Why Ferdinand Marcos is my PRESIDENT?

Ferdinand Marcos,

Ang tanging presidente ng Pilipinas na nagpaangat ng ekonomiya. Panahon niya nung naging 2nd richest asian country in the world. 

Golden-Age yun, dahil maging ang mga Pilipino ay madisiplina, at napakataas ng tourism rate natin dahil naging in-demand ang pagpasok sa Pilipinas noon lalo na't simula nung naghost tayo ng Miss Universe, tayo daw ang kauna-unahang naghost ng MU na nagpagawa pa talaga ng sariling building para roon.

Si Ferdinand Marcos rin ang nagintroduce ng mga sky-ways, malilinis na kalsada, LRT, and trains na ngayon ay napaglulumaan na at napapabayaan.

Pero sa panahong ring 'yon nung magsimulang lumaki ang utang ng Pilipinas, ito ay dahil sa kanyang asawang si Imelda Marcos.

Malaki ang respeto ng ibang bansa, maski ang United States sa kanya, sa pagiging napakagaling na leader.

Diktador nga siya kung tawagin ng ilang mga Pilipino, pero ang lahat ng iyon ay maganda naman ang naging kinalabasan.

Siya ang nagpatupad ng LAND REFORM ACT, o para sa mga magsasaka na mahigit sampung taon na nagaani ng lupa ay magiging sa kanila na ang lupang iyon.

Mayaman din sa agrikultura ang Pilipinas sa panahong iyon, tayo ang iniaankatan ng bigas at ng iba pang prutas.

Maraming trabaho noon sa Pilipinas at may kontrol sa populasyon.

Sa kabila ng paguutang ni Imelda Marcos, ay nababayaran naman ito ng gobyerno ng Pilipinas.

Nagsimula namang lumubog ang ekonomiya ng Pilipinas simula nung administrasyon ni Cory Aquino. Hindi na nabayaran ang utang ng bansa at lumaki ang pinsala ng COUP D' TAT

P100.00 exchange

ano gagawin nyo if ganito ung nakuha nyong sukli sa tindahan. di nyo agad napansin and yet ayaw palitan nung nagsukli sau? ipagpipilitan mo bang "sau galing yan e"?,,the best option sa bangko,,,nag inquire aq sa landbank guard aun ang sabi sa monday pwdng papalitan same value daw! ,,nest time buksan nyo muna mga sukli nyo ppra di kau matulad skin.ok lng sana if 20.00 lng e 100 san ka mkakapulot ng ganung halaga.

58 estudyante patay sa dengue

Ni Danilo Garcia (Pilipino Star Ngayon) Updated September 09, 2010 12:00 AM

MANILA, Philippines - Naalarma na ang Department of Education (DepEd) sa bagsik ng dengue matapos mapaulat na may 58 nang estudyante ang nasasawi sa naturang sakit ngayong taon.

Sa datos ng DepEd Health and Nutrition Center, may 4,738 mag-aaral na ang dinapuan ng dengue sa buong bansa at nasa 58 dito ang namatay.

Samantala, umabot na sa kabuuang 54,659 dengue cases ang naiulat sa buong bansa mula Enero 1-Agosto 14, 2010, mas mataas ng 31, 248 sa kaparehong panahon noong 2009.

Nangangamba naman si Secretary Bro. Armin Luistro na maaaring magkaroon ng “outbreak” sa mga paaralan kaya hiningi niya ang kooperasyon ng mga regional directors, principal, guro, mag-aaral, mga magulang at mga pinuno ng lokal na pamahalaan sa paglaban sa sakit.

isa-isa na ring binibisita ng mga opisyal ng DepEd Central Office ang mga paaralan upang malaman ang katayuan ng mga ito habang magbabantayan naman ang mga guro at mag-aaral sa isa’t isa, sa mga katabi sa upuan upang mamonitor ang kalusugan ng mga ito at agad na maiulat kung may tatamaan ng sakit upang hindi agad na maisugod sa pagamutan at hindi na kumalat.

Ilang paaralan na ang pumapayag na pumasok sa klase ang mga mag-aaral na nakasuot ng pantalon, pajama, long sleeves shirts kontra sa nakamamatay na lamok.

Dengue lumobo pa kumpara noong nakaraang taon

Halos dumoble pa ang bilang ng kaso ng dengue sa bansa sa unang walong buwan ng 2010, kumpara sa nakalipas na taon.

Sinabi ni Health Sec. Enrique Ona, mula Enero 1 hanggang Agosto 21 ay nakapagtala na ang DOH ng 62,503 dengue cases mas mataas ng 88.8 percent kumpara sa 33,102 kaso noong 2009.

Mas marami rin ang naitalang dengue deaths ngayon na umaabot na sa 465, kumpara sa 350 la­mang na bilang ng nasawi noong nakaraang taon.

Tiniyak naman ng DOH na karamihan sa kaso ng may sakit na dengue ay maaari nang magamot sa bahay pa lamang at hindi na kailangan pang dalhin sa ospital.

Ayon kay Ona, sa halip na i-confine sa ospital ang mga pasyente, mas ma­kabubuting gawin ng mga magulang at care givers ang D.E.N.G.U.E. strategy.

”D.E.N.G.U.E’ stands for D-daily monitoring of the patient’s status, E-encourage intake of oral fluids like oresol, water, juices, etc, N-not any dengue warning signs like persistent vomiting and bleeding; G-give paracetamol for fever and not aspirin, because it induces bleeding, U-use mosquito nets and E-early consultation is advised for any warnings,” paliwanag pa ni Ona.

Makatutulong din umano ito upang maba­wasan ang pagsisikip ng ospital dulot ng mga pas­yente may sakit na dengue. (Ludy Bermudo/Doris Franche/Rudy Andal)

Typhoid fever

Typhoid fever, also known as typhoid,[1] is a common worldwide illness, transmitted by the ingestion of food or water contaminated with the feces of an infected person, which contain the bacterium Salmonella typhi.[2][3] The bacteria then perforate through the intestinal wall and are phagocytosed by macrophages. The organism is a Gram-negative short bacillus that is motile due to its peritrichous flagella. The bacterium grows best at 37 °C/99 °F – human body temperature.

This fever received various names, such as gastric fever, abdominal typhus, infantile remittant fever, slow fever, nervous fever, pythogenic fever, etc. The name of " typhoid " was given by Louis in 1829, as a derivative from typhus.

The impact of this disease falls sharply with the application of modern sanitation techniques.

Signs and symptoms

Typhoid fever is characterized by a slowly progressive fever as high as 40 °C (104 °F), profuse sweating, gastroenteritis, and nonbloody diarrhea. Less commonly, a rash of flat, rose-colored spots may appear.[4]

Classically, the course of untreated typhoid fever is divided into four individual stages, each lasting approximately one week. In the first week, there is a slowly rising temperature with relative bradycardia, malaise, headache and cough. A bloody nose (epistaxis) is seen in a quarter of cases and abdominal pain is also possible. There is leukopenia, a decrease in the number of circulating white blood cells, with eosinopenia and relative lymphocytosis, a positive diazo reaction and blood cultures are positive for Salmonella typhi or paratyphi. The classic Widal test is negative in the first week.

In the second week of the infection, the patient lies prostrate with high fever in plateau around 40 °C (104 °F) and bradycardia (sphygmothermic dissociation), classically with a dicrotic pulse wave. Delirium is frequent, frequently calm, but sometimes agitated. This delirium gives to typhoid the nickname of "nervous fever". Rose spots appear on the lower chest and abdomen in around a third of patients. There are rhonchi in lung bases. The abdomen is distended and painful in the right lower quadrant where borborygmi can be heard. Diarrhea can occur in this stage: six to eight stools in a day, green with a characteristic smell, comparable to pea soup. However, constipation is also frequent. The spleen and liver are enlarged (hepatosplenomegaly) and tender, and there is elevation of liver transaminases. The Widal reaction is strongly positive with antiO and antiH antibodies. Blood cultures are sometimes still positive at this stage. (The major symptom of this fever is the fever usually rises in the afternoon up to the first and second week.)

In the third week of typhoid fever, a number of complications can occur:

* Intestinal hemorrhage due to bleeding in congested Peyer's patches; this can be very serious but is usually not fatal.
* Intestinal perforation in the distal ileum: this is a very serious complication and is frequently fatal. It may occur without alarming symptoms until septicaemia or diffuse peritonitis sets in.
* Encephalitis
* Metastatic abscesses, cholecystitis, endocarditis and osteitis

The fever is still very high and oscillates very little over 24 hours. Dehydration ensues and the patient is delirious (typhoid state). By the end of third week the fever has started reducing this (defervescence). This carries on into the fourth and final week.

Transmission

Flying insects feeding on feces may occasionally transfer the bacteria through poor hygiene habits and public sanitation conditions. Public education campaigns encouraging people to wash their hands after defecating and before handling food are an important component in controlling spread of the disease. According to statistics from the United States Center for Disease Control, the chlorination of drinking water has led to dramatic decreases in the transmission of typhoid fever in the U.S.

A person may become an asymptomatic carrier of typhoid fever, suffering no symptoms, but capable of infecting others. According to the Centers for Disease Control approximately 5% of people who contract typhoid continue to carry the disease after they recover. The most famous asymptomatic carrier was Mary Mallon (commonly known as "Typhoid Mary"), a young cook who was responsible for infecting at least 53 people with typhoid, three of whom died from the disease.[5] Mallon was the first apparently perfectly healthy person known to be responsible for an "epidemic".

Many carriers of typhoid were locked into an isolation ward never to be released in order to prevent further typhoid cases. These people often deteriorated mentally, driven mad by the conditions they lived in.[

Prevention

Sanitation and hygiene are the critical measures that can be taken to prevent typhoid. Typhoid does not affect animals and therefore transmission is only from human to human. Typhoid can only spread in environments where human feces or urine are able to come into contact with food or drinking water. Careful food preparation and washing of hands are crucial to preventing typhoid.

A vaccine against typhoid fever was developed during World War II by Ralph Walter Graystone Wyckoff.[10] There are two vaccines currently recommended by the World Health Organization for the prevention of typhoid:[11] these are the live, oral Ty21a vaccine (sold as Vivotif Berna) and the injectable Typhoid polysaccharide vaccine (sold as Typhim Vi by Sanofi Pasteur and Typherix by GlaxoSmithKline). Both are between 50% to 80% protective and are recommended for travelers to areas where typhoid is endemic. Boosters are recommended every 5 years for the oral vaccine and every 2 years for the injectable form. There exists an older killed whole-cell vaccine that is still used in countries where the newer preparations are not available, but this vaccine is no longer recommended for use, because it has a higher rate of side effects (mainly pain and inflammation at the site of the injection)

Treatment

The rediscovery of oral rehydration therapy in the 1960s provided a simple way to prevent many of the deaths of diarrheal diseases in general.
Where resistance is uncommon, the treatment of choice is a fluoroquinolone such as ciprofloxacin[9][12] otherwise, a third-generation cephalosporin such as ceftriaxone or cefotaxime is the first choice.[13][14][15] Cefixime is a suitable oral alternative.[16][17]

Typhoid fever in most cases is not fatal. Antibiotics, such as ampicillin, chloramphenicol, trimethoprim-sulfamethoxazole, Amoxicillin and ciprofloxacin, have been commonly used to treat typhoid fever in developed countries. Prompt treatment of the disease with antibiotics reduces the case-fatality rate to approximately 1%.

When untreated, typhoid fever persists for three weeks to a month. Death occurs in between 10% and 30% of untreated cases[citation needed]. In some communities, however, case-fatality rates may reach as high as 47%.[citation needed]
[edit] Resistance

Resistance to ampicillin, chloramphenicol, trimethoprim-sulfamethoxazole and streptomycin is now common, and these agents have not been used as first line treatment now for almost 20 years.[citation needed] Typhoid that is resistant to these agents is known as multidrug-resistant typhoid (MDR typhoid).

Ciprofloxacin resistance is an increasing problem, especially in the Indian subcontinent and Southeast Asia. Many centres are therefore moving away from using ciprofloxacin as first line for treating suspected typhoid originating in South America, India, Pakistan, Bangladesh, Thailand or Vietnam. For these patients, the recommended first line treatment is ceftriaxone. It has also been suggested Azithromycin is better at treating typhoid in resistant populations than both fluoroquinolone drugs and ceftriaxone.[18] Azithromycin significantly reduces relapse rates compared with ceftriaxone.

There is a separate problem with laboratory testing for reduced susceptibility to ciprofloxacin: current recommendations are that isolates should be tested simultaneously against ciprofloxacin (CIP) and against nalidixic acid (NAL), and that isolates that are sensitive to both CIP and NAL should be reported as "sensitive to ciprofloxacin", but that isolates testing sensitive to CIP but not to NAL should be reported as "reduced sensitivity to ciprofloxacin". However, an analysis of 271 isolates showed that around 18% of isolates with a reduced susceptibility to ciprofloxacin (MIC 0.125–1.0 mg/l) would not be picked up by this method.[19] It is not certain how this problem can be solved, because most laboratories around the world (including the West) are dependent on disc testing and cannot test for MICs.

life of a bed spacer

all i can say is what kind of life and adjustment should i have to made?how can i say "im okey mom" even though im having cough and colds due to unstable weather conditon...

im here again in calamba laguna 4 monhts after i left this town of our national hero Dr. Jose Rizal where i stays for almost 6 years, i stays to a family, where i experience a great great time with a perfect mom and dad and a brother too..

i have to be back here to be able to find myself being an independent, being a master of myself without someone in the morning letting u do house hold chores and everything....

the most improtant thing is i have to find work,,,any kind of work!!! i do try to inquire this afternoon to TELETECH STAROSA BRANCH ...and wow,,,what a requirements,, (pagibig,philhealth,,etc..)

providing a lot of requirements was to exppensive but sooner or later for sure that would be needed too...

until my landlady allows me to pay may rental fee (i thought they will allow me to pay only half a month since its too late to paid the whole one month,,,but they regret it,,,yeah,,have to pay it,,,,

its too difficult to pay attention on how to budget the money since its not as big amount as it is,,but,,,how,,haha,,,my foods my things,,and everything...

a life of being a bedspacer was too different as before for what i experience!

wish me luck for tomorrow,,,gonna go to ALABANG MUNTINLUPA,,,as MS KAY ANNE FLORES says,,not GOODLUCK but GOODBLESS.....

gonna slip now.............ZZZZZZZZZZZZZZZZZZZZZZZZZZZZzzzzzzzzzzzzzzzzzzzz....

RCL PE 2.EDUC DEPT. *SWING*

RCL PE 2(BSBA swing)

Bebot Swim Suit competition

Jumping Rope

Rizal College of Laguna Christmas Party 2008.

videos courtesy of LORENZE PAZ

Rizal College of Laguna P E

The Prayer (RIZAL COLLEGE OF LAGUNA: Doxology Dance)

ST. mary's college

RVM Fully Owned Schools

Generalate
St. Mary's College, Quezon City

Luzon
St. Mary's Academy, Hagonoy, Bulacan
St. Mary's Academy, Guagua, Pampanga
St. Mary's College, Meycauayan, Bulacan
St. Mary's Academy, Sta. Ana, Manila
St. Mary's Academy, Pasay City
St. Mary's Academy, Yakal, Manila
St. Mary's Academy, Caloocan City
St. Mary's College, Boac, Marinduque
St. Mary's Academy, Sto. Niño, Bulacan

Visayas
St. Mary's College, Catbalogan, W. Samar
St. Mary's College, Borongan, E. Samar
St. Mary's Academy, Roxas City

Northern Mindanao
St. Mary's Academy, Dipolog City
St. Mary's Academy, Talisayan, M. Oriental
St. Mary's Academy, Jasaan, Mis. Or.
Lourdes College , Cagayan de Oro City
St. Michael's College, Iligan City
Christ the King College , Gingoog City
St. Mary's Academy, Labason, Zamb. del Norte
St. Mary's Academy, Cagayan de Oro City

Southern Mindanao
Pilar College, Zamboanga City
University of the Immaculate Conception, Davao City
Notre Dame - RVM School of Cotabato
St. Mary's College, Tagum City
Holy Cross Academy , Digos, Davao del Sur
Our Lady of Fatima , Davao City
St. Mary's Academy, Kidapawan, N. Cotabato
Notre Dame of Makilala, N. Cotabato

RVM Partially Owned Schools

Luzon
St. Mary's College, Baliuag, Bulacan
St. Mary's Academy, Ligao, Albay
St. Mary's Academy, Nagcarlan, Laguna

Visayas
St. Mary's Academy, Guiuan, E. Samar
St. Mary's Academy, Dalaguete, Cebu
St. Mary's Academy, Oslob, Cebu
St. Mary's Academy, Palo, Leyte
Our Lady of Fatima Academy , McArthur, Eastern Samar
Holy Cross Academy , Oras, E. Samar
Infant King Academy , Jimalalud, Negros Oriental
St. Anthony's Academy, Tuburan, Cebu
St. Mary's Academy, Cebu City

Northern Mindanao
St. Rita's College, Balingasag, Mis. Or.
St. Mary's Academy, Tagoloan, Mis. Or.
St. John the Baptist High School , Logonglong, Misamis Oriental

Southern Mindanao
St. Mary's Academy, Caraga, Davao Or.
St. Mary's Academy, Baganga, Davao Or.
St. Mary's Academy, Midsayap, North Cotabato
Holy Cross College , Bansalan, Davao del Sur
Holy Cross Academy , Sta. Cruz, Davao del Sur

Diocesan School

Generalate
Sta. Clara Parish School , Pasay City
San Roque Catholic School, Alabang
Malate Catholic School , Malate, Manila
Ermita Catholic School , Ermita, Manila

Southern Mindanao
Notre Dame of Salaman College , Lebak, Sultan Kudarat
Notre Dame of Kalamansig, Sultan Kudarat

Overseas Mission Formal Schools
St. Anthony School , Honolulu , Hawaii
Soverdi School , Bali , Indonesia
Rev. Fr. Giebel's Vocational Institute, Sefwi-Wiawso , Ghana , West Africa Sacred Heart School , New Jersey , USA
Islamabad Convent School , Islamabad , Pakistan
FAASAO High School , Pago Pago , American Samoa
St. Peter's Vocational School, Kumasi , Ghana , West Africa
St. Mary's Girls Vocational School, Kumasi , Ghana , West Africa
St. Vincent International School , Bechem , Ghana , West Africa
Susteran RVM, Nangapanda, Flores, Indo.
St. Joseph School , Honolulu , Hawaii

MARINDUQUE STATE COLLEGE

Marinduque State College (MSC) is a public college in the Philippines.

Courses offered Education, Technology, Engineering, Environment, Fisheries, Culture, Arts and Sciences. It consists of one main campus located at Boac, (capital of Marinduque) and three more branches located at Sta. Cruz, Torrijos and Gasan. MSC provides quality education, complete facilities and complete related services like learning resource center (library and multimedia services), student publication, Office of the Student Affairs (OSA) student organizations and activities, Guidance and Psychological Testing Services, Health Services (Medical and Dental), Scholarship and Financial Assistance Program; and Sports, Physical education and Recreation (SPEAR). It has also other services like dormitory, internet services, canopy and study sheds, bulletin boards, Speech Laboratory and other services needed by the students.

History


Republic Act No. 805
Approved, June 21, 1953
Approved by: Congressman Panfilo M. Manguera
Signed into Law by: President Elpidio Quirino

An act to establish, organize and maintain one National High School of Arts and Trades in the Municipality of Boac, province of Marinduque, to be known as the MARINDUQUE SCHOOL OF ARTS AND TRADES and to authorize the appropriation of funds for the purpose.

Republic Act No. 377
Approved, April 8, 1983
Approved by: Assemblywoman Carmencita O. Reyes
Signed into Law by: President Ferdinand E. Marcos

An act converting the Marinduque School of Arts and Trades into the MARINDUQUE INSTITUTE OF SCIENCE AND TECHNOLOGY, broadening for the purpose its curricular programs in Science and Technology.

Republic Act No. 6833
Approved, January 5, 1990
Authored by Congresswoman Carmencita O. Reyes
Signed into Law: President Corazon C. Aquino

An act changing the name of the Marinduque Institute of Science and Technology in Barangay Tanza, Municipality of Boac, province of Marinduque to MARINDUQUE STATE COLLEGE.

Republic Act No. 7319
Approved, March 30, 1992
Authored by Congresswoman Carmencita O. Reyes
Signed into Law: President Corazon C. Aquino

An act establishing the College of Agriculture in Barangay Poctoy, Municipality of Torrijos; the college of Fisheries in Baranggay Pinggan, Municipality of Gasan; and the Marinduque Community College in the Municipality of Sta. Cruz, all in the province of Marinduque as branches of the MARINDUQUE STATE COLLEGE, Boac, Marinduque
[edit] Mission and Vision

Vision
Make MSC a premier College in the Region along the fields of Instruction, Research Extension, and Production.

Mission
To provide quality, responsive, and dynamic leadership in the areas of Education, Technology, Engineering, agriculture, Fisheries, Culture, Arts and Sciences and Allied Medicine to empower God- fearing individuals who are innovators and protectors for the country as a whole.
[edit] MSC Hymn

Hail to the MSC, Oh Hail to thee
With loyal hearts do homage
We tried to the years we come today
Pray God to lead thy way
Thy song in meekness bow their hearts
With faces up, we stand to sing Oh Hail to name MSC!

Hail to the MSC, Oh Hail to thee
Our beacon thy wisdom shall be
As light to guide us on your way
Whenever we shall be
And when the Lord of land and sea
Call us to heaven we still sing
Oh Hail to the name MSC!
[edit] Course Offerings

BOAC Campus (MAIN)

Graduate School Master in Education(major in Educ.Mngt.)
Master in Public Admin.(Organizational Studies)
Certificate in Teachers Professional Education
Undergraduate Courses

5-year Ladderzed Courses
Bachelor of Science in Civil Engineering
Bachelor of Science in Electrical Engineering
Bachelor of Science in Computer Engineering
Bachelor of Science in Communication and Electronics Engineering

4-year course

Bachelor of Science in Nursing

4-year Ladderized Course
Bachelor of Science in Industrial Technology

Major in:
Automotive Technology
Electrical Technology
Refrigeration & Air-conditioning Technology
Garments Technology
Welding Technology
Mechanical Technology
Food Technology

4-year Courses Bachelor of Secondary Education
Major in:

Mathematics
Biology
Physical Education,Health and Music
Physics
Technology and Home Economics
General Science
Social Science

Bachelor of Science in Information Systems
Bachelor of Science in Information Technology
Bachelor of Science in Entrepreneurship
Bachelor of Science in Nursing
Bachelor of Arts major in Communication Arts
Bachelor of Arts major in English

2-year Courses
Diploma in Midwifery
Caregiver


GASAN CAMPUS

Bachelor of Science in Fisheries major in Aquaculture

STA.CRUZ CAMPUS Bachelor of Arts major in Political Science
Bachelor of Elementary Education
Bachelor of Science in Information Systems
Bachelor of Science in Tourism Management

TORRIJOS CAMPUS

4-YEAR Courses Bachelor of Science in Agriculture
Major in:Animal Science,and Crop Science
Bachelor in Agricultural Technology

2-year Course Diploma in Agricultural Technology

a black propaganda or a possibility that might happen?

this is just a forwarded text msg that i receive early this afternoon. im not againts to this politician involve but i just wanna share this to you

and i quote.....



" now the cat's out of the bag...MANNY VILLAR is the secret candidate of PRES. GMA. MIKE ARROYO himself met with MANNY VILLAR at the house of MIKE DEFENSOR last January 7 2010. VILLAR secretly agreed to make GMA speaker of the house and protect her should Villar win the presidency. Villar agreed GMA'S offer of massive logistical support among GMA'S commisioners in the COMELEC wh will assure VILLAR'S victory..." unqoute

i repeat im not againts manny villar we have the right to choose who will support for presidential race. im not doing this and making this story because just because i support another presidentiable.

we are on the democratic country we have the right what ever we want to choose who will be the best leader for us...im not doing this to influence anybody especially you who can read this blog..

and lastly im not into black propanda,batuhan ng putik ,ng kabulukan ng iba..if all the politician here in the philipines have their good intention and one of those is to serve his/her countrymen in a nice way as a good leader why not? right?

as a voter this may 2010 election lets be vigilant and be wise for who deserves to vote..ok?

Digital Literacy

Digital literacy is the set of attitudes, understanding and skills to handle and communicate information and knowledge effectively, in a variety of media and formats

The concept of digital literacy, as the term is now generally used, was introduced by Paul Gilster, in his 1997 book of the same name. The term itself had been used occasionally during the previous decade, though with a more restricted meaning; the ability to deal with hypertextual information. Gilster's idea was much broader, and did not involve the enumeration of lists of particular skills, competences or attitudes defining what it is to be digitally literate. Rather, he explained the concept quite generally, as an ability to understand and to use information from a variety of digital sources, and regarded it simply as literacy in the digital age. It is therefore the current form of the traditional idea of literacy per se; the ability to read, write and otherwise deal with information using the technologies and formats of the time. In an 'information society' and a 'knowledge economy', it is plainly an essential life skill. This generic expression of the idea, although it has irritated some commentators, is one of the strengths of Gilster’s concept, allowing it to be applied without concern for the sometimes restrictive ‘competence lists’ which have afflicted some other descriptions of the literacies of information.

Despite some continuing inconsistency in the use of the term, we see that several authors, following Paul Gilster, are using ‘digital literacy’ to denote a broad concept, linking together other relevant literacies, based on computer/ICT competences and skills, but focused on ‘softer’ skills of information evaluation and knowledge assembly, together with a set of understandings and attitudes.

This is also referred to by other names, particularly e-literacy and, by some, information literacy. However, the former has not gained popularity, while the latter is strongly associated with various linear models, espoused particularly by the library community. It has also been adopted by UNESCO as an important tool for national and international development, as expressed in the Prague Declaration of 2003 and in the Alexandria Proclamation of 2005.

A typical explanation, from the American Library Association is:

Information Literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.

Information literacy is therefore seen as a linear series of sequential steps, typically:

* recognising a need for information
* identifying what information is needed
* finding the information
* evaluating the information
* organising the information
* using the information

Variations abound: 'communicating' may be included, for example, while 'deleting' and 'preserving' are given mention by those with a records management perspective. Greater granularity may be included, with 'finding' sometime broken down into sub-processes, such as 'choosing a source', 'retrieving' and 'acessing'.

While this is sometimes a useful concept, particularly for in planning training programmes, it is rather too prescriptive, and too limited to a 'library-style' formal information request, to be useful for describing all that is needed in dealing with the modern information environment.

Gilster’s idea of digital literacy, particularly as developed by a number of writers since, seems a suitable candidate. ‘Digital literacy’ seems an appropriate name, in an age where information comes mainly in this form; though with the caveat that an important part of digital literacy is knowing when to use a non-digital source.

“Education for the 21st Century: The Basics”

The Partnership for 21st Century Skills has developed six elements for 21st century educators. The elements provide a framework for teaching and learning in the 21st century and help focus on areas that need to be reformed within teaching. They center on core subjects that are legally mandated by the No Child Left Behind Act. They also focus on the new content areas of global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health/wellness awareness. In addition, they address learning and thinking skills that include critical thinking and problem solving skills; communication; creativity and innovation; collaboration; contextual learning; and information media literacy. They also concentrate on life skills such as leadership, ethics, accountability, personal responsibility, and self-direction.
The author suggests that 21st Century Educators need the following skills:
The teacher must be able to adapt the curriculum to teach digital tools. He/she must be able to adapt software that is made for a business so that it is suitable for various age groups. The 21st Century Educator must be a visionary. He/she must be able to look at other’s ideas and see how they could be used within the classroom. The teacher must be able to look at other disciplines and fields and integrate it into the students’ learning. The teacher must be able to utilize collaboration within his/her classroom using electronic mediums such as Blogger and MySpace. The teacher must be willing to take risks to further student knowledge of technology. The 21st Century teacher must be a learner and continue to stay current on the technological advances. The teacher must be able to effectively communicate using technologies. The teacher must also model behaviors they expect their students to display. Finally, the 21st Century teacher must be an effective leader.
Furthermore, the article suggests that there are three factors that must be present for integration and implementation of information and communication technology to work.
The classroom must be equipped with up-to-date technology. The teacher must be proficient in his/her ability to use a variety of pedagogical integration strategies. Finally, the curriculum must implement technology so that it mirrors the world that our students will live in. Finally, the learning space must have a shift from the traditional setting. It must move away from teacher-centered and move toward student-centered. It must be flexible and support technology.
I believe that it is very important to integrate technology into our lessons. The more we teach our students how to use technology, the better they will be prepared to work in the real world. As time progresses, technology will become more and more a part of our everyday lives. Therefore, it is important that student become as proficient as they can in the use of various forms of technology.


Reference:
Education for the 21st Century: The Basics. Retrieved February 13, 2010 from
http://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxjd3UzMTZlZHRlY2h8Z3g6NTI0ZDFmOWIwNGNiMDQwMg&pli=1

Critical Thinking

* What do we mean by critical thinking?
* How does critical thinking differ between disciplines?
* How does critical thinking apply to academic reading?
* How does critical thinking apply to academic writing?
* How can I add quality to my writing?
* Critical thinking as a generic skill for life

What do we mean by critical thinking?

When you are thinking critically, you are not just thinking passively and accepting everything you see and hear. You are thinking actively. You are asking questions about what you see and hear, evaluating, categorising, and finding relationships.

Some critical thinking activities are listed below:
SOME OF THE ACTIVITIES INVOLVED IN CRITICAL THINKING

Interpreting according to a framework

Relating theory to practice

Making a claim and supporting it

Using appropriate evidence

Making links between ideas

Asking questions

Evaluating


Predicting

Describing

Analysing

Synthesising

Categorising

Establishing cause and effect

Comparing and contrasting

Identifying problems and solutions

Critical thinking is the essence of tertiary learning. As a university student, you will be expected to apply mental actions such as these to all your academic reading, writing, listening and discussing.

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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

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.