Wednesday, December 30, 2009
It’s Gonna Make Sense
Michael Learns to Rock
Life comes in many shapes
You think you know what you got
Until it changes
And life will take you high and low
You gotta learn how to walk
And then which way to go
Every choice you make
When you’re lost
Every step you take
Has it’s cause
Chorus:
After you clear your eyes
You’ll see the light
Somewhere in the darkness
After the rain has gone
You’ll feel the sun come
And though it seems your sorrow never ends
Someday it’s gonna make sense
Tears you shed are all the same
When you laughed ’till you cried
Or broken down in pain
All the hours you have spent in the past
Worrying about
A thing that didn’t last
Everything you saw
Played a part
In everything you are
In your heart
Chorus:
After you clear your eyes
You’ll see the light
Somewhere in the darkness
After the rain has gone
You’ll feel the sun come
And though it seems your sorrow never ends
Someday it’s gonna make sense
Release:
Someday you’re gonna find the answers
To all the things you’ve become and all they’ve done
At your expense
Someday it’s gonna make sense
Sunday, December 13, 2009
Philippine massacre charges filed
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Prosecutors in the Philippines have formally filed 25 murder charges against a man accused of leading a election-related massacre on the southern island of Mindanao that outraged the nation.
The charges against Andal Ampatuan Jr, the son of the governor of Maguindanao province, were filed in a court in the southern city of Cotabato, which has jurisdiction over the site of the massacre.
According to prosecutors, at least 10 witnesses have said Ampatuan Jr led the gang of gunmen that carried out the killings of political campaigners and journalists.
Ampatuan Jr has denied the charges.
Prosecutors allege armed followers of the Ampatuan clan murdered 57 people including the wife and two sisters of their political rival, Esmael Mangudadatu.
Also among those killed were journalists, lawyers and other civilians.
Political rivalry
Edilberto Jamora, the prosecutor in the case, said Ampatuan Jr was only being charged with 25 murders so far because authorities had only processed 25 death certificates.
Ampatuan Jr is accused of leading the killings to prevent Mangudadatu from challenging him in the May 2010 race for governor of the province.
Ampatuan's father, together with six other clan members, have been summoned to submit affidavits in the investigation into the massacre in Maguindanao province.
They are also suspects in the investigation, but have not been charged.
The Ampatuans control many local positions in the southern province of Maguindanao and have hundreds of armed followers there.
Prosecutors said the killings were carefully planned and that more charges will follow.
'Strong evidence'
Jovencito Zuno, the chief state prosecutor, said at least one witness alleged that the Ampatuan clan had gathered in the patriarch's mansion in the provincial capital of Shariff Aguak days before to plan the killings.
The graves were dug in advance and a backhoe positioned to bury the bodies, prosecutors said.
Police said earlier they took into custody six officers, including the Maguindanao provincial police chief and his deputy.
Two inspectors among them were allegedly seen during the massacre with Ampatuan Jr, said Erickson Velasquez, head of the criminal investigation division.
The massacre has also embarrassed Gloria Macapagal Arroyo, the Philippine president, who has longstanding ties with the Ampatuans.
Arroyo has declared a state of emergency in Maguindanao and a neighbouring province, ordering troops and police to confiscate unlicensed weapons and restore order.
But few think the measures will go far enough in the region which is notorious for its political warlords who have been outside the central government's control for generations.
Lifting martial law
The order lifting martial law was due to be effective at 9 p.m. (8 a.m. ET) Saturday, the Philippines News Agency (PNA) and CNN affiliate ABS-CBN said.
Military troops will remain in Maguindanao province to keep the peace despite the move, said Victor Ibrado, chief of staff of the Philippine armed forces, PNA said.
Arroyo imposed martial law December 4 but lifted it Saturday after deciding it had achieved its objectives, Executive Secretary Eduardo Ermita said, according to PNA.
Local government was now back in power and the justice system was functioning again, he said.
Authorities have said the November 23 massacre in Maguindanao province was a politically motivated attempt to keep an opponent of the politically powerful Ampatuan family from running for governor.
Thirty journalists were among those killed.
The martial law allowed arrests without warrants, and at least six members of the Ampatuan family -- including a local mayor -- were arrested, according to ABS-CBN.
Authorities raided a warehouse and ranch belonging to the family last weekend and confiscated firearms, ammunition and vehicles, Maj. Randolph Cabangbang, deputy of operations for the eastern Mindanao command, told CNN.
Ermita said Saturday that three charges of multiple murders were filed in court, and that 24 people were charged with rebellion. The Philippine National Police has referred nearly 900 other cases to the Department of Justice, he said.
Violence in the run-up to elections is not uncommon in the Philippines. The Maguindanao massacre, however, is the worst politically motivated violence in recent Philippine history, according to state media.
The victims included the wife and sister of political candidate Ismael "Toto" Mangudadatu, who had sent the women to file paperwork allowing him to run for governor of Maguindanao. He said he had received threats from allies of Gov. Andal Ampatuan Sr., the father of the accused mayor, saying he would be kidnapped if he filed the papers himself.
Maguindanao is part of an autonomous region in predominantly Muslim Mindanao, which was set up in the 1990s to quell armed uprisings by people seeking an independent Muslim homeland in the predominantly Christian Asian nation.
Saturday, November 28, 2009
Wednesday, November 11, 2009
Monday, November 2, 2009
Friday, October 16, 2009
Lesssons Learned from Bagyong Ondoy
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1. An extraordinary weather incident
2. Climate change via global warming
3. Lack of civil defense planning and vigilance; inadequate weather bulletins and alerts from PAG-ASA
4. Poor waste management. If the creeks and rivers had not been clogged, they would have allowed for released waters from the dams and floodwaters to have somehow drain faster.
5. Environment degradation
6. Wild and unregulated property development
Metro Manila settlers themselves contributed to the disaster. That is, from the plastic bags they throw into the sewers to the trash in the streets everyday. The sewers and drain systems are like veins in our body. If you feed it with junk, it will give you a heart attack.
The garbage was the doing of the common people. These were thrown into the waterways because that was the easiest and quickest way to get rid of them. The result, because the trash clogged waterways, the latter is made shallow and narrow. Eventually with the storm “Ondoy”, nature took revenge. Waterways overflowed the banks and entered the homes, yards and streets and to the very people where the garbage came from. As the trite adage says, “the trash you throw into the streams will come back to haunt you”.
While the flood was heavily accompanied by mud washed down by rain, landslide continue to occur even after the storm Ondoy. This is because there are no more roots of trees to hold the soil together. Those people responsible in cutting down the forest must have been the first to be buried alive by landslide but they are accordingly merely watching high and dry from their mansions and condos. These people who got rich by illegal logging assuage their feelings of guilt by donating some of their ill-gotten wealth to the relief organizations helping flood victims.
“We benefit more from our failures than from our successes; that crises teach us more important lessons than we can possibly learn from books and classrooms. As someone puts it, one of the things that hits you most forcibly and offers ideas of value is failure and suffering. Success and happiness give out great feelings but it is affliction that enlightens and prepare us best for the future.” -- Ramon J. Farolan, Phil. Daily Inquirer Columnist
Saturday, September 12, 2009
Your Thought and Mine
Your Thought and Mine
You have your thought and I have mine.
Your thought allows you to believe in the unequal contest of the strong against the weak, and in the tricking of the simple by the subtle ones. My thought creates in me the desire to till the earth with my hoe, and harvest the crops with my sickle, and build my home with stones and mortar, and weave my raiment with woollen and linen threads. Your thought urges you to marry wealth and notability. Mine commends self-reliance. Your thought advocates fame and show. Mine counsels me and implores me to cast aside notoriety and treat it like a grain of sand cast upon the shore of eternity. Your thought instils in your heart arrogance and superiority. Mine plants within me love for peace and the desire for independence. Your thought begets dreams of palaces with furniture of sandalwood studded with jewels, and beds made of twisted silk threads. My thought speaks softly in my ears, “Be clean in body and spirit even if you have nowhere to lay your head.” Your thought makes you aspire to titles and offices. Mine exhorts me to humble service.
You have your thought and I have mine.
Your thought is social science, a religious and political dictionary. Mine is simple axiom. Your thought speaks of the beautiful woman, the ugly, the virtuous, the prostitute, the intelligent, and the stupid. Mine sees in every woman a mother, a sister, or a daughter of every man. The subjects of your thought are thieves, criminals, and assassins. Mine declares that thieves are the creatures of monopoly, criminals are the offspring of tyrants, and assassins are akin to the slain. Your thought describes laws, courts, judges, punishments. Mine explains that when man makes a law, he either violates it or obeys it. If there is a basic law, we are all one before it. He who disdains the mean is himself mean. He who vaunts his scorn of the sinful vaunts his disdain of all humanity. Your thought concerns the skilled, the artist, the intellectual, the philosopher, the priest. Mine speaks of the loving and the affectionate, the sincere, the honest, the forthright, the kindly, and the martyr. Your thought advocates Judaism, Brahmanism, Buddhism, Christianity, and Islam. In my thought there is only one universal religion, whose varied paths are but the fingers of the loving hand of the Supreme Being. In your thought there are the rich, the poor, and the beggared. My thought holds that there are no riches but life; that we are all beggars, and no benefactor exists save life herself.
You have your thought and I have mine.
According to your thought, the greatness of nations lies in their politics, their parties, their conferences, their alliances and treaties. But mine proclaims that the importance of nations lies in work – work in the field, work in the vineyards, work with the loom, work in the tannery, work in the quarry, work in the timberyard, work in the office and in the press. Your thought holds that the glory of the nations is in their heroes. It sings the praises of Rameses, Alexander, Caesar, Hannibal, and Napoleon. But mine claims that the real heroes are Confucius, Lao-Tse, Socrates, Plato, Abi Taleb, El Gazali, Jalal Ed-din-el Roumy, Copernicus, and Pasteur. Your thought sees power in armies, cannons, battleships, submarines, aeroplanes, and poison gas. But mine asserts that power lies in reason, resolution, and truth. No matter how long the tyrant endures, he will be the loser at the end. Your thought differentiates between pragmatist and idealist, between the part and the whole, between the mystic and materialist. Mine realizes that life is one and its weights, measures and tables do not coincide with your weights, measures and tables. He whom you suppose an idealist may be a practical man.
You have your thought and I have mine.
Your thought is interested in ruins and museums, mummies and petrified objects. But mine hovers in the ever-renewed haze and clouds. Your thought is enthroned on skulls. Since you take pride in it, you glorify it too. My thought wanders in the obscure and distant valleys. Your thought trumpets while you dance. Mine prefers the anguish of death to your music and dancing. Your thought is the thought of gossip and false pleasure. Mine is the thought of him who is lost in his own country, of the alien in his own nation, of the solitary among his kinfolk and friends.
You have your thought and I have mine.
Thursday, September 10, 2009
Sunday, September 6, 2009
Saturday, September 5, 2009
Sunday, August 30, 2009
Sand and Stone
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A story tells that two friends were walking through the desert. During some point of the journey they had an argument, and one friend slapped the other one in the face. The one who got slapped was hurt, but without saying anything, wrote in the sand: "TODAY MY BEST FRIEND SLAPPED ME IN THE FACE."
They kept on walking until they found an oasis, where they decided to take a bath. The one, who had been slapped, got stuck in the mire and started drowning, but the friend saved him. After the friend recovered from the near drowning, he wrote on a stone: "TODAY MY BEST FRIEND SAVED MY LIFE."
The friend who had slapped and saved his best friend asked him, "After I hurt you, you wrote in the sand and now, you write on a stone, why?"
The other friend replied: "When someone hurts us, we should write it down in sand where winds of forgiveness can erase it away. But, when someone does something good for us, we must engrave it in stone where no wind can ever erase it."
LEARN TO WRITE YOUR HURTS IN THE SAND, AND TO CARVE YOUR BENEFITS IN STONE
Parable Of The Pencil - Pencil story
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The Pencil Maker took the pencil aside, just before putting him into the box.
"There are 5 things you need to know," he told the pencil, "Before I send you out into the world. Always remember them and never forget, and you will become the best pencil you can be."
"One: You will be able to do many great things, but only if you allow yourself to be held in Someone's hand."
"Two: You will experience a painful sharpening from time to time, but you'll need it to become a better pencil."
"Three: You will be able to correct any mistakes you might make."
"Four: The most important part of you will always be what's inside."
"And Five: On every surface you are used on, you must leave your mark. No matter what the condition, you must continue to write."
The pencil understood and promised to remember, and went into the box with purpose in its heart.
Now replacing the place of the pencil with you. Always remember them and never forget, and you will become the best person you can be.
One: You will be able to do many great things, but only if you allow yourself to be held in God's hand. And allow other human beings to access you for the many gifts you possess.
Two: You will experience a painful sharpening from time to time, by going through various problems in life, but you'll need it to become a stronger person.
Three: You will be able to correct any mistakes you might make.
Four: The most important part of you will always be what's on the inside.
And Five: On every surface you walk through, you must leave your mark. No matter what the situation, you must continue to do your duties.
Allow this parable on the pencil to encourage you to know that you are a special person and only you can fulfill the purpose to which you were born to accomplish.
Never allow yourself to get discouraged and think that your life is insignificant and cannot make a change.
Love and Time
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Love was the only one who stayed. Love wanted to hold out until the last possible moment.
When the island had almost sunk, Love decided to ask for help.
Richness was passing by Love in a grand boat. Love said,
"Richness, can you take me with you?"
Richness answered, "No, I can't. There is a lot of gold and silver in my boat. There is no place here for you."
Love decided to ask Vanity who was also passing by in a beautiful vessel. "Vanity, please help me!"
"I can't help you, Love. You are all wet and might damage my boat," Vanity answered.
Sadness was close by so Love asked, "Sadness, let me go with you."
"Oh . . . Love, I am so sad that I need to be by myself!"
Happiness passed by Love, too, but she was so happy that she did not even hear when Love called her.
Suddenly, there was a voice, "Come, Love, I will take you." It was an elder. So blessed and overjoyed, Love even forgot to ask the elder where they were going. When they arrived at dry land, the elder went her own way. Realizing how much was owed the elder, Love asked Knowledge, another elder, "Who Helped me?"
"It was Time," Knowledge answered.
"Time?" asked Love. "But why did Time help me?"
Knowledge smiled with deep wisdom and answered, "Because only Time is capable of understanding how valuable Love is."
Alexander Fleming
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His name was Fleming, and he was a poor Scottish farmer. One day, while trying to eke out a living for his family, he heard a cry for help coming from a nearby bog. He dropped his tools and ran to the bog. There, mired to his waist in black muck, was a terrified boy, screaming and struggling to free himself. Farmer Fleming saved the lad from what could have been a slow and terrifying death.
The next day, a fancy carriage pulled up to the Scotsman's sparse surroundings. An elegantly dressed nobleman stepped out and introduced himself as the father of the boy Farmer Fleming had saved.
"I want to repay you," said the nobleman. "You saved my son's life."
"No, I can't accept payment for what I did," the Scottish farmer replied, waving off the offer. At that moment, the farmer's own son came to the door of the family hovel.
"Is that your son?" the nobleman asked. "Yes," the farmer replied proudly.
"I'll make you a deal. Let me take him and give him a good education. If the lad is anything like his father, he'll grow to a man you can be proud of."
And that he did. In time, Farmer Fleming's son graduated from St. Mary's Hospital Medical School in London, and went on to become known throughout the world as the noted Sir Alexander Fleming, the discoverer of Penicillin.
Years afterward, the nobleman's son was stricken with pneumonia. What saved him? Penicillin. The name of the nobleman? Lord Randolph Churchill. His son's name? Sir Winston Churchill.
Someone once said what goes around comes around.
Thursday, August 27, 2009
Teacher under interrogation
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Teaching is one of the toughest jobs on earth. No wonder some teachers feel like giving up to a profession which is not only physically and mentally demanding but also emotionally disheartening.
With so many work to accomplish, not to mention the regular teaching work and lesson planning, we can't help not to answer some of the big questions concerning us.
1. Do you plan to slow down in the coming year?
Being young and vibrant is a blessing. I can imagine my old co-teachers complaining their back pains and sore throat and other muscle pains caused by old age. It's good to know that I am young and I still have the energy to teach. I am given the proper motivation for my work. I guess, I just need to maintain my pace and passion in teaching students and I should not let it die down on me.
2. Do you consider yourself a workaholic?
I could say I am. Specially this month and this coming September, I don't know how to define the word "rest."
3. When you need more time, do you tend to cut back on your sleep?
Not anymore. I learned so much lessons in the past. I realized sleep is very important. I can't afford to cut back on it. Time management is still an effective way to beat any deadline.
4. At the end of the day, do you often feel that you have not accomplished what you had set out to do?
Sometime I feel like I am not accomplishing anything when I don't plan out my day. Iused to list down on paper the things I want to accomplish in a particular day as "To-do-list." If I fail to make a list, I am sure nothing will happen.
5. Do you worry that you don’t spend enough time with your family or friends?
Yes, I really worry not spending quality time with people whom I care and love. I hope I can be with my family always. But to my friends I can spare some time specially when they invited me to a party.
6. Do you feel that you’re constantly under stress trying to accomplish more than you can handle?
I have this mentality. I just don't know how to avoid stress.
7. Do you feel trapped in a daily routine?
Yes.
8. Do you feel that you just don’t have time for fun any more?
I still find time to enjoy and have fun while working.
9. Do you often feel under stress when you don’t have enough time?
Nope.
10. Would you like to spend more time alone?
Yes, I truly need time to contemplate on my life. I will explain later.
Wednesday, August 19, 2009
Saturday, August 15, 2009
Inspiring Myself
You need to remember that everyone has bad days. No matter who they are and how much money they have. A person will never be in his life happy all the time. It's not normal, and you can't ever expect it. That's why you need to remember inspiring thoughts at these low times.
Perhaps you have a favorite book that you enjoy many quotes from, maybe even the Bible. Even if you're not a very religious person there are some very good inspiring comments in the Bible that everyone can enjoy.
Think of something you've accomplished in the past. Be it a simple thing like a story you wrote or a poem. Even though it may never have been published when shared with friends they really enjoyed it. This should inspire you to perhaps even write another one, and get you out of that mood.
Movies that you always find that make you happy can have some inspiring thoughts in them to make you feel less down too. Placing that movie on and watching it, or just the scenes that always make you laugh or smile can be enough of a push to bring you from a down mood to an up mood.
Finally, you need to keep in mind that you are no different from anyone else. We all experience these feelings of being down. Just don't let them get too bad before you seek out a friend to talk to. If you ever get close to thinking of hurting yourself call your friends up and chat, they will help you out.
Wednesday, July 29, 2009
Wednesday, July 22, 2009
Friday, July 10, 2009
A Teacher's Creed
I believe I have been called by God to teach.
I believe in children...young and old...black and white...rich and poor....each in need of learning.
I believe in blackboards, chalk dust, textbooks, and computers for each has a part in imparting knowledge.
I believe the love I give to my students will someday be reflected in their lives.
I believe the gift of teaching is not measured simply by marks, enrollment, or the end of the school year.
It is in the witness I give and the fullness of the life lived by those I teach.
I believe I have the power to lead those in need of learning to the threshold of their own minds.
I believe in my giftedness to use each of the tools available no matter how new or old..for the light of knowledge in the eyes of another is my goal.
I believe teaching is more than tests, diplomas, paperwork, and fundraising.
It is the values I breathe daily into another...slowly.
It is in the faith I share in Jesus...ever changing and growing...never ending.
I believe my success today goes unnoticed...until those I teach and touch can stand alone and say "in my life I have learned..."
I believe if I have taught and touched one person...in God's name...I have used my gift to me justly..and can humbly say...
I believe in teaching....
I AM A TEACHER!!
Friday, June 26, 2009
What is Global Warming? Symposium
Global Warming is defined as the increase of the average temperature on Earth. As the Earth is getting hotter, disasters like hurricanes, droughts and floods are getting more frequent.
See the most important facts of the UN Climate Change Report 2007 at a glance
Over the last 100 years, the average temperature of the air near the Earth´s surface has risen a little less than 1° Celsius (0.74 ± 0.18°C, or 1.3 ± 0.32° Fahrenheit). Does not seem all that much? It is responsible for the conspicuous increase in storms, floods and raging forest fires we have seen in the last ten years, though, say scientists.
Their data show that an increase of one degree Celsius makes the Earth warmer now than it has been for at least a thousand years. Out of the 20 warmest years on record, 19 have occurred since 1980. The three hottest years ever observed have all occurred in the last eight years, even.
What is Global Warming?
See the best ways to use renewable energies
Picture Gallery (click the image to start)
See the best ways to use renewable energies
Earth should be in cool-down-period
But it is not only about how much the Earth is warming, it is also about how fast it is warming. There have always been natural climate changes – Ice Ages and the warm intermediate times between them – but those evolved over periods of 50,000 to 100,000 years.
A temperature rise as fast as the one we have seen over the last 30 years has never happened before, as far as scientists can ascertain. Moreover, normally the Earth should now be in a cool-down-period, according to natural effects like solar cycles and volcano activity, not in a heating-up phase.
Thursday, June 18, 2009
Surigao del Sur, Our Land and Our Home
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Surigao del sur is one of the supplier of agricultural items like, rice, banana and some tropical fruits. Copper, chromite and silver are also found here.
The 56th Philippine province and is one of the sub-regions of Caraga.
It is located on the Northeastern Coast of Mindanao facing the Pacific Ocean.
It is bounded on the Northwest by the Province of Surigao del Norte, on the Southeast by Davao Oriental, on its Eastern side by the Pacific Ocean, and on the West and Southwest by the Provinces of Agusan del Norte and Agusan del Sur.
Surigao del Sur has one city and 18 municipalities most of which are located in the coastal areas, with Tandag as its capital. These municipalities are subdivided into 309 barangays and has two congressional districts.
Surigao del Sur is subdivided into 18 municipalities and one city.
City: Bislig City
History
Before the Spaniards came, the aborigines of the province were the Mamanua and Manobo. Later, our Austronesian brothers from the Visayas came to settle with the natives. It was with the arrival of the immigrants that the province acquired its name from one of the natives, Saliagao, who lived near the mouth of the river.The name Saliagao was later pronounced Surigao by the inhabitants.
It is also said that long time ago, some Visayan fishermen forced by the strong current of the Surigao Strait, sought refuge in one of the huts somewhere in the province. The Mamanua who thought that these fishermen wanted to occupy the hut by force said “Agaw”, the term which was later given a prefix “Suri” by an immigrant.
Surigao formerly, was extended from what is known as Agusan, including the islands east of it and the northern regions of Davao and the capital of the province that time was Caraga and so the Spaniards called the people Caragas.
The aborigines of Surigao del Sur were a conglomeration and mixture of different racial types, namely: Mandaya, Mamanua, Mansaka and Manobo. These racial groups were of Malayan-Indonesian ancestry which took place thousand years ago. In the course of their migration, these primitive nomads were believed to have separated their ways in some portions of the archipelago in a spirit of adventure and search for food (i.e., during the pleisto scene of the glacial ages). It was believed further that they first settled in the northern island of the country who later took their bancas and reach the shores of Mindanao particularly in the Provinces of Surigao and Davao. They scattered among themselves in spots either in pairs or by family clans, retaining their own customs, dialects and ways of life.
There was no trace of exact dates and places of arrival. But it was known that this group of people were very nomadic and were the remnants of the present Mamanua and Manobo found in the wilderness of the northern part of Davao bordering the Province of Surigao. Their migratory movement was said to have come from the hinterlands of Agusan and along the foothills of western and southern part of Surigao del Sur. It was pointed out that the cause of migration was due to famine and occurrence of death from diseases believed caused by evil spirits.
The Province of Surigao del Sur was created as the 56th Philippine province on June 19, 1960 by virtue of RA 2786 and was formally organized or separated from its mother province, Surigao del Norte, on September 18, 1960.
At the time of its inception, it was classified as 4th Class province with an annual income of over P300,000.00. Seven years later, because of rapid increase of revenue collection particularly from the logging ventures, it has been reclassified as Ist Class B and in 1980 as Ist Class A with an estimated annual income of around P13,000,000.00. Presently, it is reclassified as 2nd Class with a revenueadding up to P315,888,300.63.
Honorable Recaredo B. Castillo was the appointed Governor and subsequently elected Governor and Honorable Vicente L. Pimentel as the first elected Congressman. Hon. Vicente T. Pimentel, Jr. is the eighth and incumbent Provincial Executive.
Originally the province had 13 municipalities. In subsequent years, six more were added raising the number to 19 with Tandag as its capital town. Now, one of its municipalities has been elevated to a city category and this is Bislig City.
Wednesday, June 17, 2009
JPENHS IMPLEMENTS 2009 BRIGADA ESKWELA
In consonance to DepED Memorandum No. 168, s. 2009 and DepED Order No. 25, s. 2009, DepED Tandag City implements 2009 Brigada Eskwela or the National Schools Maintenance Week on May 18 – 22, 2009.
Cognizant to DepED Order No. 25, s. 2009, Brigada Eskwela is a schools maintenance program nationwide that engages all education stakeholders to contribute their time, effort and resources in ensuring that all public schools are ready in time for school opening. It is a weeklong event where communities, parents, alumni, civic groups, local businesses, non- government organizations, and private individuals including teacher and student volunteers devote their time and skills to do repairs and maintenance work in public schools.
Last year, the participation rate among public schools reached 100%. All 44,619 public schools have contributed to the success of last year’s Brigada Eskwela. Savings on maintenance reached P2.9 Billion, and the peso value of volunteer time pegged at P 1.6 Billion. The peso value of donations-in-kind from generous donors amounted to P1.2 Billion.
All Regional and Division Offices synchronize the implementation of the School- Based Repair and Maintenance Scheme (SBRMS) with Brigada Eskwela to maximize impact of these two DepED Programs.
THE PARADOX OF OUR TIME
The paradox of our time in history is that we have taller buildings but shorter tempers, wider freeways but narrower viewpoints. We spend more
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We have bigger houses yet smaller families, more conveniences but less time. We have more degrees but less sense, more knowledge but less judgment, more experts yet more problem, more medicines but less wellness.
We’ve learned how to make a living but not life. We’ve added years to life, not life to years. We’ve been all the way to the moon and back, but have trouble crossing the street to meet a new neighbor. We conquered the outer space, but not the inner space. We’ve done larger things but not better things.
We’ve cleaned the air, but polluted the soul. We’ve conquered the atom but not our prejudice. We write more, but learn less. We build more computers to hold more information, to produce more copies than ever, but we communicate less and less.
Remember: spend more time with your loved ones, because they are not going to be around forever. Remember: say a kind word to someone who looks up to you in awe, because that little person will soon grow up and leave your side. Remember to give a warm hug to the one next to you, because that is the only treasure you can give with your heart and it doesn’t cost a cent. Remember to say: I love you to your partner and your loved ones, but most of all mean it. (A kiss and embrace will mend a heart when it comes from deep inside of you). Remember to hold hands and cherish the moment, for someday that person will not be there again. Give time to love, give time to speak and give time to share the precious thoughts in your mind.
Life is not measured by the number of breaths we take, but by the moments that take our breaths away…
Thursday, June 11, 2009
Friday, June 5, 2009
My Pedagogic Creed, The School and Social Progress
by John Dewey
THE SCHOOL AND SOCIAL PROGRESS
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* I believe that education is the fundamental method of social progress and reform.
* I believe that education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction.
* I believe that this conception has due regard for both the individualistic and socialistic ideals. It is duly individual because it recognizes the formation of a certain character as the only genuine basis of right living. It is socialistic because it recognizes that this right character is not to be formed by merely individual precept, example, or exhortation, but rather by the influence of a certain form of institutional or community life upon the individual, and that the social organism through the school, as its organ, may determine ethical results.
* I believe that in the ideal school we have the reconciliation of the individualistic and the institutional ideals.
* I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.
* I believe that when society once recognizes the possibilities in this direction, and the obligations which these possibilities impose, it is impossible to conceive of the resources of time, attention, and money which will be put at the disposal of the educator.
* I believe it is the business of every one interested in education to insist upon the school as the primary and most effective instrument of social progress and reform in order that society may be awakened to realize what the school stands for, and aroused to the necessity of endowing the educator with sufficient equipment properly to perform his task.
* I believe that education thus conceived marks the most perfect and intimate union of science and art conceivable in human experience.
* I believe that the art of thus giving shape to human powers and adapting them to social service, is the supreme art; one calling into its service the best of artists; that no insight, sympathy, tact, executive power is too great for such service.
* I believe that with the growth of psychological science, giving added insight into individual structure and laws of growth; and with growth of social science, adding to our knowledge of the right organization of individuals, all scientific resources can be utilized for the purposes of education.
* I believe that when science and art thus join hands the most commanding motive for human action will be reached; the most genuine springs of human conduct aroused and the best service that human nature is capable of guaranteed.
* I believe, finally, that the teacher is engaged, not simply in the training of individuals, but in the formation of the proper social life.
* I believe that every teacher should realize the dignity of his calling; that he is a social servant set apart for the maintenance of proper social order and the securing of the right social growth.
* I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.
My Pedagogic Creed,The Nature of Method
by John Dewey
THE NATURE OF METHOD
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* I believe that the active side precedes the passive in the development of the child nature; that expression comes before conscious impression; that the muscular development precedes the sensory; that movements come before conscious sensations; I believe that consciousness is essentially motor or impulsive; that conscious states tend to project themselves in action.
* I believe that the neglect of this principle is the cause of a large part of the waste of time and strength in school work. The child is thrown into a passive, receptive or absorbing attitude. The conditions are such that he is not permitted to follow the law of his nature; the result is friction and waste.
* I believe that ideas (intellectual and rational processes) also result from action and devolve for the sake of the better control of action. What we term reason is primarily the law of orderly or effective action. To attempt to develop the reasoning powers, the powers of judgment, without reference to the selection and arrangement of means in action, is the fundamental fallacy in our present methods of dealing with this matter. As a result we present the child with arbitrary symbols. Symbols are a necessity in mental development, but they have their place as tools for economizing effort; presented by themselves they are a mass of meaningless and arbitrary ideas imposed from without.
* I believe that the image is the great instrument of instruction. What a child gets out of any subject presented to him is simply the images which he himself forms with regard to it.
* I believe that if nine-tenths of the energy at present directed towards making the child learn certain things, were spent in seeing to it that the child was forming proper images, the work of instruction would be indefinitely facilitated.
* I believe that much of the time and attention now given to the preparation and presentation of lessons might be more wisely and profitably expended in training the child's power of imagery and in seeing to it that he was continually forming definite, vivid, and growing images of the various subjects with which he comes in contact in his experience.
* I believe that interests are the signs and symptoms of growing power. I believe that they represent dawning capacities. Accordingly the constant and careful observation of interests is of the utmost importance for the educator.
* I believe that these interests are to be observed as showing the state of development which the child has reached.
* I believe that the prophesy the stage upon which he is about to enter.
* I believe that only through the continual and sympathetic observation of childhood's interests can the adult enter into the child's life and see what it is ready for, and upon what material it could work most readily and fruitfully.
* I believe that these interests are neither to be humored nor repressed. To repress interest is to substitute the adult for the child, and so to weaken intellectual curiosity and alertness, to suppress initiative, and to deaden interest. To humor the interests is to substitute the transient for the permanent. The interest is always the sign of some power below; the important thing is to discover this power. To humor the interest is to fail to penetrate below the surface and its sure result is to substitute caprice and whim for genuine interest.
* I believe that the emotions are the reflex of actions.
* I believe that to endeavor to stimulate or arouse the emotions apart from their corresponding activities, is to introduce an unhealthy and morbid state of mind.
* I believe that if we can only secure right habits of action and thought, with reference to the good, the true, and the beautiful, the emotions will for the most part take care of themselves.
* I believe that next to deadness and dullness, formalism and routine, our education is threatened with no greater evil than sentimentalism.
* I believe that this sentimentalism is the necessary result of the attempt to divorce feeling from action.
My Pedagogic Creed, Subject Matter of Education
by John Dewey
THE SUBJECT-MATTER OF EDUCATION
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* I believe that the subject-matter of the school
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* I believe that we violate the child's nature and render difficult the best ethical results, by introducing the child too abruptly to a number of special studies, of reading, writing, geography, etc., out of relation to this social life.
* I believe, therefore, that the true centre of correlation of the school subjects is not science, nor literature, nor history, nor geography, but the child's own social activities.
* I believe that education cannot be unified in the study of science, or so-called nature study, because apart from human activity, nature itself is not a unity; nature in itself is a number of diverse objects in space and time, and to attempt to make it the centre of work by itself, is to introduce a principle of radiation rather than one of concentration.
* I believe that literature is the reflex expression and interpretation of social experience; that hence it must follow upon and not precede such experience. It, therefore, cannot be made the basis, although it may be made the summary of unification.
* I believe once more that history is of educative value in so far as it presents phases of social life and growth. It must be controlled by reference to social life. When taken simply as history it is thrown into the distant past and becomes dead and inert. Taken as the record of man's social life and progress it becomes full of meaning. I believe, however, that it cannot be so taken excepting as the child is also introduced directly into social life.
* I believe accordingly that the primary basis of education is in the child's powers at work along the same general constructive lines as those which have brought civilization into being.
* I believe that the only way to make the child conscious of his social heritage is to enable him to perform those fundamental types of activity which makes civilization what it is.
* I believe, therefore, in the so-called expressive or constructive activities as the centre of correlation.
* I believe that this gives the standard for the place of cooking, sewing, manual training, etc., in the school.
* I believe that they are not special studies which are to be introduced over and above a lot of others in the way of relaxation or relief, or as additional accomplishments. I believe rather that they represent, as types, fundamental forms of social activity; and that it is possible and desirable that the child's introduction into the more formal subjects of the curriculum be through the medium of these activities.
* I believe that the study of science is educational in so far as it brings out the materials and processes which make social life what it is.
* I believe that one of the greatest difficulties in the present teaching of science is that the material is presented in purely objective form, or is treated as a new peculiar kind of experience which the child can add to that which he has already had. In reality, science is of value because it gives the ability to interpret and control the experience already had. It should be introduced, not as so much new subject- matter, but as showing the factors already involved in previous experience and as furnishing tools by which that experience can be more easily and effectively regulated.
* I believe that at present we lose much of the value of literature and language studies because of our elimination of the social element. Language is almost always treated in the books of pedagogy simply as the expression of thought. It is true that language is a logical instrument, but it is fundamentally and primarily a social instrument. Language is the device for communication; it is the tool through which one individual comes to share the ideas and feelings of others. When treated simply as a way of getting individual information, or as a means of showing off what one has learned, it loses its social motive and end.
* I believe that there is, therefore, no succession of studies in the ideal school curriculum. If education is life, all life has, from the outset, a scientific aspect; an aspect of art and culture and an aspect of communication. It cannot, therefore, be true that the proper studies for one grade are mere reading and writing, and that at a later grade, reading, or literature, or science, may be introduced. The progress is not in the succession of studies but in the development of new attitudes towards, and new interests in, experience.
* I believe finally, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing.
* I believe that to set up any end outside of education, as furnishing its goal and standard, is to deprive the educational process of much of its meaning and tends to make us rely upon false and external stimuli in dealing with the child.
My Pedagogic Creed, What the School Is
by John Dewey
WHAT THE SCHOOL IS
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* I believe that education, therefore, is a process of living and not a preparation for future living.
* I believe that the school must represent present life - life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the play-ground.
* I believe that education which does not occur through forms of life, forms that are worth living for their own sake, is always a poor substitute for the genuine reality and tends to cramp and to deaden.
* I believe that the school, as an institution, should simplify existing social life; should reduce it, as it were, to an embryonic form. Existing life is so complex that the child cannot be brought into contact with it without either confusion or distraction; he is either overwhelmed by multiplicity of activities which are going on, so that he loses his own power of orderly reaction, or he is so stimulated by these various activities that his powers are prematurely called into play and he becomes either unduly specialized or else disintegrated.
* I believe that, as such simplified social life, the school life should grow gradually out of the home life; that it should take up and continue the activities with which the child is already familiar in the home.
* I believe that it should exhibit these activities to the child, and reproduce them in such ways that the child will gradually learn the meaning of them, and be capable of playing his own part in relation to them.
* I believe that this is a psychological necessity, because it is the only way of securing continuity in the child's growth, the only way of giving a background of past experience to the new ideas given in school.
* I believe it is also a social necessity because the home is the form of social life in which the child has been nurtured and in connection with which he has had his moral training. It is the business of the school to deepen and extend his sense of the values bound up in his home life.
* I believe that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed. The value of these is conceived as lying largely in the remote future; the child must do these things for the sake of something else he is to do; they are mere preparation. As a result they do not become a part of the life experience of the child and so are not truly educative.
* I believe that moral education centres about this conception of the school as a mode of social life, that the best and deepest moral training is precisely that which one gets through having to enter into proper relations with others in a unity of work and thought. The present educational systems, so far as they destroy or neglect this unity, render it difficult or impossible to get any genuine, regular moral training.
* I believe that the child should be stimulated and controlled in his work through the life of the community.
* I believe that under existing conditions far too much of the stimulus and control proceeds from the teacher, because of neglect of the idea of the school as a form of social life.
* I believe that the teacher's place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.
* I believe that the discipline of the school should proceed from the life of the school as a whole and not directly from the teacher.
* I believe that the teacher's business is simply to determine on the basis of larger experience and riper wisdom, how the discipline of life shall come to the child.
* I believe that all questions of the grading of the child and his promotion should be determined by reference to the same standard. Examinations are of use only so far as they test the child's fitness for social life and reveal the place in which he can be of most service and where he can receive the most help.
My Pedagogic Creed, What Education Is
by John Dewey
WHAT EDUCATION IS
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* I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself. Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling and to conceive of himself from the standpoint of the welfare of the group to which he belongs. Through the responses which others make to his own activities he comes to know what these mean in social terms. The value which they have is re
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* I believe that this educational process has two sides - one psychological and one sociological; and that neither can be subordinated to the other or neglected without evil results following. Of these two sides, the psychological is the basis. The child's own instincts and powers furnish the material and give the starting point for all education. Save as the efforts of the educator connect with some activity which the child is carrying on of his own initiative independent of the educator, education becomes reduced to a pressure from without. It may, indeed, give certain external results but cannot truly be called educative. Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it chances to coincide with the child's activity it will get a leverage; if it does not, it will result in friction, or disintegration, or arrest of the child nature.
* I believe that knowledge of social conditions, of the present state of civilization, is necessary in order properly to interpret the child's powers. The child has his own instincts and tendencies, but we do not know what these mean until we can translate them into their social equivalents. We must be able to carry them back into a social past and see them as the inheritance of previous race activities. We must also be able to project them into the future to see what their outcome and end will be. In the illustration just used, it is the ability to see in the child's babblings the promise and potency of a future social intercourse and conversation which enables one to deal in the proper way with that instinct.
* I believe that the psychological and social sides are organically related and that education cannot be regarded as a compromise between the two, or a superimposition of one upon the other. We are told that the psychological definition of education is barren and formal - that it gives us only the idea of a development of all the mental powers without giving us any idea of the use to which these powers are put. On the other hand, it is urged that the social definition of education, as getting adjusted to civilization, makes of it a forced and external process, and results in subordinating the freedom of the individual to a preconceived social and political status.
* I believe each of these objections is true when urged against one side isolated from the other. In order to know what a power really is we must know what its end, use, or function is; and this we cannot know save as we conceive of the individual as active in social relationships. But, on the other hand, the only possible adjustment which we can give to the child under existing conditions, is that which arises through putting him in complete possession of all his powers. With the advent of democracy and modern industrial conditions, it is impossible to foretell definitely just what civilization will be twenty years from now. Hence it is impossible to prepare the child for any precise set of conditions. To prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities; that his eye and ear and hand may be tools ready to command, that his judgment may be capable of grasping the conditions under which it has to work, and the executive forces be trained to act economically and efficiently. It is impossible to reach this sort of adjustment save as constant regard is had to the individual's own powers, tastes, and interests - say, that is, as education is continually converted into psychological terms.
* In sum, I believe that the individual who is to be educated is a social individual and that society is an organic union of individuals. If we eliminate the social factor from the child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education, therefore, must begin with a psychological insight into the child's capacities, interests, and habits. It must be controlled at every point by reference to these same considerations. These powers, interests, and habits must be continually interpreted - we must know what they mean. They must be translated into terms of their social equivalents - into terms of what they are capable of in the way of social service.
Monday, June 1, 2009
Thursday, May 28, 2009
Friday, May 22, 2009
I am Just a Teacher but I am Proud Again
I am one of the millions of teachers nowadays in this country who live to teach and teach to live at the same time. I become enthusiastic and my teaching work keeps me busy and alert. My dealing with people has improved to a higher level. I learned to be nice, kind, friendly, gentle and generous. I never thought I would be this person. I used to be a shy person with no confidence in myself. Now I realize that it is important to socialize with people. I talk to my students everyday and discuss with their parents during parent-teacher conference in school. I learned to find solutions to some bigger problems of my school and students. In my work I learned to manage my time and resources. I’m glad my students are comfortable with me. They love to share their experiences and even like to open up their personal lives. My life seems to revolve around the school and my students.
A change is really hard and oftentimes impossible if the majority in the academe is resistant for change. I was once bullied with raising eyebrows and brutal criticisms from the school I first taught. But I remained calm and proved my worth because I knew I did my best for my students. It’s true that change doesn’t happen over night.
In this work you will encounter a lot of frustrations and regrets. But teaching introduced me to a different pace of life. I always say to myself, I’m going to work hard and even harder. Teaching allows me to use my intellect and originality. I know how important it is to treat people with kindness and respect especially when they are having difficulties or problems. I bring a fairly broad knowledge in education (I’m pursuing my post graduate program in Master of Science in Science Education). I think the most important contribution I make is making a difference in someone’s life. Positive comments, showing trust in someone taking an action that communicates care and respect can positively change someone’s view of themselves and perhaps their lives as well. My life with problematic students has its peaks and valley. It is very challenging but very rewarding and fulfilling most of the time. It requires a lot of love and patience. It needs a lot of grace. It also requires a lot of support from family, teachers and the school administration. What would be more important? Teachers have both the power and opportunity to do great amount of good for many people. I know that I will take all the opportunities available to nurture, encourage and bring joy to those around me.I think I have much to offer to the teaching field and teaching has much to offer me. To teaching, I will provide my knowledge, inventiveness, and dedication to students. In return, teaching will give me a space to grow intellectually and creatively and a group of people whose growth will provide me with a great sense of reward. I hope this would provide greater heights in my quest for excellence.
My feet are firmly planted in teaching. I don’t know how long I am meant to be here. Maybe until I become old, but not very old enough. It is here where I can pursue my own dreams, and where, against all expectations, I have made a life. I know there is something good waiting to surprise me. But I take great comfort in the thought that for all the bad things that happened, one day I will reap all the happiness and the fruits of my labor. Though, it’s not easy to forget the hurtful moments and discouragements in this noble job, I choose not to give up hoping. I choose to move on further. I still want to learn more out of life. Teaching has brought me a certain measure of stability.
Teaching with students is a lifelong journey of hope, faith and love. The journey for us is still long, with many rough roads ahead. But I will keep taking that journey with them with the hope of helping them enjoy, endure and conquer all that life brings. Thanks to those people who share our difficult roads. I salute and cheer all persons entering into this field with the highest of expectations for what they can do for their students, classrooms, and their schools. If we work collectively and with a common goal, we can continue to teach and improve upon our teaching in such a way that our students will not only excel in our own classrooms, but take with them the skills they need as they further their educations and enter into the communities. We can offer them what they need to offer us the assurance of a productive future. Indeed, I can say, I am just a teacher, but I am proud!
Sunday, May 17, 2009
Chicken Marinade
Chicken Marinade
Ingredients:
2 cups vinegar
1 tablespoon crushed red pepper flakes
1/2 teaspoon oregano, dried
1/2 teaspoon basil, dried1 teaspoon salt
1/8 teaspoon black pepper
1 tablespoon paprika
2 cups olive oil.
Directions
1. Add all of the ingredients except for the oil and whisk well.
2. Add the oil and whisk.
3. Pour the mixture over to cover the chicken you are using in a glass bowl.
4. Refrigerate overnight, stirring the marinade and turning chicken several times. May be grilled or broiled, basting often with marinade.