...Rizal’s Education Subject: PI 11 Life, Works and Writings of Dr. Jose Rizal Schedule: 9:00-10:30 TTh AE 306 Submitted to: Ms. Jennifer M. Bito Submitted by: Group 2 Charaychay, Kalie Kalaya B. Ligawen, Melody Y. Submitted on: February 11, 2016 Early Education The hero’s first teacher was his mother, Dona Teodora. On the age of three, Jose already learned his alphabet, how to pray, and reaching the age of 5, he can read the Holy Bible and he can also write in Spanish. As early as his age, his mother told a story about the “The Young Moth”, which made the profoundest impression on him in the tragic fate of the young moth, which died a martyr to its illusions. When Jose grew older, his parents employed private tutors, Maestro Colestino was Jose’s first private tutor, second private tutor was Maestro Lucas Padua and his third tutor was Maestro Leon Monroy, a classmate of his father, who taught Rizal in Spanish and Latin for five months. Education at Binan, Laguna Five months later, the latter maestro died and Jose was sent to a school in Binan. In June 1869, Jose travelled to Binan, accompanied by Paciano(his older brother). Upon arriving at Binan, Jose lodged at the house of his aunt. Maestro Justiano Aquino Cruz was his first formal teacher. Jose described his teacher as follows: "He was tall, thin, long-necked, with sharp nose and a body slightly bent forward, and he used to wear a sinamay shirt, woven by the skilled hands of the women of Batangas. He knew...
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...THE FIRST FILIPINO Republie of the Philippines Department of Education & Culture NATIONAL HISTORICAL COMMISSION Manila FERDINAND E. MARCOS President Republic of the Philippines JUAN L. MANUEL Secretary of Education & Culture ESTEBAN A. DE OCAMPO Chairman DOMINGO ABELLA Member HORACIO DE LA COSTA, S. J. Member GODOFREDO L. ALCASID Ex-Oficio Member TEODORO A. AGONCILLO Member EMILIO AGUILAR CRUZ Member SERAFIN D. QUIASON Ex-Oficio Member FLORDELIZA K. MILITANTE Exccutive Director RAMON G. CONCEPCION Chief, Administrative Division BELEN V. FORTU Chief, Budget & Fiscal Division JOSE C. DAYRIT Chief, Research & Publications Division AVELINA M. CASTAÑEDA Chief, Special & Commemorative Events Division ROSAURO G. UNTIVERO Historical Researcher & Editor EULOGIO M. LEAÑO Chief Historical Writer-Translator & Publications Officer GENEROSO M. ILANO Auditor JOSE RIZAL (1861-1896) THE FIRST FILIPINO A Biography of José Rizal by LEÓN Ma. GUERRERO with an introduction by CARLOS QUI R INO ( Awarded First Prize in the Rizal Biography Contest held under the auspices of the José Rizal National Centennial Commission in 1961) NATIONAL HISTORICAL COMMISSION Manila 1974 First Printing 1963 Second Printing 1965 Third Printing 1969 Fourth Printing 1971 Fifth Printing 1974 This Book is dedicated by the Author to the other Filipinos Speak of me as I am; nothing extenuate, Nor set down aught in malice, Shakespeare: °the/Lo. Paint my picture truly like me, and not flatter me at all ; but...
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...BORN INTO BROTHELS COMPANION CURRICULUM BORN INTO BROTHELS COMPANION CURRICULUM DIRECTED BY ZANA BRISKI AMNESTY INTERNATIONAL USA HUMAN RIGHTS EDUCATION PROGRAM ACKNOWLEDGEMENTS THE HUMAN RIGHTS EDUCATION PROGRAM AT AMNESTY INTERNATIONAL USA WOULD LIKE TO RECOGNIZE THE FOLLOWING CONTRIBUTORS OF THIS CURRICULUM GUIDE. WITHOUT THEIR DEDICATION, HARD WORK AND PERSONAL COMMITMENT TO THE ISSUES THAT EMANATE FROM THE FILM, THIS GUIDE WOULD NOT HAVE BEEN POSSIBLE. WRITERS CLARE GARVIE SHEETAL KHEMCHANDANI HEATHER SHPIRO EDITORS CLARE GARVIE SHEETAL KHEMCHANDANI MELISSA ROBINSON CONTRIBUTORS KIM ALLEN MARY ARCHER ADDIE BOSTON REBECCA CATRON SAMANTHA LEE SONAM DOLKER EMILY LESSER KAREN ROBINSON MELISSA ROBINSON 2 ACKNOWLEDGEMENTS TABLE OF CONTENTS INTRODUCTION FROM THE FILMMAKER | 4 FROM THE EDITORS | 5 MOVIE DISCUSSION GUIDE | 7 LESSON 1 PERSONAL AND COLLECTIVE RESPONSIBILITY | 9 APPENDIX 1 – Handouts | 18 THE TRANSORMATIVE POWER OF ART | 23 APPENDIX 2 – Handouts | 32 DISCRIMINATION AND THE RIGHT TO EDUCATION | 49 APPENDIX 3 – Handouts | 54 FILM CLIPS | 61 GLOSSARY OF TERMS | 63 OPTIONAL TEACHER RESOURCE 1 – Red Light Districts around the World | 65 OPTIONAL TEACHER RESOURCE 2 – Q&A about the Calcutta Red Light District | 68 OPTIONAL TEACHER RESOURCE 3 – Fact Sheet on Internally Displaced Peoples and Refugees | 70 OPTIONAL TEACHER RESOURCE 4 – Timeline of Conflict in Bosnia/Herzegovina | 72 LESSON 2 LESSON 3 ADDITIONAL RESOURCES RESOURCE STRENGTHENING FEEDBACK FORM...
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...501 Word Analogy Questions 501 Word Analogy Questions ® N E W YO R K Copyright © 2002 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: 501 word analogy questions / LearningExpress.—1st ed. p. cm. ISBN 1-57685-422-1 1. English language—Synonyms and antonyms—Problems, exercises, etc. 2. Vocabulary—Problems, exercises, etc. I. LearningExpress (Organization) PE1591 .A24 2002 428.1'076—dc21 2002006843 Printed in the United States of America 9 8 7 6 5 4 3 2 First Edition ISBN 1-57685-422-1 For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com The LearningExpress Skill Builder in Focus Writing Team is comprised of experts in test preparation, as well as educators and teachers who specialize in language arts and math. LearningExpress Skill Builder in Focus Writing Team Brigit Dermott Freelance Writer English Tutor, New York Cares New York, New York Sandy Gade Project Editor LearningExpress New York, New York Kerry McLean Project Editor Math Tutor Shirley, New York William Recco Middle School Math Teacher, Grade 8 Shoreham/Wading River School District Math Tutor St. James, New York Colleen Schultz Middle School Math Teacher, Grade 8 Vestal Central School District ...
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...shrouded in controversy and mystery. Castration has been used in many cultures and religions since the dawn of time (Eunuchs). We don’t know exactly when castration started to be used specifically for the voice but we have records dating back to the 16th century. These documents hint towards it being done because of Christianity. This paper will look at one Castrato in particular, Carlo Broschi more commonly known as, Farinelli. I will use the film Farinelli and other historical and educational articles and books to help discuss this paper. One of the final scenes of Farinelli, Il Castrato, dir. Gerard Corbiau (Sony Pictures Classics, 1994), shows a solar eclipse witnessed, eighteenth-century style, by members of the court of Philip V of Spain around 1740. Restless spectators squint through pieces of tinted glass prepared in the smoke of a small fire. It is a precious visual detail, a jolt of history in this sumptuously though often inaccurately detailed film that offsets the melodrama to follow. Without warning, a wind, helped along by corny, time-lapse photography, ushers in a sea of Goya-like clouds. A murmur passes through the entourage; eerie blackness falls on the court. The King is shrouded in another kind of darkness: his famous, chronic melancholy (we would call it 'clinical depression'). He pronounces the whole earth a tomb, makes the sign of the cross, then calls for a dose of his personal pain reliever - the voice of Carlo Broschi, known as Farinelli: 'Bring back the...
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...PROJECT IN ENGLISH 2 UNFAMILIAR WORDS Submitted by: John Patrick Sese Submitted to: Ms. Lorna Sacyang A Abase - behave in a way so as to belittle or degrade (someone). Example: I watched my colleagues abasing themselves before the board of trustees Abate - (of something perceived as hostile, threatening, or negative) become less intense or widespread. Example: The storm suddenly abated. Abdicate - fail to fulfill or undertake (a responsibility or duty). Example: The government was accused of abdicating its responsibility. Aberrant - straying from the normal or right way. Example: John’s aberrant behavior is going to get him in a lot of trouble one of these days. Aberration - deviating from what is normal or desirable, not typical. Example: Since I did not properly adjust my camera settings, all of my pictures have a blurry aberration on them. Abet - to encourage or support a behavior or action. Example: The photo editing software is sure to abet my odds of winning the photo competition. Abeyance - a state of temporary disuse or suspension. Example: Immediately following the terrorist attack, pilots had to observe a period of abeyance where they could not depart from the airport. Abhor - to reject something very strongly; hate. Example: We abhor violence against others and respect everyone, regardless of a person's race, color and creed. Abhorrent - causing or deserving strong dislike or hatred. Example: As I looked around the filthy...
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...Baroque Period Baroque music describes a period or style of European classical music approximately extending from 1600 to 1750. This era is said to begin in music after the Renaissance and was followed by the Classical music era. The word "baroque" came from the Portuguese word barroco, meaning "misshapen pearl", a strikingly fitting characterization of the architecture of this period; later, the name came to be applied also to its music. Baroque music forms a major portion of the classical music canon, being widely studied, performed, and listened to. It is associated with composers such as Johann Sebastian Bach, Antonio Vivaldi, Jean-Baptiste Lully, George Frideric Handel, Arcangelo Corelli, Claudio Monteverdi, and Henry Purcell. The baroque period saw the development of functional tonality. During the period, composers and performers used more elaborate musical ornamentation; made changes in musical notation, and developed new instrumental playing techniques. Baroque music expanded the size, range, and complexity of instrumental performance, and also established opera as a musical genre. Many musical terms and concepts from this era are still in use today. History of the name Music described as Baroque is a broad range of styles from a wide geographic region, mostly in Europe, composed during a period of approximately 160 years. The systematic application of the term "baroque" to music of this period is a relatively recent development. It was in 1919 that...
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...Public Relations Cases This collection of contemporary international public relations case studies is an invaluable resource for teachers, researchers and students working in public relations, corporate communications and public affairs, as well as offering practitioners an indepth understanding of the effective use of public relations in a range of organizational contexts. Including cases from the UK, Norway, Sweden, Spain, South Africa, Canada and the USA, with a focus on such global corporations as Shell, BBC America, Worldcom, PriceWaterhouseCoopers and Marks & Spencer, it offers important insights into the development of public relations and communications strategies. These include: • • • • • • • • Corporate identity change and management Global reputation management Crisis management in the oil, shipping and tourism industries Developing strategic alliances between voluntary and private sector organizations Public relations support for international branding and market entry The importance of internal communications during international mergers The integration of public relations and marketing communications Business-to-business communication The cases examined in this book demonstrate the breadth of contemporary public relations practice and the increasing importance of the public relations function in both public and private sector organizations worldwide. Danny Moss is Co-Director of the Centre for Corporate and Public Affairs at the Manchester Metropolitan University...
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...This article is published in a peer-reviewed section of the Utrecht Law Review The Use and Influence of Comparative Law in ‘Wrongful Life’ Cases Ivo Giesen* 1. Introduction** 1.1. Comparable stories of great grief In 1993, a South African boy named Brian Stewart was born severely handicapped. He suffers from ‘spina bifida’, a congenital defect to the lower spine, which negatively affects the nerve supply to the lower limbs, bladder and bowel. He suffers from a brain defect as well.1 In 1994, a Dutch girl named Kelly Molenaar was also born severely handicapped. By the time she was two-and-half-years old she was diagnosed as being retarded, autistic, not fully grown, not able to walk or talk, suffering from heart disease, bad hearing and poor eyesight and she was not able, at that time, to recognize her parents. She had been admitted to hospital on nine occasions due to continuous crying, believed to be caused by pain.2 Comparable stories about severely handicapped children can be found in several other countries as well. Both Brian and Kelly were not supposed to have been born in the sense that their mothers would have chosen for an abortion had they known in time about the birth defects their children would suffer. Brian’s mother would have undergone a termination of her pregnancy had the obstetrician and gynaecologist she consulted detected any abnormalities in the foetus and advised her thereof. Kelly’s mother had asked the obstetrician she consulted to carry out some...
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...Downloaded by [University of Ottawa] at 14:44 24 March 2014 Football, Violence and Social Identity Downloaded by [University of Ottawa] at 14:44 24 March 2014 As the 1994 World Cup competition in the USA again demonstrates, football is one of the most popular participant and spectator sports around the world. The fortunes of teams can have great significance for the communities they represent at both local and national levels. Social and cultural analysts have only recently started to investigate the wide variety of customs, values and social patterns that surround the game in different societies. This volume contributes to the widening focus of research by presenting new data and explanations of football-related violence. Episodes of violence associated with football are relatively infrequent, but the occasional violent events which attract great media attention have their roots in the rituals of the matches, the loyalties and identities of players and crowds and the wider cultures and politics of the host societies. This book provides a unique cross-national examination of patterns of order and conflict surrounding football matches from this perspective with examples provided by expert contributors from Scotland, England, Norway, the Netherlands, Italy, Argentina and the USA. This book will be of interest to an international readership of informed soccer and sport enthusiasts and students of sport, leisure, society, deviance and culture. Richard Giulianotti, Norman...
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...‘international-mindedness’, concern for world peace, and the need for intercultural understanding has led to the inclusion of an ‘ideological’ dimension in the mission statements of many such schools. M. Hayden and J. Thompson This booklet provides an insight to the origins and characteristics of international schools, curriculum and assessment, students and teaching staff, and the management, leadership and governance of these schools. The booklet also discusses how international schools (usually private and feepaying) might develop in the future against a backdrop of growing forces of globalization and other international influences. In all cases, attention is drawn to the implications of the issues discussed for both policy-makers and planners in national and international contexts. The authors Mary Hayden is Director of the Centre for the Study of Education in an International Context (CEIC) at the University of Bath, where she teaches and supervises Masters and doctoral students with interests in international schools and international education. She is also Editor in Chief of the Journal of Research in International Education. ISBN:...
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...500 extraordinary islands G R E E N L A N D Beaufort Sea Baffin Bay vi Da i tra sS t a nm De it Stra rk Hudson Bay Gulf of Alaska Vancouver Portland C A N A D A Calgary Winnipeg Newfoundland Quebec Minneapolis UNITED STATES San Francisco Los Angeles San Diego Phoenix Dallas Ottawa Montreal ChicagoDetroitToronto Boston New York OF AMERICA Philadelphia Washington DC St. Louis Atlanta New Orleans Houston Monterrey NORTH AT L A N T I C OCEAN MEXICO Guadalajara Mexico City Gulf of Mexico Miami Havana CUBA GUATEMALA HONDURAS b e a n Sea EL SALVADOR NICARAGUA Managua BAHAMAS DOMINICAN REPUBLIC JAMAICA San Juan HAITI BELIZE C a r PUERTO RICO ib TRINIDAD & Caracas N TOBAGO A COSTA RICA IA M PANAMA VENEZUELA UYANRINA H GU C U G Medellín A PAC I F I C OCEAN Galapagos Islands COLOMBIA ECUADOR Bogotá Cali S FR EN Belém Recife Lima BR A Z I L PERU La Paz Brasélia Salvador Belo Horizonte Rio de Janeiro ~ Sao Paulo BOLIVIA PARAGUAY CHILE Cordoba Santiago Pôrto Alegre URUGUAY Montevideo Buenos Aires ARGENTINA FALKLAND/MALVINAS ISLANDS South Georgia extraordinary islands 1st Edition 500 By Julie Duchaine, Holly Hughes, Alexis Lipsitz Flippin, and Sylvie Murphy Contents Chapter 1 Beachcomber Islands . . . . . . . . . . . . . . . 1 Aquatic Playgrounds 2 Island Hopping the Turks & Caicos: Barefoot Luxury 12 Life’s a Beach 14 Unvarnished & Unspoiled 21 Sailing...
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...would like to acknowledge the enormous help given to me in creating this book. For their memories, their patience, and their guidance, I wish to thank Charlotte, Rob, and Jonathan Schwartz, Maurie Stein, Charlie Derber, Gordie Fellman, David Schwartz, Rabbi Al Axelrad, and the multitude of Morrie’s friends and colleagues. Also, special thanks to Bill Thomas, my editor, for handling this project with just the right touch. And, as always, my appreciation to David Black, who often believes in me more than I do myself. Mostly, my thanks to Morrie, for wanting to do this last thesis together. Have you ever had a teacher like this? The Curriculum The last class of my old professor’s life took place once a week in his house, by a window in the study where he could watch a small hibiscus plant shed its pink leaves. The class met on Tuesdays. It began after breakfast. The subject was The Meaning of Life. It was taught from experience. No grades were given, but there were oral exams each week. You were expected to respond to questions, and you were expected to pose questions of your own. You were also required to perform physical tasks now and then, such as lifting the professor’s head to a comfortable spot on the pillow or placing his glasses on the bridge of his nose. Kissing him good-bye earned you extra credit. No books were required, yet many topics were covered, including love, work, community, family, aging, forgiveness, and, finally, death. The last lecture was brief, only a few...
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...Readings for American History Since 1877 Historiography in America...................................................................................................................................................... 2 How to teach history (and how not to) ................................................................................................................................ 6 How Ignorant Are Americans? ........................................................................................................................................... 9 The West ............................................................................................................................................................................... 11 The Education of Native Americans ................................................................................................................................. 11 Bury My Heart at Wounded Knee .................................................................................................................................... 15 Prostitution in the West: .................................................................................................................................................... 17 The Gilded Age ..................................................................................................................................................................... 21 The Duties of American Citizenship ...........................
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...would like to acknowledge the enormous help given to me in creating this book. For their memories, their patience, and their guidance, I wish to thank Charlotte, Rob, and Jonathan Schwartz, Maurie Stein, Charlie Derber, Gordie Fellman, David Schwartz, Rabbi Al Axelrad, and the multitude of Morrie’s friends and colleagues. Also, special thanks to Bill Thomas, my editor, for handling this project with just the right touch. And, as always, my appreciation to David Black, who often believes in me more than I do myself. Mostly, my thanks to Morrie, for wanting to do this last thesis together. Have you ever had a teacher like this? The Curriculum The last class of my old professor’s life took place once a week in his house, by a window in the study where he could watch a small hibiscus plant shed its pink leaves. The class met on Tuesdays. It began after breakfast. The subject was The Meaning of Life. It was taught from experience. No grades were given, but there were oral exams each week. You were expected to respond to questions, and you were expected to pose questions of your own. You were also required to perform physical tasks now and then, such as lifting the professor’s head to a comfortable spot on the pillow or placing his glasses on the bridge of his nose. Kissing him good-bye earned you extra credit. No books were required, yet many topics were covered, including love, work, community, family, aging, forgiveness, and, finally, death. The last lecture was brief, only a few...
Words: 35984 - Pages: 144
