Word ExercisesHistorical Perspective of the Philippine Educational System
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.
As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.
The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establis
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Historical Perspective of the Philippine Educational System
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.
As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.
The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed, and controlled.
The defeat of Spain by American forces paved the way for Aguinaldo's Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution.
An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.
A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.
Year Official Name of Department Official Titular Head Legal Bases
1863 Superior Commission of Primary Instruction Chairman Educational Decree of 1863
1901-1916 Department of Public Instruction General Superintendent Act. No. 74 of the Philippine Commission, Jan. 21, 1901
1916-1942 Department of Public Instruction Secretary Organic Act Law of 1916 (Jones Law)
1942-1944 Department of Education, Health and Public Welfare Commissioner Renamed by the Japanese Executive Commission, June 11, 1942
1944 Department of Education, Health and Public Welfare Minister Renamed by Japanese Sponsored Philippine Republic
1944 Department of Public Instruction Secretary Renamed by Japanese Sponsored Philippine Republic
1945-1946 Department of Public Instruction and Information Secretary Renamed by the Commonwealth Government
1946-1947 Department of Instruction Secretary Renamed by the Commonwealth Government
1947-1975 Department of Education Secretary E.O. No. 94 October 1947 (Reorganization Act of 1947)
1975-1978 Department of Education and Culture Secretary Proc. No. 1081, September 24, 1972
1978-1984 Ministry of Education and Culture Minister P.D. No. 1397, June 2, 1978
1984-1986 Ministry of Education, Culture and Sports Minister Education Act of 1982
1987-1994 Department of Education, Culture and
Historical Perspective of the Philippine Educational System
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.
As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.
The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed, and controlled.
The defeat of Spain by American forces paved the way for Aguinaldo's Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution.
An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.
A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.
Year Official Name of Department Official Titular Head Legal Bases
1863 Superior Commission of Primary Instruction Chairman Educational Decree of 1863
1901-1916 Department of Public Instruction General Superintendent Act. No. 74 of the Philippine Commission, Jan. 21, 1901
1916-1942 Department of Public Instruction Secretary Organic Act Law of 1916 (Jones Law)
1942-1944 Department of Education, Health and Public Welfare Commissioner Renamed by the Japanese Executive Commission, June 11, 1942
1944 Department of Education, Health and Public Welfare Minister Renamed by Japanese Sponsored Philippine Republic
1944 Department of Public Instruction Secretary Renamed by Japanese Sponsored Philippine Republic
1945-1946 Department of Public Instruction and Information Secretary Renamed by the Commonwealth Government
1946-1947 Department of Instruction Secretary Renamed by the Commonwealth Government
1947-1975 Department of Education Secretary E.O. No. 94 October 1947 (Reorganization Act of 1947)
1975-1978 Department of Education and Culture Secretary Proc. No. 1081, September 24, 1972
1978-1984 Ministry of Education and Culture Minister P.D. No. 1397, June 2, 1978
1984-1986 Ministry of Education, Culture and Sports Minister Education Act of 1982
1987-1994 Department of Education, Culture and
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Word ExercisesHistorical Perspective of the Philippine Educational System
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.
As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.
The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establis
Historical Perspective of the Philippine Educational System
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.
As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.
The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed, and controlled.
The defeat of Spain by American forces paved the way for Aguinaldo's Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution.
An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.
A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.
Year Official Name of Department Official Titular Head Legal Bases
1863 Superior Commission of Primary Instruction Chairman Educational Decree of 1863
1901-1916 Department of Public Instruction General Superintendent Act. No. 74 of the Philippine Commission, Jan. 21, 1901
1916-1942 Department of Public Instruction Secretary Organic Act Law of 1916 (Jones Law)
1942-1944 Department of Education, Health and Public Welfare Commissioner Renamed by the Japanese Executive Commission, June 11, 1942
1944 Department of Education, Health and Public Welfare Minister Renamed by Japanese Sponsored Philippine Republic
1944 Department of Public Instruction Secretary Renamed by Japanese Sponsored Philippine Republic
1945-1946 Department of Public Instruction and Information Secretary Renamed by the Commonwealth Government
1946-1947 Department of Instruction Secretary Renamed by the Commonwealth Government
1947-1975 Department of Education Secretary E.O. No. 94 October 1947 (Reorganization Act of 1947)
1975-1978 Department of Education and Culture Secretary Proc. No. 1081, September 24, 1972
1978-1984 Ministry of Education and Culture Minister P.D. No. 1397, June 2, 1978
1984-1986 Ministry of Education, Culture and Sports Minister Education Act of 1982
1987-1994 Department of Education, Culture and
INSTRUCTIONS: 1. Type the document show below. 2. !"e you# $%le !s &'&R 1 Follow your Heart I (now the sun w%ll #%se e"e#y mo#n%n)* e"en when the#e !#e clouds. I (now the b%#ds s%n) melod%ous son)* bec!use I h!"e he!#d them $#om the empty enclosu#e o$ my #oom. I (now the s(y %s blue th#ou)h the clouds* th!t the )#!ss %s )#een e"en when I st!nd %n the desse#t. I (now $lowe#s h!"e be!ut%$ul smells th!t the oce!n ne"e# sleeps* !nd th!t #!%n $!lls upon h%)h mount!%ns. It h!s been s!%d* lon) be$o#e these wo#ds we#e w#%tten* th!t %$ you bu%ld !n !#chw!y $o# you# he!#t* w%th ne%the# loc( you# doo#* l%$e would p!ss $#eely th#ou)h th!t !#chw!y %n h!#mony w%th you# senses. Touch you# $#%ends* you# husb!nd o# w%$e* !nd they !#e st#!n)e#s no mo#e. +old them* !s you would touch the del%c!te pet!ls o$ !n o#ch%d* o# put you# h!nd %n the )entle st#e!m* o# $eel the sun bene!th you# $eet* o# cl%mb upon the #oc(s !nd c#!)s* on the sho#el%ne. ,%sten to the%# wo#ds* the%# b#e!th%n)* the%# he!#tbe!t* !nd the%# $ootsteps on the st!%#w!y !s they come to you* !s you would l%sten to the #!%n* o# the c!sc!d%n) o$ ! w!te#$!ll o# ! t%ny b#ee-e. pe!( to them o$ lo"e* o$ the h!#mony o$ n!tu#e* o$ .u%et unde#st!nd%n) !mon) men* o$ the s%mple th%n)s %n l%$e wh%ch one c!n $%nd pe!ce o$ the t#uth you h!"e $ound* !s you h!"e spe!( to God. ,et you# m%nd !nd you# !ct%ons e/plode w%th !ll the !w!#eness !s you l%)ht you# $o#)otten l!nte#ns o$ h!pp%ness* !s you $%nd ! pe!ce$ul cle!#%n) %n the 0un)le o$ ou# soc%ety. ,o"e %s e"e#ywhe#e. It %s ! seed nou#%shed by two hum!n be%n)s. ,o"e w%ll $%nd you !nd you w%ll $%nd lo"e 1 I2 ,OV& 3&4O5& YO6R ATTIT6D&.
1 EXERCISE 2: &,&4TING AND &DITING T&'T INSTRUCTIONS: Open &'&R 1 $%le. et the Al%)nment o$ the p!#!)#!ph. 4ente# the t%tle P!#!)#!ph 1 uses le$t !l%)n. P!#!)#!ph 2 uses #%)ht !l%)n. P!#!)#!ph 7 !nd 8 uses $ull 0ust%$%c!t%on. P!#!)#!ph 9 uses #%)ht !l%)n. !"e you# $%le !s &'&R 2 Follow your Heart I (now the sun w%ll #%se e"e#y mo#n%n)* e"en when the#e !#e clouds. I (now the b%#ds s%n) melod%ous son)* bec!use I h!"e he!#d them $#om the empty enclosu#e o$ my #oom. I (now the s(y %s blue th#ou)h the clouds* th!t the )#!ss %s )#een e"en when I st!nd %n the desse#t. I (now $lowe#s h!"e be!ut%$ul smells th!t the oce!n ne"e# sleeps* !nd th!t #!%n $!lls upon h%)h mount!%ns. It h!s been s!%d* lon) be$o#e these wo#ds we#e w#%tten* th!t %$ you bu%ld !n !#chw!y $o# you# he!#t* w%th ne%the# loc( you# doo#* l%$e would p!ss $#eely th#ou)h th!t !#chw!y %n h!#mony w%th you# senses. Touch you# $#%ends* you# husb!nd o# w%$e* !nd they !#e st#!n)e#s no mo#e. +old them* !s you would touch the del%c!te pet!ls o$ !n o#ch%d* o# put you# h!nd %n the )entle st#e!m* o# $eel the sun bene!th you# $eet* o# cl%mb upon the #oc(s !nd c#!)s* on the sho#el%ne. ,%sten to the%# wo#ds* the%# b#e!th%n)* the%# he!#tbe!t* !nd the%# $ootsteps on the st!%#w!y !s they come to you* !s you would l%sten to the #!%n* o# the c!sc!d%n) o$ ! w!te#$!ll o# ! t%ny b#ee-e. pe!( to them o$ lo"e* o$ the h!#mony o$ n!tu#e* o$ .u%et unde#st!nd%n) !mon) men* o$ the s%mple th%n)s %n l%$e wh%ch one c!n $%nd pe!ce o$ the t#uth you h!"e $ound* !s you h!"e spe!( to God. ,et you# m%nd !nd you# !ct%ons e/plode w%th !ll the !w!#eness !s you l%)ht you# $o#)otten l!nte#ns o$ h!pp%ness* !s you $%nd ! pe!ce$ul cle!#%n) %n the 0u:n)le o$ ou# soc%ety. ,o"e %s e"e#ywhe#e. It %s ! seed nou#%shed by two hum!n be%n)s. ,o"e w%ll $%nd you !nd you w%ll $%nd lo"e 1 I2 ,OV& 3&4O5& YO6R ATTIT6D&. 2 EXERCISE 3: 4OPY AND PAT& INSTRUCTIONS: 1. 6s%n) 4opy !nd P!ste P#oduce the $ollow%n) document 2. 2ollow the )%"en $ont style* $ont colo#* $ont s%-e* te/t !l%)nment. 7. !"e you# $%le !s &'&R 7 ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ; This old man he played one. He played knick-knack on the thumb This old man he played one. He played knick-knack on the thumb With knick knack, patty whack give a dog a bone With knick knack, patty whack give a dog a bone This old man came rolling home This old man came rolling home This old man he played one. He played knick-knack on the thumb With knick knack, patty whack give a dog a bone This old man came rolling home This old man he played one. He played knick-knack on the thumb This old man he played one. He played knick-knack on the thumb With knick knack, patty With knick knack, patty WHACK GIV A !"G A #"$ WHACK GIV A !"G A #"$ This old man came %ollin& home This old man came %ollin& home Thi s ol d man he pl ayed one. He pl ayed kni ck- knack on t he t humb Thi s ol d man he pl ayed one. He pl ayed kni ck- knack on t he t humb Wi t h kni ck knack, pat t y whack gi ve a dog a bone Wi t h kni ck knack, pat t y whack gi ve a dog a bone Thi s ol d man came r ol l i ng home Thi s ol d man came r ol l i ng home This old man he played one. He played knick-knack on the thumb With knick knack, patty whack give a dog a bone This old man came rolling home 7 4!l%sto 5T< 12 3old It!l%c* sh!dowed blue A#%!l 3l!c(< 11 P%n(* Outl%ne T!hom! 12 3old It!l%c* &mboss* V%olet 4entu#y Goth%c* 1=* Ind%)o* h!dow Al%)n R%)ht* 1.8 ,%ne p!c%n) A#%!l* >* V%olet ?ust%$y* =.8 Indent!t%on ,e$t !nd R%)ht EXERCISE 4: 46T AND PAT& INSTRUCTIONS: 1. 4ente# the t%tle 2. A##!n)e the p!#!)#!ph !cco#d%n) to the%# numbe# 7. elect the te/t you w!nt to mo"e o# cut. 9. 4l%c( the 4ut button on the t!nd!#d Toolb!#. 8. 4l%c( the P!ste button on the t!nd!#d Toolb!#. @. !"e you# $%le !s &'&R 9. _______________________________________________________________________ _ Tell the truth V A,o#d cle!nse my he!#t w%th !ll dece%t And te!ch me wh!t %s t#ueB +elp me to h!"e %nte)#%ty In !ll I s!y !nd doC III Th%s comm!ndment !lso e/poses two unde#ly%n) mot%"es th!t GOD h!tes 1 m!l%ce !nd p#%de. When we l%e* %t %s usu!lly to c!st pe#son %n ! b!d l%)ht o# to pl!ce ou#sel"es %n ! )ood l%)ht. The $%#st sp#%n) $#om m!l%ce* the second p#%de. II The n%nth comm!ndment $o#b%ds pu#pose$ul dece%t !)!%nst ou# ne%)hbo# !nd unde#sco#es the s!c#edness o$ t#uth %n !ll ou# de!l%n)s. The two +eb#ew wo#ds uses $o# A$!lseC %n &/odus 2=D1@ !nd %n Deute#onomy 8D2= me!n Aunt#ueC !nd A%ns%nce#eC be!#%n) ! $!lse w%tness !)!%nst ou# ne%)hbo#* the#e$o#e* %s !ny e/p#ess%on o$ %ns%nce#%ty !nd unt#uth$ulness. IV ?esus s!%d* AI !m the w!y* the t#uth !nd the l%$eC E?n 9D1@F. The close# we !#e to +I5* the mo#e t#uth$ul we w%ll become w%th ou#sel"es !nd w%th othe#s. The .uest%on %s AA#e we $ollowe#s o$ +I5 who %s the t#uth$ulGC I +ow p#one we !#e to ly%n)H W%th ! st#o(e o$ e/!))e#!t%on he#e* !n om%tted det!%l the#e* o# ! m%sle!d%n) s%lence we d%sto#t the t#uth. Yet the t#uth %s the $ound!t%on !nd supe# st#uctu#e o$ !ll #el!t%onsh%ps. Remo"e the )%#de# o$ t#uth* !nd soc%ety sc#!mbles %n on %tsel$. Th%s mo#!l obsolete %s so sel$<e"%dent th!t e"en c#%m%n!l pun%sh%n) the#e own who l%e to them. 9 EXERCISE 5: PARAGRAP+ 2OR5ATTING* 2OOTNOT& AND DROP 4AP INSTRUCTIONS: 1. Type the document shown below. 2. 6s%n) 2ont !nd P!#!)#!ph $o#m!tt%n)* D#op 4!p* l!yout !s spec%$%ed E 6se 3oo(m!n Old tyle 1 s%-e 12 ?ust%$%ed $o# the body F 7. Inse#t the $ootnotes !s %nd%c!ted. 9. !"e you# $%le !s &'&R 8 _______________________________________________________________________ _ I w!s w!l(%n) down l%$eIs h%)hw!y ! lon) t%me !)o* one 1 d!y I s!w ! s%)n th!t #e!d: +e!"enIs G#oce#y to#e s I )ot ! lette# close#* the doo# c!me open w%de* !nd when I c!me to mysel$ I w!s st!nd%n) outs%de. I s!w ! host o$ !n)els 1 . They we#e st!nd%n) e"e#ywhe#e. One h!nded me ! b!s(et !nd s!%dD 5y ch%ld* shop w%th c!#e. &"e#yth%n) ! 4h#%st%!n needed w!s %n the )#oce#y sto#e !nd %$ you couldnIt c!##y them* you could !lw!ys come b!c( $o# mo#e. A %#st I )ot some p!t%ence 2 . ,o"e w!s %n the s!me #ow. 2!#the# down unde#stood* you needed th!t e"e#ywhe#e you )o. I )ot ! bo/ o# two o$ w%sdom* ! b!) o# two o$ $!%thB I couldnIt m%ss the +oly Ghost* $o# +e w!s !ll o"e# the pl!ce. I stopped to )et some st#en)th !nd cou#!)e to help me #un the #!ce* !nd thou)h my b!s(et w!s )ett%n) $ull* I #emembe#ed to )et some )#!ce. 2 D%dnIt $o#)et s!l"!t%on* $o# s!l"!t%on* th!t w!s $#ee. o* I t#%ed to )et enou)h o$ th!t $o# both you !nd me. Then I st!#ted up the counte# to p!y the )#oce#y b%ll* $o# I thou)ht I h!d e"e#yth%n) to my 5!ste#Is w%ll. I s I went up the !%sle * I s!w p#!ye# !nd I 0ust h!d to put th!t %n $o# I (new when I stepped outs%de* I would #un %nto s%n. Pe!ce !nd 0oy we#e plent%$ul* they we#e on the l!st shel$* son) !nd p#!%ses we#e h!n)%n) ne!#* so I 0ust helped mysel$. A hen I s!%d the !n)el* A now* how much do I oweGC he 0ust sm%led !nd s!%dD A ?ust t!(e them e"e#ywhe#e you )o.C A)!%n I sm%led !nd s!%d* A+ow much do I #e!lly oweGC the !n)els sm%led !)!%n !nd s!%dD !y "h#l$% &e'u' (a#$ your )#ll a lo*+ t#,e a+o.- T ;;;;;;;;;;;;;;;;;;;;;;;;;;; 1 An Im!)e o$ hum!n $%)u#e w%th w%n)s !nd h!lo 2 c!lm endu#!nce 8 EXERCISE .: /U00ETS 1N2 NU!/ERIN3 INSTRUCTIONS: 1. 4#e!te the $ollow%n) numbe#ed outl%ne us%n) numbe#s !nd lette#s. 2. !"e you# $%le !s &'&R @ ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; 4O5P6T&R AIT&D ,&ARNING ,I3I J6&KON 4ITY I. /P!cP#o
!. /P!cP#o 5odule 1 o 3!s%c 4ompute# P#%nc%ples o W%ndows >LM 'P o 5%c#oso$t Wo#d o 5%c#oso$t &/cel b. /P!cP#o 5odule 2 5%c#oso$t Access c. /P!cP#o 5odule 7 5%c#oso$t Powe#po%nt d. /P!cP#o 5odule 9 Inte#net !nd &<m!%l II. 4IPP E4e#t%$%ed Inte#net P#o$ess%on!l P#o)#!mF !. 5odule 1 E Inte#net essent%!l !nd +T5, F Te/t 2o#m!tt%n) 5!#.uee ,%sts ,%n(s T!bles 2#!mes 2o#ms b. 5odule 2 E P&R, 1 P#!ct%c!l e/t#!ct%on !nd Repo#t ,!n)u!)eF 1. 2unct%on 2. A##!y 7. 2%les c. 5odule 7 !. 4GI b. D!t!b!se @ A#%!l 3old 1 %-e 2= A#%!l 3old< %-e 12 d. 5odule 9 !. I5 EXERCISE 4: /O1R2ERS 1N2 SH12IN3% HE12ER 1N2 FOOTER INSTRUCTIONS: Create the $o"u,e*t 'how* )elow u'#*+ the 5ollow#*+ '(e"': 4ente# the t%tle < 3oo(m!n Old tyle %-e 12 3old &!ch t%tle !pply 3o!#de#s !nd h!d%n)<G#!y 2=N 3ody te/t 1 3oo( Ant%.u! %-e 11B %ndented !t le$t !nd #%)ht !t =.8 In he!de# !nd $oote# %nse#t ! P!)e numbe# on both p!)e. !"e you# $%le !s &'&R : ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ; THE TEN CO!!1N2!ENTS OF 0O6E 2IRT 4O55AND5&NT T!(e you# t%me. The 4#e!t%on o$ !nyth%n) wo#thwh%le t!(es p!t%ence !nd ene#)y. You donIt bu%ld ! #el!t%onsh%p o"e#n%)ht. &4OND 4O55AND5&NT DonIt mothe# e!ch. No one c!n )#ow %n the sh!de. DonIt $eel !s %$ you !#e #e.u%#ed to spend e"e#y w!(%n) hou# w%th those you lo"e. Ne"e# $o#ce !nyone to do !nyth%n) $o# you %n the n!me o$ lo"e. T+IRD 4O55AND5&NT DonIt b#ood. Get on w%th l%"%n) !nd lo"%n). top )o%n) l%$e th#ou)h sel$<p%ty* sel$<bl!me !nd the me!<culp! synd#ome. ee p#oblems !s sm!ll m%#!cles* wh%ch c!n b#%n) !bout (nowled)e !nd ch!n)e. 2O6RT+ 4O55AND5&NT &/e#c%se $eel%n)s h!"e me!n%n) only !s they !#e e/p#essed %n !ct%on. Inc#e!se tende#ness !nd %nt%m!cy. They !#e ! powe#$ul sou#ce o$ nou#%shment $o# #el!t%onsh%p. 2I2T+ 4O55AND5&NT DonIt A$#!%d. top !ll wo##y. 5ost o$ wh!t you !#e wo##%ed !bout youIll h!"e d%$$%culty #emembe#%n) ! wee( l!te#. : I'T+ 4O55AND5&NT ,e!#n to l%sten. You donIt le!#n !nyth%n) $#om he!#%n) you# sel$ t!l(. ee !ll c#%t%c%sm !s pos%t%"e* $o# %t le!ds to sel$<e"!lu!t%on. You !#e !lw!ys $#ee to #e0ect %t %$ %s un$!%# o$ does not #eply. &V&NT+ 4O55AND5&NT DonIt !$#!%d o$ d%s!)#eements !nd !#)uments. The only people who do not !#)ue !#e people who donIt c!#e<o# !#e de!d. In $!ct* donIt h!"e sho#t !)#eements. 5!(es ce#t!%n they !#e tho#ou)hly o"e# !nd done w%th. A$te# !n !#)ument %s o"e#* $o#)et %t. ,e!#n to bend. ItIs bette# th!n b#e!(%n). W!tch out $o# l%ttle %##%t!t%ons* they )#ow %nto dest#uct%"e monste#s. Ve#b!l%-e them !t once. DonIt hold on to !n)e#* hu#t o# p!%n* they ste!l you# ene#)y !nd (eep you $#om lo"e. &IG+T 4O55AND5&NT DonIt !$#!%d o$ d%s!)#eements !nd !#)uments. The only people who do not !#)ue !#e people who donIt c!#e<o# !#e de!d. In $!ct* donIt h!"e sho#t !)#eements. 5!(es ce#t!%n they !#e tho#ou)hly o"e# !nd done w%th. A$te# !n !#)ument %s o"e#* $o#)et %t. ,e!#n to bend. ItIs bette# th!n b#e!(%n). W!tch out $o# l%ttle %##%t!t%ons* they )#ow %nto dest#uct%"e monste#s. Ve#b!l%-e them !t once. DonIt hold on to !n)e#* hu#t o# p!%n* they ste!l you# ene#)y !nd (eep you $#om lo"e. NINT+ 4O55AND&NT top pl!y%n) )!mes. A )#oo"%n) #el!t%onsh%p c!n only be nu#tu#ed by )enu%neness. Rel!t%onsh%ps !#e not spo#t%n) e"ents. top w#estl%n) $o# cont#ol. Only d%"o#ce l!wye#Is w%ns %n th%s (%nd o$ m!tch. T&NT+ 4O55AND5&NT V!lue you#sel$. The only people who w%ll !pp#ec%!te ! doo#m!t !#e people w%th d%#ty shoes. Wh!t you le!#n !bout you#sel$ w%ll %n$%n%tely help you %n t#y%n) to unde#st!nd othe#s. You !#e the cente# o$ !ll you# #el!t%onsh%ps. The#e$o#e you !#e #espons%ble $o# you# sel$<esteem* )#owth* h!pp%ness !nd $ul$%llment. DonIt e/pect the othe# pe#son to b#%n) you these th%n)s.
EXERCISE 7: How to #*'ert 3ra(h#" a*$ Te8t 9ra((#*+ INSTRUCTIONS: L Type the $ollow%n) ph#!ses. 5!(e %t %n two column $o#m!tI Inse#t cl%p!#t %n e!ch ph#!se !nd use the $ollow%n) te/t w#!pp%n) $o#m!t. !"e you# $%le !s &'&R L ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; 3,ARN&Y TON& The 3l!#ney tone %s ! stone set %n the w!ll o$ the 3l!#ney 4!stle towe# %n the I#%sh "%ll!)e o$ 3l!mey. O%ss%n) the stone %s supposed to b#%n) the (%sse# the )%$t o$ pe#su!s%"e elo.uence Ebl!#ney.F 36TT&R2,Y I$ the $%#st butte#$ly you see %n the ye!# %s wh%te* you w%ll h!"e )ood luc( !ll ye!#. Th#ee butte#$l%es to)ethe# me!n )ood luc(. 4AT I$ ! bl!c( c!t w!l(s tow!#ds you* %t b#%n)s )ood $o#tune* but %$ %t w!l(s !w!y* %t t!(es the )ood luc( w%th %t. Oeep c!ts !w!y $#om b!b%es bec!use they Asuc( the b#e!thC o$ the ch%ld. A c!t onbo!#d ! sh%p %s cons%de#ed to b#%n) luc(. 2ING&RNAI, It %s b!d luc( to cut you# $%n)e#n!%ls on 2#%d!y o# und!y. 2%n)e#n!%l cutt%n)s should be s!"ed* bu#ned* o# bu#%ed. 2I+ING Th#ow b!c( the $%#st $%sh you c!tch then youIll be luc(y. The whole d!y $%sh%n). I$ you count the numbe# o$ $%sh you c!u)ht* you w%ll c!tch no mo#e th!t d!y. ItIs b!d luc( to s!y the wo#d Ap%) Awh%le $%sh%n) !t se!. ONITTING ItIs b!d luc( to le!"e the p#o0ect un$%n%shed. The %ntended #ec%p%ent w%ll )et b!d luc( $#om the un$%n%shed %tem. t!bb%n) you# needles thou)h you# y!#n b!lls b#%n)s b!d luc( to !nyone who we!#s someth%n) m!de $#om th!t y!#n. > EXERCISE :: How to #*'ert Ta)le ; Chart INSTRUCTIONS: 4#e!te ! T!ble us%n) the d!t! belowD 4#e!te ! b!# )#!ph* whe#e %n e!ch sect%on %t w%ll show the "otes th!t the nom%nees h!d #ece%"ed. The le)end should be pl!ces below the )#!ph !nd the )#!ph should !ll the sect%ons. Add !nothe# column %n the t!ble !t the #%)ht s%de. ,!bel the column ATot!l VotesC !nd compute $o# the tot!l "otes $o# e!ch nom%nee %n e!ch sect%on. 4#e!te ! p%e ch!#t th!t w%ll show the tot!l "otes e!ch nom%nee h!d #ece%"ed. !"e the document !s &/e#c%se >. 6ote' 5ro, the 2#55ere*t 1rea No,#*ee' Se"t#o* 1 Se"t#o* / Se"t#o* C Se"t#o* 2 Re/ &sc!#!m!n 19 8 > 1= All!n 4!p!#!s 28 : 1= 18 ?un +%-on > : 1@ 8 Ale/ Y!p 2= 9 7 L Dom%n)o Reyes > L 9 12 =.
Rizal Life ReviewerHistorical Perspective of the Philippine Educational System
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.
As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.
The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the est
social dimensionin education answer in tcp educationThose who has LET reviewer or practice test for TLE major please do share to us. Our LET exam is coming and we need your help guys.Those who has LET reviewer or practice test for TLE major please do share to us. Our LET exam is coming and we need your help guys.Those who has LET reviewer or practice test for TLE major please do share to us. Our LET exam is coming and we need your help guys.Those who has LET reviewer or practice test for TLE major please do share to us. Our LET exam is coming and we need your help guys.Those who has LET reviewer or practice test for TLE major please do share to us. Our LET exam is coming and we need your help guys.