bata.
“Patay po ba?”
Namuti ang mga kamao ni Tata Selo sa pagkakahawak sa rehas. Napadukmo siya sa balikat.
“Pa’no po niyan si Saling?” muling tanong ng bata. Tinutukoy nito ang maglalabimpitong anak ni Tata Selo na ulila na sa ina.
Katulong ito kina Kabesang Tano at kamakalawa lamang umuwi kay Tata Selo. “Pa’no po niyan si Saling?”
Lalong humigpit ang pagkakahawak ni Tata Selo sa rehas. Hindi pa nakakausap ng alkalde si Tata Selo. Mag-aalas-onse na nang dumating ito, kasama ang hepe ng pulis. Galing sila sa bahay ng kabesa. Abut-abot ang busina ng dyip na kinasaksakyan ng dalawang upang mahawi ang hanggang noo’y di pa nag-aalisang tao.
Tumigil ang dyip sa di-kalayuan sa istaked.
“Patay po ba? Saan po ang taga?”
Naggitgitan at nagsiksikan ang mga pinagpawisang tao. Itinaas ng may-katabaang alkalde ang dalawang kamay upang payapain ang pagkakaingay. Nanulak ang malaking lalaking hepe.
“Saan po tinamaan?”
“Sa bibig.” Ipinasok ng alkalde ang kanang palad sa bibig, hinugot iyon at mariing ihinagod hanggang sa kanang punog tainga. “Lagas ang ngipin.”
Nagkagulo ang mga tao. Nagsigawan, nagsiksikan, naggitgitan, nagtulakan. Nanghataw ng batuta ang mga pulis. Ipinasya ng alkalde na ipalabas ng istaked si Tata Selo at dalhin sa kanyang tanggapan. Dalawang pulis ang kumuha kay Tata Selo sa istaked.
“Mabibilanggo ka niyan, Tata Selo,” anang alkalde pagkapasok ni Tata Selo. Umupo si Tata Selo sa silyang nasa harap ng mesa. Nanginginig ang kamay ni Tata Selo nang ipatong niya iyon sa nasasalaminang mesa.

“Pa’no nga ba’ng nangyari?” kunot at galit na tanong ng alkalde.
Matagal bago nakasagot si Tata Selo.
“Binawi po niya ang aking saka, Presidente,” wika ni Tata Selo. “Ayaw ko pong umalis doon. Dati pong amin ang lupang iyon, amin, po, Naisangla lamang po at naembargo—“
“Alam ko na iyan,” kumukupas at umiiling na putol ng nabubugnot na alkalde.
Lumunok si Tata Selo. Nang muli siyang tumingin sa presidente, may nakasungaw nang luha sa kanyang malalabo at tila lagi nang may inaaninaw na mata.
“Ako po naman, Presidente, ay malakas pa,” wika ni Tata Selo. “Kaya ko pa pong magsaka. Makatuwiran po bang paalisin ako? Malakas pa po naman ako, Presidente, malakas pa po.”
“Saan mo tinaga ang Kabesa?”
Matagal bago nakasagot si Tata Selo.
“Nasa may sangka po ako nang dumating ang Kabesa. Nagtatapal po ako ng pitas na pilapil. Alam ko pong pinanonood ako ng kabesa, kung kaya po naman pinagbuti ko ang paggawa, para malaman niyang ako po’y talagang malakas pa, kaya ko pa pong magsaka. Walang anu-ano po, tinawag niya ako at nang ako po’y lumapit, sinabi niyang makakaalis na ako sa aking saka sapagkat iba na ang magsasaka.
‘Bakit po naman, ‘Besa?’ tanong ko po. Ang wika’y umalis na lang daw po ako. ‘Bakit po naman, ‘Besa?’ Tanong ko po uli, ‘malakas pa po naman ako, a’ Nilapitan po niya ako. Nakiusap pa po ako sa kanya, ngunit ako po’y… Ay! Tinungkod po niya ako ng tinungkod nang tinungkod.”
“Tinaga mo na no’n,” anag nakamatyag na hepe.
Tahimik sa tanggapan ng alkalde. Lahat ng tingin—may mga eskribante pang nakapasok doon—ay nakatuon kay Tata Selo. Nakayuko si Tata Selo at gagalaw-galaw ang tila mamad na daliri sa ibabaw ng maruming kutod. Sa pagkakatapak sa makintab na sahig, hindi mapalagay ang kanyang may putik, maalikabok at luyang paa.
“Ang iyong anak, na kina Kabesa raw?” usisa ng alkalde.
Hindi sumagot si Tata Selo.
“Tinatanong ka anang hepe.”
Lumunok si Tata Selo.
“Umuwi na po si Saling, Presidente.”
“Kailan?”
“Kamakalawa po ng umaga.”
“Di ba’t kinakatulong siya ro’n?”
“Tatlong buwan na po.”
“Bakit siya umuwi?”
Dahan-dahang umangat ang mukha ni Tata Selo. Naiiyak na napayuko siya.
“May sakit po siya.”
Nang sumapit ang alas-dose—inihudyat iyon ng sunod-sunod na pagtugtog ng kampana sa simbahan na katapat lamang ng munisipyo—ay umalis ang alkalde upang mananghalian. Naiwan si Tata Selo, kasama ang hepe at dalawang pulis.
“Napatay mo pala ang kabesa,” anang malaking lalaking hepe. Lumapit ito kay Tata Selo na Nakayuko at di pa natitinag sa upuan.
“Binabawi po niya ang aking saka.” Katwiran ni Tata Selo. Sinapo ng hepe si Tata Selo. Sa lapag halos mangudngod si Tata Selo.
“Tinungkod po niya ako ng tinungkod,” nakatingala, umiiyak at kumikinig ang labing katwiran ni Tata Selo.
Itinayo ng hepe si Tata Selo. Kinadyot ng hepe si Tata Selo sa sikmura. Sa sahig napaluhod si Tata Selo, nakakapit sa uniporment kaki ng hepe.
“Tinungkod po niya ako ng tinungkod… Ay! Tinungkod po niya ako ng tinungkod ng tinungkod…”

Sa may pinto ng tanggapan, naaawang nakatingin ang dalawang pulis.
“Si Kabesa kasi ang nagrekomenda kay Tsip, e,” sinabi ng isa nang si Tata Selo ay tila damit na nalaglag sa pagkakasabit nang muling pagmalupitan ng hepe.
Mapula ang sumikat na araw kinabukasan. Sa bakuran ng munisipyo nagkalat ang papel na naiwan nang nagdaang araw. Hindi pa namamatay ang alikabok, gayong sa pagdating ng buwang iyo’y dapat nang nag-uuulan. Kung may humihihip na hangin, may mumunting ipu-ipong nagkakalat ng mga papel sa itaas.
“Dadalhin ka siguro sa kabesera, Selo,” anang bagong paligo at bagong bihis na alkalde sa matandang nasa loob ng istaked. “Don ka suguro ikukulong.”
Wala ni papag sa loob ng istaked at sa maruming sementadong lapag nakasalampak si Tata Selo. Sa paligid niya’y natutuyong tamak-tamak na tubig. Naka-unat ang kanyang maiitim at hinahalas na paa at nakatukod ang kanyang tila walang butong mga kamay. Nakakiling, naka-sandal siya sa steel matting na siyang panlikurang dingding ng istaked. Sa malapit sa kanyang kamay, hindi na gagalaw ang sartin ng maiitim na kape at isang losang kanin. Nilalangaw iyon.
“Habang-buhay siguro ang ibibigay sa iyo,” patuloy ng alkalde. Nagsindi ito ng tabako at lumapit sa istaked. Makintab ang sapatos ng alkalde.
“Patayin na rin ninyo ako, Presidente.” Paos at bahagya nang narinig si Tata Selo. Napatay ko po ang Kabesa. Patayin na rin ninyo po ako.”
Takot humipo sa maalikabok na rehas ang alkalde. Hindi niya nahipo ang rehas ngunit pinagkiskis niya ng mga palad at tiningnan niya kung may alikabok iyon. Nang tingnan niya si Tata Selo, nakita niyang lalo nang nakiling ito.
May mga tao namang dumarating sa munisipyo. Kakaunti lang iyon kaysa kahapon. Nakapasok ang mga iyon sa bakuran ng munisipyo, ngunit may kasunod na pulis. Kakaunti ang magbubukid sa bagong langkay na dumating at titingin kay Tata Selo. Karamihan ay taga-Poblacion. Hanggang noon, bawat isa’y nagtataka, hindi makapaniwala, gayong kalat na ang balitang ililibing kinahapunan ang Kabesa. Nagtataka at hindi makapaniwalang nakatingin sila kay Tata Selo na tila isang di pangkaraniwang hayop na itatanghal.
Ang araw, katulad kahapon, ay mainit na naman. Nang magdadakong alas-dos, dumating ang anak ni Tata Selo. Pagkakita sa lugmok na ama, mahigpit itong napahawak sa rehas at malakas na humagulgol.
Nalaman ng alkalde na dumating si Saling at ito’y ipinatawag sa kanyang tanggapan. Di-nagtagal at si Tata Selo naman ang ipinakaon. Dalawang pulis ang umalalay kay Tata Selo. Halos buhatan siyang dalawang pulis.
Pagdating sa bungad ng tanggapan ay tila saglit na nagkaroon ng lakad si Tata Selo. Nakita niya ang babaing nakaupo sa harap ng mesa ng presidente.
Nagyakap ang mag-ama pagkakita.
“Hindi ka na sana naparito Saling,” wika ni Tata Selo na napaluhod. “May sakit ka, Saling, may sakit ka!”
Tila tulala ang anak ni Tata Selo habang kalong ang ama. Nakalugay ang walang kintab niyang buhok, ang damit na suot ay tila yaong suot pa nang nagdaang araw. Matigas ang kanyang namumulang mukha. Pinalipat-lipat niya ang tingin mula sa nakaupong alkalde hanggang sa mga nakatinging pulis.
“Umuwi ka na, Saling” hiling ni Tata Selo. “Bayaan mo na…bayaan mo na. Umuwi ka na, anak. Huwag, huwag ka nang magsasabi…”
Tuluyan nang nalungayngay si Tata Selo. Ipinabalik siya ng alkalde sa istaked. Pagkabalik niya sa istaked, pinanood na naman siya ng mga tao.
“Kinabog kagabi,” wika ng isang magbubukid. “Binalutan ng basang sako, hindi ng halata.”
“Ang anak, dumating daw?”
“Naki-mayor.”
Sa isang sulok ng istaked iniupo ng dalawang pulis si Tata Selo. Napasubsob si Tata Selo pagkaraang siya’y maiupo. Ngunit nang marinig niyang muling ipinanakaw ang pintong bakal ng istaked, humihilahod na ginapang niya ang rehas. Mahigpit na humawak doon at habang nakadapa’y ilang sandali ring iyo’y tila huhutukin. Tinawag siya ng mga pulis ngunit paos siya at malayo na ang mga pulis. Nakalabas ang kanang kamay sa rehas, bumagsak ang kanyang mukha sa sementadong lapag. Matagal siyang nakadapa bago niya narinig na may tila gumigising sa kanya.
“Tata Selo…Tata Selo…”
Umangat ang mukha ni Tata Selo. Inaninaw ng mga luha niyang mata ang tumatawag sa kanya.
Iyon ang batang dumalaw sa kanya kahapon.
Hinawakan ng bata ang kamay ni Tata Selo na umabot sa kanya.
“Nando’n amang si Saling sa Presidente,” wika ni Tata Selo. “Yayain mo nang umuwi, umuwi na kayo.” Muling bumagsak ang kanyang mukha sa lapag. Ang bata’y saglit na nag-paulik-ulik, pagkaraa’y takot at bantulot nang sumunod…
Mag-iikaapat na ng hapon. Padahilig na ang sikat ng araw, ngunit mainit pa rin iyon. May kapiraso nang lihin sa istaked, sa may dingding na steel matting, ngunit si Tata Selo’y wala roon. Nasa init siya, nakakapit sa rehas sa dakong harapan ng istaked. Nakatingin siya sa labas, sa kanyang malalabo at tila lagi nang nag-aaninaw na mata’y tumatama ang mapulang sikat ng araw. Sa labas ng istaked, nakasandig sa rehas ang batang Inutusan niya kanina. Sinabi ng bata na ayaw siyang papasukin sa tanggapan ng alkalde ngunit hindi siya pinakinggan ni Tata Selo, na ngayo’y hindi pagbawi ng saka ang sinasabi.
Habang nakakapit sa rehas at nakatingin sa labas, sinasabi niyang lahat ay kinuha na sa kanila, lahat, ay! Ang lahat ay kinuha na sa kanila…

(MAIKLING KWENTO) Isang Araw ng Pamamalikmata Vlad Gonzales

2009-10-11T08:19:00.000-07:00

Isang karaniwang araw sa isang karaniwang unibersidad, sa isang pangkaraniwang klase, sa isang pangkaraniwang silid-aralan, bumisita ang isang Salamangkero. Salamangkero, iyon ang pagpapakilala niya sa sarili niya, pero walang sinuman sa loob ng pangkaraniwang silid-aralan ang naniwala sa kanyang pagpapakilala. Sa totoo lang, wala siyang espesyal na pisikalidad na magpapatotoong siya’y may kung anong mahika. At sa totoo lang, wala naman talagang pumapansin sa kanya, walang gustong makinig. Ang mahika’y isang malayong konsepto na para sa mga taong nasa silid, bukod pa sa nakalipas na ang maraming oras ng paglalabas-pasok sa napakaraming mga klase’t pagod na ang lahat para makinig o manood sa mga bagay na wala silang interes. Kung di pa naawa/ naintriga ang guro’y hindi na pinapasok ang bisita.

“Kumbinsihin mo kami.” Masungit ang tono ng isang estudyante. Tumango-tango ang guro’t mga kamag-aral.

Pinapikit ng salamangkero ang kanyang mga tagapanood. Pinapikit, ipinataboy ang liwanag sa mga mapanuring mata. Lumipas ang ilang segundo.

“Ngayon, kayo’y dumilat.” Malakas ang tinig-panggulat ng salamangkero. Dumilat ang lahat.

“Masdan ninyo, naglaho na mula sa mundo natin ang mga kaeskuwela ninyo.”

Tumingin-tingin sa paligid ang mga tagapanood. Pilit na tinandaan kung sino ang kanilang nasa kanan, kaliwa, harap, likod. Binalasa ng guro ang kanyang index cards, siniyasat ang listahan ng mga pangalan. Tila parang walang nawawala, parang wala namang pagbabago. Nagsisimula pa lang pumasok ang Hulyo, hindi pa kabisado ng bawat isa ang hubog ng mukha, amoy, pananalita’t porma ng kani-kanilang mga kasama. Pero nakasisiguro sila, walang sinumang kaibigan o kakilala ang nawala, walang anumang maliit na bakas ng pagbabago. Magkakasama pa rin sila’t isang malaking istorbo, isang malaking panloloko ang pag-aabang na makumbinsi ng bisitang Salamangkero.

“Nasasayang lang ang aming araw,” ang sabi ng isa.

“Walang pinag-iba sa napakaraming mga manloloko,” dagdag pa ng isa.

“Kung nagpatuloy na lang tayo sa ating leksyon, sana’y may natutunan pa tayo.”

Nauubos na ang pasensya ng mga tagapanood. Sumesenyas na sa kanyang relo ang guro. Muli, nakiusap ang salamangkero, isang sandaling pagpikit, at maipapakita niya, maipapamalas ng kanyang mahika ang totoo.

“Narito,” ang sigaw ng salamangkero pagkatapos ipabukas ang mga mata ng kanyang mga tagapanood, “narito ang inyong ama, ina, nobyo, nobya, asawa, kaibigan, kapatid, anak, narito ang lahat ng taong pinakaiingatan ninyo sa inyong mga kaloob-looban!”

Tatlong inuuod na katawan ang gumulat sa guro’t mga estudyante. Tatlong katawang batbat ng pagkaagnas. Tatlong piraso ng lamang sa pagkabulok ay wala nang pagkakakilanlan. Ang kataka-taka, walang anumang bakas ng nakasusukang alingasaw, walang tanda ng anumang baho ang mga nakatayong bangkay. Ang pagkagulat ay napalitan ng pagkainis, ng pag-uusisa.

“Aba, sino naman ang mga ito? Wala sa wangis nila ang kahit na sinong kakilala ko!”

“Walang amoy, wala na ring mata, ilong, wala nang hubog ang katawan! Baka halimaw o demonyo!”

“Oo, demonyo! Isang ilusyon! Isang panloloko!”

Biglang naglaho ang Salamangkero, kasama ng tatlong katawang inuuod. Kasabay ng kanilang pagkawala ang paglalaho ng kanilang alaala mula sa isip ng guro’t mga mag-aaral. Nagpatuloy ang klase sa kanilang leksyon, nagpatuloy sa pag-usad sa kanilang araw. Isang pangkaraniwang araw, isang mahaba, nakababagot, isang paulit-ulit na karaniwang araw. Samantala, sa isang tagong lugar sa unibersidad, nabuwal ang isang matandang puno. Walang sinumang nakarinig sa pagbagsak, walang sinumang nakakita ng pagkakalaglag.

(MAIKLING KWENTO) Impeng Negro by Rogelio Sicat

2009-10-11T08:11:00.000-07:00

"BAKA makikipag-away ka na naman, Impen."

Tinig iyon ng kanyang ina. Nangangaral na naman. Mula sa kinatatalungkuang giray na batalan, saglit siyang napatigil sa paghuhugas ng mumo sa kamay.

"Hindi ho," paungol niyang tugon.

"Hindi ho...," ginagad siya ng ina. "Bayaan mo na nga sila. Kung papansinin mo'y lagi ka ngang mababasag-ulo."

May iba pang sinasabi ang kanyang ina ngunit hindi na niya pinakinggan. Alam na niya ang mga iyon. Paulit-ulit na niyang naririnig. Nakukulili na ang kanyang tainga.

Isinaboy niya ang tubig na nasa harap. Muli siyang tumabo. Isinawak niya ang kamay, pinagkiskis ang mga palad at pagkaraa'y naghilamos.

"Dumaan ka kay Taba mamayang pag-uwi mo," narinig niyang bilin ng ina. "Wala nang gatas si Boy. Eto ang pambili."

Tumindig na siya. Nanghihinamad at naghihikab na iniunat ang mahahabang kamay. Inaantok pa siya. Gusto pa niyang magbalik sa sulok na kanyang higaan. Ngunit kailangang lumakad na siya. Tatanghaliin na naman bago siya makasahod. At naroon na naman marahil si Ogor. Kahit siya ang nauna ay lagi siyang inuunahan ni Ogor sa pagsahod.

Umingit ang sahig ng kanilang barungbarong nang siya'y pumasok.

"Nariyan sa kahon ang kamiseta mo."

Sa sulok ng kanyang kaliwang mata'y nasulyapan niya ang ina. Nakaupo ito, taas ang kaliwang paa, sa dulo ng halos dumapa nang bangko. Nakasandig ang ulo sa tagpiang dingding. Nakalugay ang buhok. Bukas ang kupasing damit na giris, nakahantad ang laylay at tuyot na dibdib. Kalong nito ang kanyang kapatid na bunso. Pinasususo.

"Mamaya,aka umuwi ka namang...basag ang mukha."

Bahagya na niyang maulinigan ang ina. Nakatitig siya sa tatlo pa niyang kapatid. Sunud-sunod na nakatalungko ang mga ito sa isa pang bangkong nas atagiliran ng nanggigimalmal na mesang kainan. nagsisikain pa.

Matagal na napako ang kanyang tingin kay Kano, ang sumunod sa kanya. Maputi si Kano, kaya ganito ang tawag dito sa kanilang pook. Kakutis ni Kano ang iba pa niyang kapatid. Marurusing ngunit mapuputi. May pitong taon na si Kano. Siya nama'y maglalabing-anim na. Payat siya ngunit mahahaba ang kanyang biyas.

Hinalungkat na niya ang kahong karton na itinuro ng ina. Magkakasama ang mga damit nila nina Kano, Boyet at Diding. Sa may ilalim, nakuha niya ang kulay-lumot niyang kamiseta. Hinawakan niya iyon sa magkabilang tirante. Itinaas. Sinipat.

"Yan na'ng isuot mo." Parang nahulaan ng kanyang ina ang kanyang iniisip.

Isinuot niya ang kamiseta. Lapat na lapat sa kanya ang kamisetang iyon noong bagong bili ngunit ngayo'y maluwag na. Nagmumukha siyang Intsik-beho kapag suot iyon ngunit wala naman siyang maraming kamisetang maisusuot. Mahina ang kita ng kanyang ina sa paglalabada; mahina rin ang kanyang kita sa pag-aagwador.

Nagbalik siya sa batalan. Nang siya'y lumabas, pasan na niya ang kargahan. Tuluy-tuloy niyang tinungo ang hagdan.

"Si Ogor, Impen," pahabol na bilin ng kanyang ina. "Huwag mo nang papansinin."

Naulinigan niya ang biling iyon at aywan kung dahil sa inaantok pa siya, muntik na siyang madapa nang matalisod sa nakausling bato sa may paanan ng kanilang hagdan.

Tuwing umagang mananaog siya upang umigib, pinagpapaalalahanan siya ng ina. Huwag daw siyang makikipagbabag. Huwag daw niyang papansinin si Ogor. Talaga raw gayon ito: basagulero. Lagi niyang isinasaisip ang mga biling ito ngunit sadya yatang hindi siya makapagtitimpi kapag naririnig niya ang masasakit na panunuksyo sa kanya sa gripo, lalung-lalo na mula kay Ogor.

Si Ogor, na kamakailan lamang ay bumabag sa kanya, ang malimit magsisimula ng panunukso:

"Ang itim mo, Impen!" itutukso nito.

"Kapatid mo ba si Kano?" isasabad ng isa sa mga nasa gripo.

"Sino ba talaga ang tatay mo?"

"Sino pa," isisingit ni Ogor, "di si Dikyam!"

Sasambulat na ang nakabibinging tawanan. Pinakamatunog ang tawa ni Ogor. Si Ogor ang kinikilalang hari sa gripo.
Noong una, sinasagot niya ang mga panunuksong ito:

"E ano kung maitim?" isasagot niya.

Nanunuri ang mga mata at nakangising iikutan siya ni Ogor. Pagkuwa'y bigla na lamang nitong kakayurin ng hintuturo ang balat sa kanyang batok.

"Negrung-negro ka nga, Negro," tila nandidiring sasabihin ni Ogor. Magsusunuran nang manukso ang iba pang agwador. Pati ang mga batang naroon: Tingnan mo ang buhok. Kulot na kulot! Tingnan mo ang ilong. Sarat na sarat! Naku po, ang nguso...Namamalirong!

Sa katagalan, natanggap na niya ang panunuksong ito. Iyon ang totoo, sinasabi niya sa sarili. Negro nga siya. Ano kung Negro? Ngunit napapikit siya. Ang tatay niya'y isang sundalong Negro na nang maging anak siya'y biglang nawala sa Pilipinas.

Ang panunuksong hindi niya matanggap, at siya ngang pinagmulan ng nakaraan nilang pagbababag ni Ogor, ay ang sinabi nito tungkol sa kanyang ina. (Gayon nga kaya kasama ang kanyang ina?)

"Sarisari ang magiging kapatid ni Negro," sinabi ni Ogor. "Baka makatatlo pa ang kanyang nanay ngayon!"

Noong kabuntisan ng kanyang ina sa kapatid niyang bunso ay iniwan ito ng asawa. Hindi malaman kung saan nagsuot. At noon, higit kailanman, naging hamak sila sa pagtingin ng lahat. Matagal-tagal ding hindi naglabada ang kanyang ina, nahihiyang lumabas sa kanilang barungbarong. Siya ang nagpatuloy sa pag-aagwador. At siya ang napagtuunan ng sarisaring panunukso.

Natandaan niya ang mga panunuksong iyon. At mula noon, nagsimula nang umalimpuyo sa kanyang dibdib ang dati'y binhi lamang ng isang paghihimagsik: nagsusumigaw na paghihimagsik sa pook na iyong ayaw magbigay sa kanila ng pagkakataong makagitaw at mabuhay nang payapa.

Sariwa pa ang nangyaring pakikipagbabag niya kay Ogor, naiisip ni Impen habang tinatalunton niya ang mabatong daan patungo sa gripo. Mula sa bintana ng mga barungbarong, nakikita niyang nagsusulputan ang ulo ng mga bata. Itinuturo siya ng mga iyon. Sa kanya rin napapatingin ang matatanda. Walang sinasabi ang mga ito, ngunit sa mga mata, sa galaw ng mga labi nababasa nya ang isinisigaw ng mga paslit: Negro!

Napapatungo na laamang siya.

Natatanaw na niya ngayon ang gripo. Sa malamig ngunit maliwanag nang sikat ng araw, nakikita na niya ang langkay ng mga agwador. Nagkakatipun-tipon ang mga ito. Nagkakatuwaan. Naghaharutan.

Sa langkay na iyon ay kilalang-kilala niya ang anyo ni Ogor. Paano niya malilimutan si Ogor? Sa mula't mula pa, itinuring na siya nitong kaaway, di kailanman binigyan ng pagkakataong maging kaibigan.

Halos kassingulang niya si Ogor, ngunit higit na matipuno ang katawan nito. Malakas si Ogor. Tuwid ang tindig nito at halos hindi yumuyuko kahit may pasang balde ng tubig; tila sino mang masasalubong sa daan ay kayang-kayang sagasaan.
Nang marating niya ang gripo ay tungo ang ulog tinungo niya ang hulihan ng pila. Marahan niyang inalis sa pagkakakawit ang mga balde. Sa sarili, nausal niyang sana'y huwag siya ang maging paksa ng paghaharutan at pagkakatuwaan ng mga agwador.

Nakakaanim na karga na si Impen. May sisenta sentimos nang kumakalansing sa bulsa ng kutod niyang maong. May isa pang nagpapaigib sa kanya. Diyes sentimos na naman. Kapag tag-araw ay malaki-laki rin ang kinikita ng mga agwador. Mahina ang tulo ng tubig sa kanilang pook. At bihira ang may poso.

Tanghali na akong makauuwi nito, nausal niya habang binibilang sa mata ang mga nakapilang balde. Maluwag ang parisukat na sementong kinatitirikan ng gripo at ang dulo ng pila'y nasa labas pa niyon.

Di-kalayuan sa gripo ay may isang tindahan. Sa kalawanging medya-agwa niyon ay nakasilong ang iba pang agwador. May naghubad na ng damit at isinampay na lamang sa balikat. May nagpapaypay May kumakain ng halu-halo.

Sa pangkat na iyon ay kay Ogor agad natutok ang kanyang tingin. Pnilit niyang supilin ang hangaring makasilong. Naroon sa tindahan si Ogor. Hubad-baro at ngumingisi. Mauupo na lamang siya sa kanyang balde. Mabuti pa roon, kahit nakabilad sa init. Pasasaan ba't di iikli ang pila? naisip niya. Makasasahod din ako.

Kasalukuyan siyang nagtitiis sa init nang may maulinigan siyang siga mula sa tindahan:

"Hoy, Negro, sumilong ka. Baka ka pumuti!"

Si Ogor iyon. Kahit hindi siya lumingon, para na niyang nakita si Ogor. Nakangisi at nanunukso na naman.

"Negro," muli niyang narinig, "sumilong ka sabi, e. Baka ka masunog!"

Malakas ang narinig niyang tawanan. Hindi pa rin siya lumilingon. Tila wala siyang naririnig. Nakatingin siya sa nakasahod na balde ngunit ang naiisip niya'y ang bilin ng ina, na huwag na niyang papansinin si Ogor. Bakit nga ba niya papansinin si Ogor?

Tinigilan naman ni Ogor ang panunukso. Hindi pa rin siya umaalis sa kinauupuang balde. At habang umiisod ang pila, nararamdaman niyang lalong umiinit ang sikat ng araw. Sa paligid ng balde, nakikia niya ang kanyang anino. Tumingala siya ngunit siya'y nasilaw. Nanghahapdi at waring nasusunog ang kanyang balat. Tila ibig nang matuklap ang balat sa kanyang batok, likod at balikat. Namumuo ang pawis sa kanyang anit at sa ibabaw ng kanyang nguso. may butil na rin ng pawis sa kanyang ilong.

Itinaas niya ang tirante ng kamiseta. Hinipan-hipan niya ang manipis na dibdib. Di natagalan, isinawak niya ang kamay sa nalalabing tubig sa balde. Una niyang binasa ang batok---kaylamig at kaysarap ng tubig sa kanyang batok. Malamig. Binasa niya ang ulo. Kinuskos niya ang kanyang buhok at nabasa pati ang kanyang anit. Binasa niya ang balikat, ang mga bisig. May nadama siyang ginhawa ngunit pansamantala lamang iyon. Di nagtagal, muli niyang naramdaman na tila nangangalirang na naman ang kanyang balat. Kay hapdi ng kanyang batok at balikat.

"Negro!" Napauwid siya sa pagkakaupo nang marinig iyon. Nasa likuran lamang niya ang nagsalita. Si Ogor. "Huwag ka nanag magbibilad. Doon ka sa lamig."

Pagkakataon na ni Ogor upang sumahod. At habang itinatapat nito ang balde sa gripo, muli niyang nakita na nginingisihan siya nito.

Napakatagal sa kanya ang pagkapuno ng mga balde ni ogor. Napabuntong-hininga siya nang makitang kinakawitan na ni Ogor ang mga balde. Sa wakas, aalis na si Ogor, naisip niya. Aalis na si Ogor. Huwag na sana siyang bumalik.

May galak na sumusuno sa kanyang dibdib habang pinagmamasdan ang pagkapuno ng sinundang balde. Susunod na siya. Makaka sahod na siya. Makakasahod na rin ako, sabi niya sa sarili. pagkaraan ng kargang iyon ay uuwi na siya. Daraan pa nga pala siya kay Taba. Bibili ng gatas.

Datapwa, pagkaalis ng hinihintay niyang mapunong balde, at isasahod na lamang ang sa kanya, ay isang mabigat at makapangyarihang kamay ang biglang pumatong sa kanyang balikat. Si Ogor ang kanyang natingala. Malapit lamang pala ang pinaghatidan nito ng tubig.

"Gutom na ako, Negro," sabi ni Ogor. "Ako muna."

Pautos iyon. Iginitgit ni Ogor ang bitbit na balde at kumalantog ang kanilang mga balde. Iginitgit din niya ang sa kanya, bahagya nga lamang at takot na paggitgit. "Kadarating mo pa lamang, Ogor, nais niyang itutol. Kangina pa ako nakapila rito, a. Ako muna sabi, e," giit ni Ogor.

Bantulot niyang binawi ang balde, nakatingin pa rin kay Ogor. Itinaob niya ang kaunting nasahod na balde at ang tubig ay gumapang sa semento at umabog sa kanilang mga paa ni Ogor. Uuwi na ako, bulong niya sa sarili. Uuwi na ako. Mamaya na lang ako iigib uli. Nakatingin sa araw, humakbang siya upang kunin ang pingga ngunit sa paghakbang na iyon, bigla siyang pinatid ni Ogor.

"Ano pa ba ang ibinubulong mo?"

Hindi n a niya narinig iyon. Nabuwal siya. Tumama ang kanan niyang pisngi sa labi ng nabiawang balde. Napasigaw siya. Malakas. Napaluhod siya sa madulas na semento. Kagyat na bumaha ang nakaliliyong dilim sa kanyang utak. Habang nakaluhod, dalawang kamay niyang tinutop ang pisngi. Takot, nanginginig ang kanyang mga daliri. Dahan-dahan niyang iniangat iyon. Basa...Mapula...Dugo!

Nanghilakbot siya. Sa loob ng isang saglit, hindi niya maulit na salatin ang biyak na pisngi. Mangiyak-ngiyak siya.
"O-ogor...O-ogor..." Nakatingala siya kay Ogor, mahigpit na kinukuyom ang mga palad. Kumikinig ang kanyang ulo at nangangalit ang kanyang ngipin. "Ogor!" sa wakas ay naisigaw niya.

Hindi minabuti ni Ogor ang kanyang pagsigaw. Sinipa siya nito. Gumulong siya. Buwal ang lahat ng baldeng nalalabi sa pila. Nagkalugkugan. Nakarinig siya ng tawanan. At samantalang nakadapa, unti-unting nabuo sa walang malamang sulingan niyang mga mata ang mga paang alikabukin. Paparami iyon at pumapaligid sa kanya.

Bigla siyang bumaligtad. nakita niya ang naghuhumindig na anyo ni Ogor. Nakaakma ang mga bisig.

"O-ogor..."

Tumawa nang malakas si Ogor. Humihingal at nakangangang napapikit siya. Pumuslit ang luha sa sulok ng kanyang mga mata. Nasa ganito siyang kalagayan nang bigla niyang maramdaman ang isang ubos-lakas na sipa sa kanyang pigi. Napasigaw iya. Umiiyak siyang gumuglong sa basa at madulas na semento. Namimilipit siya. Tangan ang sinipang pigi, ang buong anyo ng nakaangat niyang mukha'y larawan ng matinding sakit.

Matagal din bago napawi ang paninigas ng kanyang pigi. Humihingal siya. Malikot ang kanyang mga mata nang siya'y bumangon at itukod ang mga kamay sa semento.

Si ogor...Sa mula't mula pa'y itinuring na siya nitong kaaway...Bakit siya ginaganoon ni Ogor?

Kumikinig ang kanyang katawan. Sa poot. Sa naglalatang na poot. At nang makita niyang muling aangat ang kanang paa ni Ogor upang sipain siyang muli ay tila nauulol na asong sinunggaban niya iyon at niyakap at kinagat.

Bumagsak ang nawalan ng panimbang na si Ogor. nagyakap sila. Pagulung-gulong. Hindi siya bumibitiw. Nang siya'y mapaibabaw, sinunud-ssunod niya: dagok, dagok, dagok... pahalipaw... papaluka...papatay.

Sa pook na iyon, sa nakaririmarim na pook na iyon, aba ang pagtingin sa kanila. Marumi ng babae ang kanyang ina. Sarisari ang anak. At siya isang maitim, hamak na Negro! Papatayin niya si Ogor. papatayin. Papatayinnn!

Dagok, dagok, dagok...Nag-uumigting ang kanyang mga ugat. Tila asong nagpipilit makapaibabaw si Ogor. Tila bakal na kumakapit ang mga kamay. Sa isang iglap siya naman ang napailalim. Dagok, dagok. Nagpipihit siya. Tatagilid. Naiiri. Muling matitihaya. Hindi niya naiilagan ang dagok ni Ogor. Nasisilaw siya sa araw. Napipikit siya. Mangungudngod siya, mahahalik sa lupa. Ngunit wala siyang nararamdaman sakit. Wala siyang nararamdamang sakit!

Kakatatlo ng asawa si Inay. Si Kano...si Boyet...si Diding...At siya...Negro. Negro. Negro!

Sa mga dagok ni ogor, tila nasasalinan pa siya ng lakas. Bigla, ubos-lakas at nag-uumiri siyang umigtad. napailalim si Ogor. Nahantad ang mukha ni Ogor. Dagok, bayo, dagok, bayo, dagok, bayo, dagok...Kahit saan. Sa dibdib. Sa mukha. Dagok, bayo, dagok, bayo, dagok, dagok, dagok...

Mahina na si ogor. Lupaypay na. Nalalaglag na ang nagsasanggang kamay. Humihingal na rin siya, humahagok. Ngunit nagliliyab pa rin ang poot sa kanyang mga mata. Dagok. Papaluka. Dagok, bayo, dagok, bayo, dagok...

Gumagalaw-galaw ang sabog na labi ni Ogor.

"Impen..."

Muli niyang itinaas ang kamay.

"I-Impen..." Halos hindi niya narinig ang halingling ni Ogor. "I-Impen...s-suko n-na...a-ako...s-suko...n-na...a-ako!"

Naibaba niya ang nakataas na kamay. Napasuko niya si Ogor! Napatingala siya Abut-abot ang pahingal. makaraan ang ilang sandali, dahan-dahan at nanlalambot siyang tumindig, nakatuon ang mga mata kay Ogor. Wasak ang kanyang kamiseta at duguan ang kanyang likod. May basa ng dugo't lupa ang kanyang nguso.

Marmaing sandaling walang nangahas magsalita. Walang makakibo sa mga agwador. Hindi makapaniwala ang lahat. Lahat ay nakatingin sa kanya.

Isa-isa niyang tiningnan ang mga nakapaligid sa kanya. Walang pagtutol sa mga mata ng mga ito. Ang nababakas niya'y paghanga. Ang nakita niya'y pangingimi.

Pinangingimian siya!

May luha siya sa mata ngunit may galak siyang nadama. Luwalhati. Hinagud-hagod niya ang mga kamao. nadama niya ang bagong tuklas na lakas niyon. Ang tibay. Ang tatag. Ang kapangyarihan. Muli niyang tiningnan ang nakabulagtang si Ogor. Pagkaraa'y nakapikit at buka ang labing nag-angat siya ng mukha.

Sa matinding sikat ng araw, tila sya ang mandirigmang sugatan, ngunit matatag na nakatindig sa pinagwagihang larangan.

[Maikling Kwento] Walang Panginoon ni Deogracis Rosario

2009-10-11T08:07:00.000-07:00

WALANG PANGINOON

ni Deogracias Rosario

Nang makita ni Marcos sa kanilang lumang orasan na ang mahabang hintuturo ay malapit nang sumapit sa ika-12 samantalang nakapako na sa ika-8 ang maikling daliri, hindi niya malaman kung saan siya magtutungo. Isiniksik niya ang kanyang ulo kahi't saan. Saka ang dalawa niyang hintuturo ay ipinapasak sa mga butas ng kanyang tainga. Ayaw niyang marinig ang animas. Ayaw niyang mapakinggan ang malungkot na palo ng bakal sa malaking kampanang tanso sa kampanaryo ng simbahan sa kanilang bayan. Gayon man, kahi't saan siya magsiksik, kahi't saan siya magtago, kahi't na anong gawin niyang pagpapasak sa kanyang tainga ay lalong nanunuot sa kanyang pandinig ang malungkot na tinig ng batingaw.

"Tapos na ba?" Tapos... ang sunud-sunod namang itinutugon ng kanyang ina na paniwalang-paniwala hindi nga niya naririnig ang malungkot na animas.

"Ngunit, Marcos…" ang baling uli ng matandang babae sa anak. "Bakit ayaw mong marinig ang oras na ukol sa kaluluwa? Iya'y nagpapagunita sa mga tao na dapat mag-ukol ng dalangin sa ikaluluwalhati ng mga kaluluwang nasa kabilang buhay. Una-una'y ang iyong ama, ikalawa'y ang kapatid mong panganay, ikatlo'y ang kapatid mong bunso, saka… saka si Anita." Ang huling pangalan ay binigkas na marahan at madalang ng matandang babae.

Si Marcos ay hindi kumibo. Samantalang pinapangaralan siya ng kanyang ina, ang mga mata niyang galling sa pagkapikit kaya't nanlabo pa't walang ilaw ay dahan-dahang sinisiputan ng ningas, saka manlilisik at mag-aapoy.

Hindi rin siya sumasagot. Hindi rin siya nagsasalita. Subali't sa kanyang sarili, sa kanyang dibdib, sa kanyang kaluluwa ay may pangungusap, may nagsasalita.

"Dahil din sa kanila, lalung-lalo na kay Anita, ayaw kong marinig ang malungkot na tunog ng batingaw," ang sinasabi ni Marcos sa sarili. Kinagat niya ang kanyang labi hanggang sa dumugo upang huwag ipahalata sa ina ang pagkuyom ng kanyang damdamin.

Akala ng ina'y nahuhulaan niya kung ano ang nasa loob ni Marcos. Sa wari ng matanda ay nababasa niya sa mga mata ng anak ang lihim ng puso nito. Naiisip niyang kaya nalulungkot si Marcos ay sapagka't hindi pa natatagalang namatay si Anita. Ang magandang anak ni Don Teong, mayamang may-ari ng lupa nilang binubuwisan. Nalalaman ng ina ni Marcos na lahat ng pagsisikap nito sa bukid, lahat ng pag-iimpok na ginagawa upang maging isang ulirang anakpawis ay ukol kay Anita. At siya'y namatay! Naramdaman din ng ina ni Marcos kung gaano kakirot ngang maging malungkutin ang kanyang anak. Ito ay kanyang ibig libangin. Ito ay nais niyang aliwin. Kung maaari sana'y mabunutan niya ng tinik na subyang sa dibdib ang kanyang anak.

"Lumakad ka na Marcos, sa kubo nina Bastian. Tila may belasyon sila, o, baka kailanganin ang mabuting mang-aawit at manunugtog ng gitara," ang sabi ng ina. "Walang pagsalang masasayahan ka roon."

"Si Inang naman," ang naibulalas na lamang ni Marcos. Iyan lamang ang kanyang nasasabi nang malakas. Sa kanyang sarili'y naidugtong niya na hindi masusukat ng kanyang ina kung gaano ang pait para sa kanya ang pagkamatay ni Anita, palibhasa'y lingid sa kaalaman ng matanda ang tunay na nangyari sa pagkamatay nito.

Kung nalalaman lamang ni Inang ang lahat, ang nasasabi niya uli sa kanyang sarili samantalang minamasdan niya ang isang ulilang bituin sa may tapat ng libingan ng kanilang bayan, na ipinapalagay niyang kaluluwa ni Anita, "disi'y hindi ako itataboy sa kasayahan."

Pinag-uusapan pa lamang ng mag-ina nang umagang yaon ang malaki nilang kapalaran sapagka't mabuti ang lagay ng tanim nilang palay nang isang utusan sa bahay-pamahalaan ang dumating taglay ang utos ng hukumang sila'y pinaaalis sa kanilang lupang kinatatayuan. Sinasamsam ni Don Teong na ama ni Anita ang lahat ng lupa nilang sinasaka.

"Inang, matalim ba ang itak ko?" ang unang naitanong ng anak sa ina matapos matunghayan ang utos ng hukuman.

"Anak ko!" ang palahaw na pananangis ng matandang babae, sabay lapit sa leeg ng anak. "Bakit ka mag-iisip nang gayon, sa tayo na lamang dalawa ang nabubuhay sa daigdig?"

Ang tinig ng matanda ay nakapagpalubag ng kalooban ng binata. Gayon man, sa harap ng bagong pithaya ng may-ari ng lupang kanilang binubuwisan, ay isa-isang nagbabalik sa alaala niya ang malungkot na kasaysayan ng kanilang lupang sinasaka.

Ang sabi'y talagang sa kanunu-nunuan ng kanyang ama ang naturang lupa. Walang sino mang sumisingil sa kanila ng buwis at walang sinumang nakikialam sa anumang maging bunga ng kanilang mga tanim, maging mais o tubo, o kaya'y maging anuman sa mga gulay na tanim nila sa bakuran.

Subali't nang bata pa ang kanyang ama ay may nagsukat ng lupa sa sinsabing kanila. Palibhasa'y wala silang maibabayad sa manananggol, ang pamahalaan ay nagkulang ng malasakit sa kanilang karalitaan upang tangkilikin ang kanilang katwiran at karapatan. Sa wakas ay napilit silang mamuwisan nang di nila makuhang umalis doon.

Noong bata pa si Marcos, ang bayad nila'y isang salapi lamang isang taon sa bawat ektarya ng lupang kanilang sinasaka. Subalit nagtatagal, unti-unti na silang nababaon sa pagkakautang sa maylupa dahil sa mga kasunduang ipinapasok sa pana-panahon, ..:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" />gaya ng takipan at talinduwa.

Kaya namatay ang ama ni Marcos ay dahil sa malaking sama ng loob kay Don Teong. Ang kapatid niya'y namatay din sa paglilingkod sa bahay nito, at higit sa lahat, nalaman niyang kaya namatay si Anita ay sapagka't natutop ng ama nakipagtagpo minsan sa kanya sa loob ng halamanan, isang gabing maliwanag ang buwan.

Saka ngayo'y paalisin naman sila sa kanilang bahay at lupang binubuwisan?

Si Anita ay lihim na naging kasintahan ni Marcos, mahigit nang isang taon noon. Sapul nang dumating si Anita sa kanilang bayan buhat sa pag-aaral sa isang kolehiyo ng mga madre sa Maynila, si Marcos ay nagsimpan na ng malaking pag-ibig sa kanya. Alam ni Marcos ang kanyang kalagayan na halos ay lumaki sa ibabaw ng kalabaw at sa pagtikin sa kanilang damo sa ilog.

Si Marcos ay natapos lamang ng katesismo sa iskuwelahan na silong ng kumbento sa kanilang bayan at natutong sumulat sa pisara ng malaking numero. Nguni't gayon man, nagsikap siyang idilat ang kanyang mga mata sa liwanag ng kabihasnan at pagkaunlad. Katutubo kay Marcos ang hilig sa pagkatuto sapagaka't sa pag-anib niya sa mga samahang pambayan ay natuklasan niyang walang mabuting paaralan kundi ang pahayagan. Walang aklat, walang pahayagan at lingguhan sa sariling wika na hindi binabasa ni Marcos, kahi't manghiram lamang kung wala na siyang ibili. Nagbasa rin siya ng nobela at ibang akdang natutuhan niya sa wikang Tagalog o kaya'y salinwikang nito.

Lalo na nang magsimpan siya ng pag-ibig kay Anita, wala siyang inaalagata sa kanyang buhay kundi ang baling araw ay maging karapat-dapat sa mga kamay ng anak ni Don Teong na may-ari ng lupa nilang sinasaka. Isa pa'y bukod sa naniniwala siya sa kasabihan, "Ang lahat ng tao, kahi't hindi magkakakulay ay sadyang magkakapantay," tinatanggap din niya ang palasak ng kawikaang "Ang katapat ng langit ay pusalian." Dahil diyan kaya kahi't bahagya ay hindi siya nag-atubili ng pagsisimpan ng pag-ibig kay Anita.

At naiibig naman siya ng anak ni Don Teong. Bakit hindi siya maiibig? Minsan si Anita ay namangka sa kanilang ilog, gumiwang ang bangka at nahulog sa tubig. Si Marcos noon ay nasa lamo at lihim niyang sinusundan ang bakas sa tubig ni Anita. Nang makita niya ang malaking sakuna ay lumundag siya sa ilog ata sa pamamagitan ng langoy na hampas-tikin ay inabot niya si Anita na kumakamot sa ilalim ng ilog. Matapos niyang kalawitin ng kaliwa niyang bisiig sa may baba ang dalaga ay bigla niyang isinikdaw ang dalawa niyang paa sa ilalim kaya't pumaibabaw sila, at sa tulong ng pagkampay ng kanyang kamay at pagsikad ng dalawa niyang paa ay nakasapit sila sa pampang.

"Marcos, matagal na naman kitang iniibig," ang pagtatapat ni Anita sa binata, makaraan ang may ilang buwan buhat nang siya'y mailigtas.

Tatlumpung araw ang taning sa mag-ina upang lisanin ang lupang gayong ang sabi ay ari ng kanilang ninuno at binubuwisan na nila at sinasamsam pa ngayon. At saka silang mag-ina ay itinataboy. Sino ang hindi magdadalang-poot sa gayong kabuktutan.

Dahil sa kanyang ina, natutong magtiim si Marcos ng kanyang mga bagang. Kinagat niya ang kanyang mga labi upang huwag mabulalas ang kanyang galit. Kinuyom niya ang kanyang mga kamay hanggang matimo sa palad niya ang kanyang mga kuko.

Isang takipsilim nang marinig niya sa kampanaryo ng kanilang simbahan ang malungkot na agunyas. Una muna ang malaking kampana saka sumunod ang maliit. Bang! Teng! Bang! Teng! Babae ang nalagutan ng hinihinga. Maliit naman ang kanilang bayan upang malihim pa kung sino ang binawian ng buhay. Wala siyang nalalaman na may sakit kundi si Anita. Dahil sa pagkatutop sa kanila isang gabi, ang dalaga ay sinaktang mabuti ng ayon sa nagbalita kay Marcos ay mata lamang ang walang latay.

Buhat noon ay nagkasakit na si Anita. Araw-araw ay tumatanggap si Marcos ng balita. At nang tangkain niyang dumalaw minsan ay hinarang siya ni Don Teong na may hawak na rebolber. Susuong din sana si Marcos, subalit nagdalawang-loob siya. Maaaring maging dahilan iyon ng bigla pang pagkamatay ng kanyang iniibig, bukod sa magiging subyang sa kanyang ina kung siya ay mawawala.

Ang huling dagok na ito sa kanya ni Don Teong ay isinaman na lamang niya sa talaan ng pagmamalupit sa kanya ng mayamang may-ari ng lupa nilang binubuwisan, pag-agaw ng lupa sa kanila. At saka noo'y pagtatangka pa sa kanyang buhay. Pinakahuli nga ang pagkamatay nang tuluyan ni Anita, na ayon sa balita niya'y nalagutan ng hiningang siya ang tinatawag. Saka nitong huli ay pagpapaalis sa kanilang lupang kinagisnan at pinagyaman sa tulo ng kanilang pawis na mag-anak.

Ngunit si Marcos, isang manggagawang hubog sa palihan ng bagong panahon, lumaki ang puso sa mga pagtitiis. Naging maluwag nga ang kanyang dibdib sa pagtanggap ng pang-aapi ng may-lupa. Hanggang noong bago mamatay si Anita, akala niya'y maaari pa siyang makalunok ng bagong pag-upasala ng itinuturing niyang panginoon. Datapwat nang tanggapin niya ang utos ng hukuman na pinaalis sila roon, talagang nagdilim ang kanyang isip. Noon pa'y naisip na niyang gawing batas ang kanyang kamay, yamang hindi na niya matatamo ang katarungan sa hukuman ng mga tao.

"Huminahon ka anak ko," ang sabi ng kanyang ina. "Hindi natutulog ang Bathala sa mga maliliit. Magtiis tayo."

Hindi niya itinuloy ang paghanap sa kanyang itak na matalas. Pagkakain niya ng agahan, nilibang niya ang kanyang ina saka lumabas sa bukid. Gaya rin ng dati'y sinakyan niya ang kanyang kalabaw na lalong mahal niya sa lahat sa limang alaga niya. Lumabas siya sa bukid at hinampas niya ng tanaw ang karagatan ng namumulang ginto. Pagdaramdam at panghihinayang ang ngumatngat sa kanyang puso. Gaanong pagod ang kanyang pinuhunan upang ang palay nila'y magbungang mabuti? Saka ngayo'y pakikinabangan at matutungo lamang sa ibang kamay.

Napapalatak si Marcos sa ibabaw ng kanyang kalabaw. Ibig mang pagdiliman ang isip kung nagugunita ang utos ng hukuman, ang alaala naman ng kanyang ina'y walang iniwan sa bahagharing sumusugpo sa nagbabalang unos. Dadalawa na lamang sila sa daigdig at ayaw niyang pabayaan ang kanyang ina; ipinangako niyang hahandugan ng kaligayahan ang nalalabing buhay nito, bago malagutan ng hininga ang kanyang ama.

Dahil nga sa kanyang ina, kaya naisip niya ang kabutihan kung sila'y magsasarili: "Tutungo sa hilaga at kukuha ng homestad. Kakasundo ng mga bagong magsasaka; paris ni Don Teong, kailangang magkaroon din ako ng gayak paris niya."

Kabalintunaan man ang sinabi ng anak ay hindi na nag-usisa ang ina palibhasa'y nababatid niyang sa dibdib ng binata ay may isang halimaw na natutulog na hindi dapat gambalain upang huwag magising. Wala siyang nalalaman kundi tuwing takipsilim, kung nakaligpit na ang mga tao sa nayon ang buong kagayakan ay isinusuot ng kanyang anak saka lumalabas sa bukid. May dalawang linggong gayon nang gayon ang ginagawa, hanggang isang araw ay tawagan siya ng pansin ng matanda.

"Marcos," sabi ng matanda. "Dalawang lingo na lamang ang natitira sa ating taning ay hindi mo ginagawa ang pakikipagtuos kay Don Teong… kung may magiging sukli man lamang tayo sa ating ani ngayon?"

"Huwag ka pong mabahala, Inang," sabi ng mabait na anak. "Nalaglag po ang dahon sa kanyang kapanahunan."

Talinghaga na naman ang sinabi ni Marcos. Gayon man may nagunita siyang isang bagay na ibig niyang malaman sa anak.

"Bakit hindi mo iniuwi ang kalabaw sa bakuran?" Tinutukoy niya ang kalabaw na mahal na mahal sa lahat ni Marcos.

Maaaring magpakahinahon si Marcos, subali't ang huling kapasiyahan ni Don Teong ay namukaw ng lahat ng kanyang pagtitimpi. Ayaw niyang gumamit ng dahas, subalit…

Nagunita niya ang sinabi ni Rizal. "Walang mang-aalipin kung walang magpapaalipin." Napailing siya sa harap ng gayong masaklap na katotohanan. Patung-patong na ang ginagawang pamamaslang sa kanya ni Don Teong – takalang dapat nang kalusin. Nagunita rin ni Marcos ang marami pang ibang kasama, katulad din niya, na sa kamay ng mayamang si Don Teong ay walang iniwan sa mga leeg na manok na unti-unting sinasakal hanggang makitil ang hininga sa hangad na mahamig na lahat ang kayamanang gayong minana sa kanilang mga ninuno ay iba ngayon ang may-ari at nagbubuwis pa.

"Kailangang maputol ang kalupitang ito!" Ang tila pagsumpa sa harap ng katalagahang ginawa ni Marcos.

"Bakit ka bumili ng pulinas, gora, suwiter, at latigo, anak ko?" ang tanong ng matanda kay Marcos, isang araw na dumating siyang pagod na pagod sa naturang dala-dalahan.

"Inihahanda ko po iyon sa pagiging panginoon natin, paris ni Don Teong," ang nakatawang sagot ng anak. "Kung tayo po'y nakaalis na rito, tayo'y magiging malaya," ang tila wala sa loob na tugon ng anak.

Ang totoo, ang naturang kalabaw ni Marcos ay nakapugal sa hanggahan ng lupang sarili ni Don Teong. Kung takipsilim ay isinusuot na lahat ni Marcos ang pulinas, ang gora, at ang suwiter, saka dala ang latigong katulad ng pamalo ni Don Teong. Pagdating niya sa pook na kinapupugalan ay saka aasbaran ng palo ang kalabaw hanggang sa ito'y umuungol na ang alingawngaw ay abot hanggang sa kalagitnaan ng bayan. Kung dumating siya'y dinaratnan niya ang kanyang inang matuwid ang pagkakaluhod sa harap ng isang maitim na Santo Kristo sa kanilang silid na naiilawan ng isang malaking kandila.

"Salamat, anak ko, at dumating ka," ang sasabihin na lamang ng matanda. "Akala ko'y napahamak ka na."

Si Don Teong ay may ugaling maglibot tuwing hapon sa paligid-ligid ng kanyang lupa. Ang ipinanganganib ng ina ni Marcos ay baka magkasalubong ito at ang kanilang panginoon, ay hindi makapagpigil ang isa't isa. Nalalaman din ng matandang babae na laging may dalang rebolber sa baywang ang mayamang asendero buhat nang magkaroon ng alitan dahil sa lupa, kaya lagi niyang inaalaala ang pag-alis-alis ni Marcos.

Subalit isang hapon, samantalang payapang inihahanda ng mag-ina ang kanilang pag-alis, walang iniwan sa putok ng bulkan ang balitang kumalat sa bayan na si Don Teong ay namatay sa pagkasuwag ng kalabaw. Sinabi ng mga nakakita na pagkakita pa lamang ng kalabaw kay Don Teong ay tila may sinumpang galit sapagka't bigla na lamang sinibad ang matanda at nasapol ang kalamnan ng sikmura ng matulis na sungay ng hayop. Pagkasikwat sa katawan ng asendero ay tumilapon pa sa itaas at paglagpak ay sinalo naman ng kabilang sungay.

Ang katawan ni Don Teong ay halos lasug-lasog nang iuwi sa bayan, wasak ang suwiter sa katawan at saka ang pulinas. Kumilos agad ang maykapangyarihan upang gumawa ng kailangan pagsisiyasat subali't ang lahat ng matuwid ay nawalan ng halaga sa hindi kumikilos na ayos ng kalabaw na animo'y wala sa loob ang ginawa niyang napakalaking pagkakasala.

Nang malamang kay Marcos ang kalabaw, bawat isa'y nagkatinginan. Hindi nila malaman kung papaanong ang poot ni Marcos kay Don Teong ay nagtungo sa alaga niyang hayop.

Si Marcos ay nakatingin din sa orasan nang gabing yaon. Tatlong minuto na lamang ang kulang sa ika-8 ng gabi. Hindi siya gumagalaw, hindi siya nababahala.

Tumugtog ang animas. Hindi na gaya ng dating ayaw niyang marinig ito. Sa halip na idalangin, ang kaluluwa ng mga namatay, ang naisip niya'y ang matapang niyang kalabaw.

"Mapalad na hayop na walang panginoon," ang kanyang naibulong.

Filipino makes it to 'CNN Top 10 Heroes'

2009-10-03T05:19:00.000-07:00

abs-cbnnews.com

Efren Penaflorida first came to the public's consciousness when his group, the Dynamic Teen Company won the Bayaning Pilipino award for their heroic work in helping kids keep off the streets through education in Cavite.

Since 1997, more than 10,000 volunteers have helped educate more than 1,500 kids in depressed areas of Cavite. It was the work of the young helping the young, the poor helping the poor.

The group upped the ante and bore the Kariton Klassroom, which is a mobile classroom that brings around all their teaching materials to the different areas they service.

This year, Penaflorida was recognized as a CNN hero. He was even interviewed by Larry King.

On Friday morning, veteran CNN anchor Anderson Cooper announced that out of 9,000 nominations, and 28 heroes, Penaflorida made it to the elite list of 10 finalists for CNN's hero of the year.

Disbelief and joy were all over Penaflorida's face, as he could not believe the kind of praise his work continues to get.

He even shared that the honors he has received in the past were more than enough to honor him and his country.

“Hindi ko talaga ine-expect to. Kasi yung una, maging hero pa lang, ok na ok na talaga yun. Pero kahit papano’t s’yempre aasa ka na sana, matuloy-tuloy na. Pero ngayon na nandito na, ang hirap paniwalaan. At itong karangalan na ito ay di lang para sa akin kundi para sa buong sambayangan Pilipino,” he said.

It was a virtual eye of a needle that Penaflorida had to go through from the 28 heroes to make the top 10, specially considering the kind of heroic work that the other 27 heroes from all over the world have done, too.

To give the awards justice, CNN enlisted the help of a blue ribbon judging committee to pick the final 10. These men and women are all accomplished in their fields and recognized too for their humanitarian work.

Names like Whoopi Goldberg, retired US General Colin Powell, Sir Elton John, NBA coach Phil Jackson, Ted Turner, and even TV show Hero's star Masi Oka.

Overwhelmed; prize is P1.2M

All the more, Penaflorida was overwhelmed with making the elite list.

“Nung nalaman ko nga yung mga kasama sa blue ribbon committee na yun, tulad nina Colin Powell, sina Elton John, grabe, bilib ka na sa mga nagawa nila bilang mga humanitarians din, kaya't nakaka-humble talaga na mapili ka pa nila,” he added.

All the 10 finalists now will receive US$25,000 or about P1.2 million, and they will be flown to Los Angeles on November for the final All-Star Tribute night.

There, the ultimate hero will be announced and will receive an additional US$100,000.

He said the money will not go to his use personally but straight to Dynamic Teen Company's efforts to expand their work, particularly in Metro Manila.

“Sa mga panahon, nakita natin ang importansya ng volunteerism at pagmamahal sa bayan, talagang importante na ipakita natin sa mundo ang tunay na bayanihan spirit natin,” said Penaflorida.

The online voting has now begun on the CNN Heroes website.

From the 10 finalists, the public will purely decide via the internet votes who will become the ultimate CNN hero of 2009.

Penaflorida added that he is not making it important to campaign for his own votes, but it’s also more important for the public to learn about all the heroes on the CNN Heroes website and let their stories serve as an inspiration to us all. --

TJ Manotoc, ABS-CBN News

Classes to resume Monday unless...

2009-10-03T05:15:00.000-07:00

ABS-CBN NEWS

MANILA - Classes in pre-school, elementary and high school will likely resume on Monday except in schools that are being used as evacuation centers and in areas still flooded, according to Department of Education (DepEd) Secretary Jesli Lapus.

Based on the National Disaster Coordinating Council (NDCC) meeting on Friday, Lapus said classes should resume on Monday except:

1) where schools are being used as evacuation centers;

2) where local government authorities declare suspension of classes in their respective areas;

3) where schools are still inaccessible due to various reasons such as floods.

However, Lapus said this policy may still change depending on the impact of supertyphoon Pepeng, which was expected to hit Bicol and northern Luzon starting Saturday afternoon.

"We have to wait for what Pepeng is going to develop into as far as Metro Manila is concerned," he said in an interview with ANC on Friday. "Assuming Pepeng does not disturb the situation right now, we are inclined to localize the suspension of classes."

This means local government authorities will decide whether to resume classes on Monday.

Lapus said many believe classes, especially in private schools, should already resume on Monday in Metro Manila and other areas affected by Ondoy.

He expressed concern over the many class suspensions saying this has affected the minimum number of school days of 204.

"So marami na tayong mga araw na nawalan ng pasok. We cannot indefinitely be on regional suspension, dahil magme-make na tayo ng klase nito," Lapus said.

He suggested that schools may hold make-up classes on Saturdays or shorten the semestral break. Another option is home study.

"We have modules for home study. This is one way--to learn in the houses," Lapus said.

Buod ng Biag ni Lam-ang

2009-09-29T19:41:00.000-07:00

Sina Don Juan at Namongan ay mag-asawa na taga- Nalbuan. Sa kanyang paglilihi,nakagiliwang kainin ni Namongan ang mga hilaw na sampalok,pias (kamias), at daligan (balimbing),gayundin ang mga hinog na bayabas,dalanghita at buko o murang niyog.Gustons-gusto rin niya ang talaba,hipon,mga pagkain-kabibe,at mga damong Ã¢ï¿½ï¿½dagat.
Sa ikapitong buwan ng kanyang pagbubuntis,humiling si Namongan sa kanyang asawa ng balitang,isang uri ng papag na mataas ang dakong ulunan.Sa pamamagitan ng kidlat at kulog,naputol ni Don Juan ang mga kailangan kawayan sa paggawa ng balitang.Upang hindi na mahirapan sa pagbubuhat,inutusan niya ang mga kawayang magpauna na sa kanyang patungo sa kanilang looban.
May iba pang inihanda si Don Juan ng panggatong,tapayan,kalan,palayok,at panggamot ng mga dahon-lahat ay kailangan sa panganganak ni Namongan.Pagkaraan ng paghahanda,Humayo na so Don Juan upang makipaglaban sa mga kaaway na igorot,Ngunit hindi na siya nakita mula noon.
Nang isinilang si Lam-ang,sa tulong ng matandang maninisid na si marcos,marunong na agad siya magsalita.Siya ang pumili ng kanyang pangalan at ang kanyang ninong sa binyag.ang matandang si gibuan .Nagusisa rin si Lam-ang kung siya ay lehitimong anak o bastador.
Nang mabatid ang patungo ng ama sa bundok,naisip niya na tungkulin niyang tiyakin ang nagging kapalaran ng ama.nagbabasa siya sa ina ta hinarap ang mga igorot sa bundok sa harap ng ulo ng kanyang ama.Hinamon niya sa isang labanan hindi lamang ang mga pinono kundi ang lahat ng mga Igorot.Tinanggap ang hamon, kaya pinaulanan ng mga ito si Lam-ang ng mga sibat ngunit nasalo naman niyang lahat ang mga iyon.
Sa madaling salita,natalo ni Lam-ang ang mga Igorot.Umagos sa ilog Vigan ang dugo ng mga ito.
Bumaba sa bundok si Lam-ang na nanlalagkit at dumingdumi ang buhok.Naisipan pang niyang linisin ang kamalig ng palay ng ama na hindi nagagawa sa loob ng siyam na taon.Pagkaraan. sa tunog ng longgangan(gong).ipinatawag niya ang kanyang mga kaibigan babae upang patulong sa mga ito sa paliligo sa ilog.Amburayan.Nang mahugasan na ang hanyang buhok,nalason ang tuibig at naguunahan sa pagsampa sa pangpang ang mga isda,banagan at mga igat.
Upang masubok pa ang kanyang kakayahan,sinilid niya ang buwaya sa ilog.Nang magapi niya ang mga ito ay ipinatatangal niya sa mga kaibigang babae ang mga ngipin ng hayop upang gawing talisman.

Panliligaw ni Lam-ang

Nabalitaan ni Lam-ang ng kagandahan ni Donya ines Kanoyan ng kalinutian.nagbihis siya ng magara at nagpasiyang umakyat ng ligaw kahit pinalalahanan siya ng ina na mabibigo lamang.Isinama niya ang kanyang putting tandang at alagang aso.
Noon nasalubong ni Lam-ang sa daaan ang malahigante si Sumarang. Ga- pingan ang mga mata nito at ang ilong ay sinlaki ng magkatabing dalawang paa.Nagtangka itong pigilin siya sa pagtungo kay Donya Ines.Nang hindi papigil,sinibat siya ni Sumarang nginit nasalo niya ang sandata nito,Pagkaraang bigyan ng babala,si Lam-angnaman ang naghagis ng sibat kay Sumarang,Sa tulong ng hangin,natangay si Sumarang ng sibat ni Lam-ang hanging sa ikasiyam na bundok.
Pagdating ni Lam-ang sa bahay ni DonyaInes,nakita niya ang maraming manliligaw na isaÃ¢ï¿½ï¿½y ibig tawagin ang pansin ng dalaga.nakaisip siya ng paraan upang sa kanya mapabaling ang pansin ni Donya Ines. Pinapagaspas niya ang nga pakpak ng kanyang puting tandang at ang palikuran ng dalaga'y gumuho sa lupa.Napatakbo sa may bintana si Donya Ines sa pagkagulat.Kasunod halos niyon, pinaungol ni Lam-ang ang kayang aso at ang gumuhong palikuran ay naitindig muli. Humanga si Donya Ines sa kanyang nasaksihan kaya nanaog siya't inanyayahang pumanhik sa bahay si Lam-ang.Pinaupo siy asa luklukang ballot ng ginto,ipinagsaing siya at ipinagpatay ngb inahinh manok. Lahat ng kinain ni lam-ang ay dinampot niya mula sa mga pingang pinagkunan din ni Donya Ines ng pagkain nito.Pagkapanghalian. inusisa ni lam-ang ang mga magulang ng dalaga hingil sa kanyang sadya. Sumagot ang kanyang putting tanang; Ibi magbigay galang n gaming panginoon sa inyong maganak; at kung mararapatin ninyo,ibig niya pakasalan anginyong anak," Hindi tumutol ang mga magulang ni Dopnya Ines,ngunit humiling kay Lam-ang ng dote,kasabay ng pagpaparangalan ng mga kasangkapan sa kanilang bahay na yari sa lntay nag into
Sumugot si lam-ang na madali niyang maibigay ang dote. Hindi maubos ang laman ng kanyang mga palaisdaa,may dalawang barkong ginto ang kanyang angkan na nakipagkalakalan sa tsina na kinaroroonan ng kanyang mga kamaganak,at may naman siyang kayamanan na hindi mababawasan nang pagayun-gayun lamang.

Umuwi si Lam-ang sa Nalbuan. Pinatunog ang longganngan dumating ang lahat ng mamayan doon.Ipinahayag niya ng lahat ay sasama sa kanya sa kalanutian upang saksihan ang kanyang kasal.Naghanda sila ng mga baboy,kambing,gulay isda;gayundin.nagdala sila ng mga katinganpalayok,palangana,at mga inumin.Inihanda din ni lam-ang ang kanyang dote kay Donya Ines.
Pagdating sa kalanutian,magiliw na tinangap ang lahat ng mga panauhin.Sumaksi at pagkaraa'y dumalo sa kainan,sayawan,at inuman.inanyayahan ni Lam-ang ang mga kababayan ni donya Ines sa nalbuan at silang lahat ay sumakay sa dalawang barkong ginto.Pagdating sa Nalbuan ,nagpatuloy ang padiriwang hanging sa mapagod ang mga tao at magsipag uwian.Si Donya Ines naman ay iniwan na ng kanyang kapatid na babaing si Unnayan kay Lam-ang at umuwi ito.

Kamatayan at Pagkabuhay ni Lam-ang

Pagkaraan ng ilang panahon,napatoka kay lam-ang gang pangingisda ng raring,isang kaugalian sa nalbuan,nagkaroon siya ng pangitaing kakainin siya ng mabangis na isdang berkakan.Umano,kapag nanyari ito sasayaw ang kanilanmg hagdanan.magbabaksakan ang mga nakasabit sa dingding at magkakapiraso ang kanilang kalan.Nangyari nga ito nang sa pagsisd niya sa rarang,hustung-husto napasuot siya sa malaking bibig ng berkakan
Nanimdim si Donya Ines.Hindi nagtagay,ipinasisid niya ang mga buot ng asawa,sa tulong ng matandang Marcos .natagpuan naman ang mga iyon at saka pinag-ugnay-ugnay.tinakpan iyon ni Donya Ines ng bidang (tapi) at pagtalikod niya,tumilaok ang tandang at pumagaspas ang inahin ni Lam-angUmungol naman nang makalawa ang kanyang aso.Pagkaraan ng ilang sandali niya ng salapi ang matangdang marcos at niyakap at hinagkan ang kanyang mga alaga.

Rizal Shrine’s Controversial New Look

2009-09-27T08:30:00.000-07:00

this infamy has garnered widespread violent reactions and remonstrations by people who were appalled at this monumental faux pas. According to the NHI’s chief apologist, NHI head and allegedly the main culprit behind the disgusting decision- Ambeth Ocampo (I was a fan of Ocampo before) said in his column- “the green hues are meant to honor the memory of the Rizal family and their way of life.”

So if Jose Rizal’s last name happened to be “Arco Iris” which is Spanish for rainbow- is the National Historical Institute going to paint the house into an icon for the Lesbian, Gay, Bisexual and Transgendered (LGBT) movement? Upon speaking to the curator, the NHI is now reconsidering to repaint the house to its original color.

We will have to wait and see about that. As a tip, do not schedule your trips to the Rizal Shrine around December when preparations are rife for Rizal Day celebrations on 30 December as chances are the shrine would be closed off to visitors. The Shrine is open Tuesday to Saturday, 8:30 am to 12:00 nn and 1:00 pm to 4:30 pm. Entrance is Free. Cameras are allowed.

Notable personalities from Laguna Philippines

2009-09-27T08:26:00.000-07:00

Jose Rizal (Calamba City) - Philippine National Hero
Paciano Rizal (Calamba City) - Filipino Revolutionary
Gen. Vicente Lim (Calamba City) - Filipino General/one of the three persons of the Philippine one thousand (PhP 1,000.00) peso bill
Teresita S. Lazaro (Calamba City) - Incumbent Governor of Laguna
Joey Lina (Victoria, Laguna) - Former Philippine Senator and Governor of Laguna
Dan Fernandez (Biñan, Laguna) - Laguna First District Representative/Former Vice-Governor of Laguna/Actor
Charice Pempengco (Cabuyao, Laguna) - International Singer/Recording Artist
Rico Blanco (San Pedro, Laguna) - Band Artist
Jayson Fernandez (Calamba City) - Band Artist/Lead Vocalist (Rivermaya)
Julia Clarete (San Pedro, Laguna) - Eat Bulaga Host/Actress
Mark Herras (Santa Rosa City) - StarStruck Survivor/Actor/Dancer
Dion Ignacio (San Pedro, Laguna) - StarStruck Avenger/Actor
Nadine Samonte - StarStruck Avenger/Actress
C. J. Muere (San Pablo City) - StarStruck Avenger/Actor
Paw Diaz - Model/T.V. Host/Actress
Jamilla Obispo - Model/Actress/Pinoy Big Brother contestant
Bayani Casimiro - Actor/Dancer/Comedian
Susan Enriquez (Calamba City) - Reporter/Radio Broadcaster/Host
Marco Sison - Legendary Singer
Didith Reyes (Biñan, Laguna) - Jukebox Queen/Legendary Singer
Charo Ronquillo (Cabuyao, Laguna) - International Model
Jedah Hernandez (Cabuyao, Laguna) - Beauty Queen/Mutya ng Pilipinas 2004
Jerome Carandang (San Pablo City, Laguna) - Patriotic/Historian
Mario Montenegro (Pagsanjan, Laguna) - Award-winning Actor
Erik Spoelstra (San Pablo City, Laguna) - Miami Heat Head Coach
Ronato "The Volcano" Alcano (Calamba City) - Professional Pool Player
EB Babe Joyce (Los Baños, Laguna) - EB Babe Member/Dancer
Kaye Alipio (Calamba City) - Survivor Castaway
Alfredo E. Evangelista (San Pedro, Laguna) - Filipino Archeologist
Gregorio F. Zaide (Pagsanjan, Laguna) - Filipino Historian/Author

Another long weekend ahead

2009-09-14T18:47:00.000-07:00

PHILSTAR.COM

MANILA, Philippines - President Arroyo has declared Monday, Sept. 21 a national holiday in observance of the Islamic feast of Eid’l Fitr.

Immediately after the end of Ramadan, the Islamic month of fasting, Muslims will celebrate for three days.

The holiday will only be for a day.

Eid’l Fitr is a regular holiday but the actual date for the celebration was determined only recently by the Office of Muslim Affairs based on the Islamic calendar.

“To promote cultural understanding and integration, the entire Filipino nation should have the full opportunity to join their Muslim brothers and sisters in the observance and celebration of Eid’l Fitr,” read the presidential proclamation.

On the same day, the nation will observe International Day of Peace, a special day of non-violence and cessation of hostilities in solidarity with the community of nations.

The International Day of Peace itself is not a holiday. However, since it falls on the same day as Eid’l Fitr, there would be more opportunities for people to join the activities. The Department of Foreign Affairs, in coordination with the Office of the Presidential Adviser on the Peace Process, was tasked to lead the observance of the International Day of Peace.

On Sept. 7, 2001, the United Nations General Assembly designated Sept. 21 of each year beginning 2002 as the International Day of Peace.

On this day, nations are urged to honor the cessation of all hostilities. — Marvin Sy

DepEd cuts class hours in public schools

2009-09-14T08:11:00.000-07:00

By Philip Tubeza
Philippine Daily Inquirer

MANILA, Philippines—Alarmed by the overcrowding in some public elementary schools, Education Secretary Jesli Lapus has ordered classes in those schools reduced to four or five hours.

In a memorandum he issued in late August, Lapus also directed that some subjects taught in the schools be integrated into other subjects to compensate for the reduced learning hours.

“In response to the alarming population of learners in a class, [for the] safety of students, and [the] public clamor for a smaller learning load, (DepEd) will implement a revised classroom program and subject nomenclature which integrates some learning areas resulting in reduced learning hours in the elementary level,” Lapus said.

“All schools that claim to lack classrooms shall implement this order,” he said.

Lapus said class length for the various grades in the affected schools shall be as follows: For grades 1 and 2, four hours of learning time; grade 3, four and a half hours; and grades 4, 5 and 6, five hours.

“To compensate for the reduced number of hours per day, Edukasyong Pantao will be integrated into all learning areas from grades 1 to 6, (while) Sibika at Kultura will be integrated into Filipino from grades 1 to 3,” he said.

“Musika, Sining at Edukasyong Pagpapalakas ng Katawan will be integrated into Heograpiya, Kasaysayan at Sibika (Hekasi) in grades 4 to 6,” he said.

The order included a sample classroom program, which suggested that English be taught for 90 minutes in grades 1 to 3, and for 60 minutes for grades 4 to 6.

Mathematics could be taught for 90 minutes for grades 1 to 3, and for 60 minutes in grades 4 to 6. Filipino, Edukasyong Pantahanan at Pangkabuhayan, MSEP and Hekasi could be taught for 40 minutes in grades 4 to 6.

The sample also suggested that Science and Health be taught for 40 minutes for grade 3 and 60 minutes for grades 4 to 6.

Ang Komposisyon

2009-08-30T23:41:00.000-07:00

Ang Komposisyon

Ang simpleng pagsulat ng natatanging karanasan, pagpapakahulugan sa pangyayari, paglalahad ng opinyon, at pagpuna ay ilan lamang sa maituturing na komposisyon.

Mula pa sa elementarya hanggang sa kolehiyo, ang pagsulat ng komposisyon ay isa sa mga kasanayang nililinang. Masasabi kung gayon na ang mga mag-aaral sa pamantasan ay familiar sa pagsulat ng komposisyon.

Mga Dapat Isaalang-alang sa Pagsulat ng Komposisyon

Paksa
Pamagat
Panimula
Pangwakas

Iba pang Sangkap na Mahalaga sa Komposisyon

* Kaisahan (Unity)
* Kakipilan/Kohirens (Coherence)
* Pagbibigay Diin (Emphasis)

RIZAL COLLEGE OF LAGUNA

P100.00 exchange

58 estudyante patay sa dengue

Dengue lumobo pa kumpara noong nakaraang taon

Typhoid fever

life of a bed spacer

RCL PE 2.EDUC DEPT. *SWING*

RCL PE 2(BSBA swing)

Bebot Swim Suit competition

Jumping Rope

Rizal College of Laguna Christmas Party 2008.

Rizal College of Laguna P E

The Prayer (RIZAL COLLEGE OF LAGUNA: Doxology Dance)

ST. mary's college

MARINDUQUE STATE COLLEGE

a black propaganda or a possibility that might happen?

Digital Literacy

“Education for the 21st Century: The Basics”

Critical Thinking

clarification if RIZAL was the father of HITLER

November 2009 Top 10 Nurses

ADVERBS OF MANNER AND ADVERBS USED IN COMPARISONS

2010-2011 UPCAT Results / ACET Results

happy ??? anniversary to you!

List of Philippine Holidays 2010

do this quote a nonsense or a reality?

Idioms and Idiomatic Expressions

KINDS OF ADVERBS

KINDS OF ADVERBS

KINDS OF ADVERBS

KINDS OF ADVERBS

KINDS OF ADVERBS

Efren Peñaflorida a pinoy pride named CNN Hero of the Year

type ako ni prof?

what is In-service Education

SM CITY soon to rise at CALAMBA CITY LAGUNA this october 2010

Anchors

Creative writing

Creative writing in academia

Programs of study

In the classroom

Controversy in academia

Forms of creative writing

Review: Parts of Speech

What is an Interjection?

What is a Conjunction?

What is a Preposition?

What is an Adverb?

What Is An Adjective?

What is a Pronoun?

What is a Noun?

What is a Verb?

The Parts of Speech

Philippine Dance terms

FRIENDSTER VS FACEBOOK COMPARISON

(MAIKLING KWENTO) Tata Selo ni Rogelio Sikat

(MAIKLING KWENTO) Isang Araw ng Pamamalikmata Vlad Gonzales

(MAIKLING KWENTO) Impeng Negro by Rogelio Sicat

[Maikling Kwento] Walang Panginoon ni Deogracis Rosario

Filipino makes it to 'CNN Top 10 Heroes'

Classes to resume Monday unless...

Buod ng Biag ni Lam-ang

Rizal Shrine’s Controversial New Look

Notable personalities from Laguna Philippines

Another long weekend ahead

DepEd cuts class hours in public schools

Ang Komposisyon

RCL PE 2.EDUC DEPT. SWING