philosophy and matrix

to my philo students, kindly watch the videos below.

will watch this

philosophy and simpsons

The Simpsons and Philosophy

to my ECONOMICS class 11:30-2:30 Friday

Please contact me at this number ASAP

09284725352

i do not have your president's number

ASAP

freakonomics

Assignment:

what is freakonomics

(watch the videos below)
















freakonomics-student guide

good book on philo and the matrix

Matrix and Philosophy - William Irwin, Ed

travel opportunity to japan

The National Youth Commission is pleased to announce that the “10-day Visit to Japan Programme” of the Japan-East Asia Network of Exchange for Students and Youths (JENESYS) Programme is now open to all applicants for Student Ambassadors and Supervisors.



The JENESYS Programme is an all-expense-paid cultural trip to Japan and is funded by the Japanese Government through the Japan International Cultural Center (JICC) of the Embassy of Japan in Manila and the Japan International Cooperation Center (JICE).



This programme is carried out in partnership with the ASEAN Secretariat to deepen the delegates’ understanding of the different facets of the Japanese society including politics, diplomacy, economics, and culture and to form the basis of future vision and construct firm solidarity among Asian countries which will promote mutual understanding of the future generation of ASEAN and East Asia Summit member countries.



184 student ambassadors, who are 16 to 18 years old, and 16 supervisors, who are 30 to 50 years old, from all the regions of the country will be selected through a rigorous selection process.



Interested applicants may visit www.youth.net.ph to download the entry forms and the complete list of qualifications and requirements. All applications must be addressed to the JENESYS Programme Secretariat of the National Youth Commission c/o Ms. Marielou Chua, 4th Floor, Bookman Building, 373 Quezon Avenue, Quezon City or the NYC Area Offices not later than 5:00 p.m. on or before December 3, 2010.



To know more about the JENESYS Programme, please call the JENESYS Secretariat at 7811406.

Please click the link for more information and for entry forms: http://www.youth.net.ph/about/archives/pages/2011jenesys.php

Syllabus and Assignment

This is the syllabus
for the Econ with Tax
Assignment is page 1-23 of the prescribed book indicated below.
Please read



PAMANTASAN NG LUNGSOD NG MAYNILA
(University of• the City of Manila)
Intramuros, Manila
College of Accountancy and Economics
COURSE CODE/COURSE TITLE/CREDIT UNIT:
SOC SCI 201 INTRODUCTION TO ECONOMICS WITH TAXATION 3 Units AND AGRARIAN REFORM
COURSE DESCRIPTION:
Economic Theories and concepts used in the analysis of the demand and supply, costs of production and market structures applicable to individuals and firms. It slao focuses on the analyses of gross domestic product, inflation, unemployment and trade, and its effect to the economy. Basic concepts of agrarian reform and basic taxation law.
OBEJECTIVES:
At the end of the course, students are expected to:
1. Appreciate the nature of economic perspective and methodology
2. Acquire the knowledge of basic theoretical framework and alternative solutions for economizing problems and economic issues
3. Make use of microeconomic concepts in the analysis of demand and supply concepts, production costs and different marked -om tures
4. Know the fundamental .imports and unique macroeconomic concepts, know the basis for gross domestic product, inflation, unemployment and trade and its impact in the nation's economic development, and
5. Familiarize with the agrarian and taxation law of the economy.
COURSE CONTENT:
A. Nature and Scope of Economics
B. Demand and Supply Concepts
C. Consumer Behavior
D. Production and Cost
E. Market Structures
F. National Income. Analysis
G. Inflation, Labor, and Unemployment
H. Money and Monetary Policy
I. Fiscal Policy and Trade Policy
J. Taxation K. Agrarian Reform

STRATEGIES:
Lecture/Discussion, Graphical Analysis, News Reporting, Group Activities, Research COURSE REQUIREMENT

REFERENCES:
Manapat, Carlos L., Olaguer, Raymundo Julio A., Pedrosa, Fernando R.,_F,conomics, Taxation and Agrarian Reform, 2010. (Main Text)
( Available at the Cooperative. Please get a copy)
Bello, Amelia L., et al. Economics, 2009.
McConnell, Campbell R., Bruce, Stanley L., Economics.
Pagoso, Cristobal, et al., Introductory English
Other Economics Books, Journals and Reading Materials in Economics

syllabus of political science

next meeting assignment for my politics and constitution class is part 1 of the syllabus below
and research on alex lacson' 12 things i can do for my country


syllabus of political science
for my political science class, the assignment is the entire part I for next meeting



Pamantasan ng Lungsod ng Maynila
(University of the City of Manila)
Intramuros, Manila
College of Liberal Arts

Politics and Governance with Philippine Constitution Christian E. Rivero
Second Semester, SY 2009-2010 Department of Humanities

Course Description
The course is an introduction to the concepts, theories and principles of political science, types of political systems, development of political institutions and the processes involved in a larger international world system. The course specifically provides an understanding on Philippine government and politics as it gives highlights on studying and examining the development, organization and operation of the Philippine political system with special emphasis on the Philippine Constitution. Likewise, the course will also deal with the current issues confronting the students taking the course.

Course Objectives
1. Provide the students with the theories and principles in the course of political science;
2. Provide the students with the knowledge on the development, organization and operation of the Philippine government;
3. Strengthen the students' awareness on the formal structure for political participation and their role as citizens of the country;
4. Provides the students with the understanding on the importance of public opinion and the emergence of the civil society;
5. Reinforce the students' understanding on the constitution as the basis of all political institutions and processes.

Course Content

I. Nature of Politics and Governance
Nature of Politics and Governance Definition of Political Science
Scope of Political Science
Political Science and Its Related Fields

II. State and Its Elements
Meaning of the State
Theories on the Origin of the State Elements of the State
State Distinguished from Nation
Inherent Powers of the State Rights and Obligations of the State

III. Government and Political Ideology
Definition of Government
Forms of Government
Best Form of Government
Concept and Definition of Ideology Popular Kinds of Ideologies

IV. Constitution
Nature and Concepts of the Constitution Meaning of the Constitution
Purposes and Functions of the Constitution Classification of the Constitution
Requisites of a Good Written Constitution History of the Philippine Constitution

V. Bill of Rights
Political Rights
Civil Rights
Social and Economic Rights Rights of the Accused

VI. Citizenship
Concepts of Citizenship
Kinds of Citizens
Citizens and Aliens Distinguished Modes of Acquiring Citizenship
Loss of Citizenship
Duties and Responsibilities of Citizens

VII. Suffrage and Election
Nature of Suffrage
Right of Suffrage in the Philippines Kinds of Election in the Philippines Qualification of Voters
Disqualification of Voters
Absentee Voting

VIII. Political Parties and Interest Groups
Definition of Political Party
Functions of Political Parties Definition of Interest Group
Interest Groups in the Philippines

IX The Philippine Government
Principle of Separation of Powers Principle of Checks and Balance Legislative Branch of the Government Executive Branch of the Government Judicial Branch of the Government Local Government in the Philippines

X. International Relations
Definition of Foreign Policy
Requirements of a Foreign Policy International Relations
Definitions of International Law Importance of International Law United Nations Organizations

Reference
Any Book on the Constitution of the Philippines

freedom of association

Prof Monsod's Lecture

I think this lecture is quite relevant to PLM as well. Watch it and hope that we all learn from it.

travel opportunity to Japan

JENESYS Program is now open for application


The National Youth Commission in conjunction with the Japan International Cultural Center (JICC) of the Embassy of Japan and the Japan International Cooperation Center (JICE), is now inviting applicants for Student Ambassadors and Supervisors to the “10-day Visit to Japan Programme” as part of the Japan-East Asia Network of Exchange for Students and Youths (JENESYS) Programme.

The JENESYS Programme, funded by the Japanese Government and in partnership with the ASEAN Secretariat, is to deepen understanding of the different facets of the Japanese society including politics, diplomacy, economics and culture and to form the basis of future vision and construct firm solidarity among Asian countries which will promote mutual understanding of the future generation of ASEAN and East Asia Summit member countries.

2010-2011 GUIDELINES FOR THE SELECTION PROCESS OF THE JAPAN-EAST ASIA NETWORK OF EXCHANGE FOR STUDENTS AND YOUTHS (JENESYS) PROGRAMME (Short Term Visit to Japan for Environment Study Programme) STUDENT AMBASSADORS AND SUPERVISORS

I. CONCERNED AGENCIES

JAPAN INFORMATION AND CULTURE CENTER (JICC) of the Embassy of Japan – 2627 Roxas Blvd., Pasay City 1300, Philippines

NATIONAL YOUTH COMMISSION (NYC) – 4th Floor Bookman Building, Quezon Ave., Quezon City, Philippines

JAPAN INTERNATIONAL COOPERATION CENTER (JICE) – 20-21st Floor, 6-10-1, Nishi-Shinjuku, Shinjuku-ku, Tokyo, Japan

II. QUALIFICATION OF STUDENT AMBASSADORS

1. The Qualification of Student Ambassador (referred to as Youth in the Operational Guidelines for the Japan-East Asia Network of Exchange for Students and Youths (JENESYS) Programme 2009/2010) is stated in the abovementioned guideline provided by JICE;
2. Filipino, single, must be between 16 to 18 years old, on or before April 1, 2011 (must be born between April 2, 1993 and April 2, 1995);
3. Of good moral character;
4. Must be currently enrolled in a college or a university with a Graded Weight Average (GWA) of 2.25 or 85% equivalent, with no failing marks in the preceding semester;
5. Physically and mentally fit to travel;
6. Must be a first time traveler to Japan and/or must not have been a grantee or recipient of any NYC funded international travel or Japanese Government grant;
7. Must be knowledgeable of the history, geography, culture and arts, and the current issues on the Philippines, and fairly knowledgeable in those of Japan and other East Asia countries;
8. Must be an officer or an active member of a youth organization for at least one (1) year immediately preceding the date of application;
9. Must be willing to be an active NYC and JICC volunteer after the program to continue to promote the learnings about Japan and the Japanese culture gained from the JENESYS Programme;
10. Area representation would be based on the place of the college or university enrolled in;

III. APPLICATION REQUIREMENTS FOR STUDENT AMBASSADORS

1. Two (2) copies of the NYC application forms with passport sized pictures with white background attached to each form (all original, no scanned pictures)
2. Two (2) copies of JENESYS Entry Form with one face photo sized 45mm x 45mm
3. Two (2) photocopies of Birth Certificate (from the National Statistics Office-NSO)
4. Two (2) photocopies of passport, if there is a passport already (page of face photo and personal information. If expired but extended, with a page that states extension as well)
5. An essay which states the applicants’ a) Reasons for applying; b) Expectations of the programme; c) If chosen, the preparations the applicant will undertake prior to departure; d) environmental situations in the Philippines and his/her views and proposals for its improvement. (Maximum of 100 words, per question)
6. Two (2) copies of a resume, not more than three (3) pages
7. Two (2) copies of Certificate of Good Moral, issued by the college or university (1 original and 1 photocopy) and stating that the applicant has a Graded Weight Average (GWA) of 2.25% or 85% equivalent, with no failing marks in the preceding semester.
8. Completed NYC Volunteer form
9. A certification from school or organization that the applicant is an officer or active member.
10. Certificate of Health

IV. QUALIFICATION FOR SUPERVISORS

1. The Qualifications of Supervisors (referred to as the Supervisor in the Operational Guidelines for the Japan-East Asia Network of Exchange for Students and Youths (JENESYS) Programme 2009/2010) is stated in the abovementioned guidelines provided by JICE.
2. NYC will, in consultation with the JICC, recruit and recommend qualified Supervisors for the JENESYS Programme.
3. Applicants are required to submit an essay on the environmental situations in the Philippines and his/her views and proposals for its improvement. (Maximum of 100 words)
4. Filipino, must be between 30 to 50 years old as of April 1, 2011, must be of good moral character;
5. Physically and mentally fit to travel;
6. Experienced in handling, managing, or supervising groups of youngsters;
7. Knowledgeable in ASEAN, Japan, and other international concerns;
8. Preferably speaks the Japanese language.

V. APPLICATION REQUIREMENT FOR SUPERVISORS

1. Two (2) copies of application forms, with white background passport sized picture attached to each application form (all original, no scanned picture).
2. Two (2) copies of JENESYS Entry Form with one face photo sized 45mm x 45mm
3. Two (2) photocopies of Birth Certificate (from the National Statistics Office-NSO
4. Two (2) photocopies of passport, if there is a passport already (page of face photo and personal information. If expired but extended, with a page that states extension as well)
5. Two (2) copies of a resume, not more than three (3) pages
6. Two (2) copies of a certification from his/her Division Chief and the Executive Director of a VS rating for two (2) consecutive rating periods prior to travel and permitting him/her to participate in the JENESYS Programme (for government employees).
7. Two (2) copies of a certification from the Chief of the Administration and Finance Division that he/she has no pending unliquidated cash advances (for government employees).
8. Two (2) copies of valid Police or NBI clearance (1 original and 1 photocopy).
9. Certificate of Health

VI. SUBMISSION OF APPLICATION FORMS:

1. For hand-carried application forms, applicants must submit the complete requirements to JENESYS Programme Secretariat of the National Youth Commission (hereinafter referred to as “Secretariat”) c/o Ms. Marielou Chua, 4th Floor, Bookman Building, 373 Quezon Avenue, Quezon City or the NYC Area Offices not later than 5:00 p.m. on or before December 3, 2010.
2. For submission through mail, the Secretariat should receive the requirements post marked on or before December 3, 2010, including those submitted at the NYC Area Offices.
3. Application forms with incomplete requirements shall automatically be disqualified.

phil history lecture notes

VIII. From Indio to Filipino: The Rise of Filipino Nationalism
A. Categories of Revolts
1. Personal Motives:
a. Political led by former Datus
b. Religious led by Babaylans
2. Resistance to oppressive Spanish-introduced economic as well as religious institutions
3. Mindanao Resisitance
a. Moro Wars (1718-1762; 1850-1878)
B. Failure of Revolts
1. Insular Makeup of the Philippines
 No Sense of National Unity
 Communication Gap (No Lingua Franca)
2. Inferior Weapons/ Lack of Weapons
C. Filipino Nationalism: Accelerators
1. The Philippines in World Commerce
2. Rise of Class Media
3. European Liberalism and Carlos Maria de la Torre
4. Racial Discrimination
5. Regular-Secular Conflicts ~ Cavite Mutiny
IX. The Reform Movement
A. Filipino Middle Class
 Rose to a position of power in the Filipino Community
 Spanish authorities looked down upon them
 The “natives”, on the other hand, looked at them with suspicion
 They were looking for a place in the sun
B. Assimilation accomplished in a peaceful manner
C. Nature of the Reform Movement
 The reformists (propagandists) believed in the power of words and not of the sword to achieve their purpose
 There was NO clamor for independence; the reformists believed that the Filipinos would be better off if they were to become Spanish Citizens.
 As Spanish Citizens:
1. Representation in the Spanish Cortes: Filipinos could propose and participate in the approval of laws beneficial to the country.
2. Immunity from abuses
3. Freedom from paying unreasonable taxes.
D. The Great Reformists
 Only a few of the sons of the wealthy Filipinos that went to Spain joined the Propaganda Movement
 They were those who were concerned of their country
 Graciano Lopez-Jaena
 The GREAT ORATOR
 Wrote FRAY BOTOD which deals with the ignorance, abuses and immorality of a friar named Botod
 Founded the La Solidaridad (Sol)
 Marcelo Hilario del Pilar
 The Political Analyst of the Filipino Colony in Spain
 Founded the Diariong Tagalog
 Dec. 1889, he took over the editorship of the Sol and became the moving spirit behind the Reform Movement
 Dr. Jose Rizal
 National Hero
 Wrote his first poem at age 8
 Wrote two great novels: Noli and Fili
 Died as a martyr in Bagumbayan

E. La Solidaridad
 The Official Organ of the Reform Movement
 The paper was dedicated to:
 Expose the conditions in the Philippines;
 Defend the Filipinos against malicious and slanderous attacks of the hired writers of the friars; and
 Publish studies about the Philippines and the Filipinos
 In writing for the Sol, the Reformists used pen names for obvious reasons:
1. JOSE RIZAL: Dimas Alang; Laong Laan
2. MARIANO PONCE: Tikbalang; Naning; Kalipulako
3. ANTONIO LUNA: Taga-ilog
4. MH del PILAR: Plaridel
5. JOSE MA. PANGANIBAN: Jomapa
 Accomplishments of the Sol:
 It represented the ideals of the Filipino Reformist Group;
 It exposed the evils in the Philippine Society;
 It belied the claim that Filipinos had no civilization before the coming of Spaniards.
F. Hispano-Filipino Association
 Composed of Filipinos and Spaniards who favored the granting of reforms in the colony.
 To make the propaganda work effective, the society was divided into 3 sections:
 The POLITICAL Section under M.H. del Pilar
 The LITERARY Section under Mariano Ponce
 The SPORTS Section under Tomas Arejola
 They believed that the reforms needed in the Philippines were:
 The compulsory teaching of Spanish in all schools;
 The suppression of inhuman punishment in all jails and tribunals of justice;
 The establishment of a civil registrar and the register of deeds;
 The abolition of unfair taxes;
 The establishment of secondary schools in the archipelago;
 Reforms in UST in order to raise it to the rank of the universities in Spain;
 The establishment of agricultural banks;
 The initiation of reforms in the public administration; and
 The construction of good roads and railways.
G. La Liga Filipina
 A civic society founded by Rizal
 Aims:
 To unite the whole archipelago into one compact, vigorous and homogenous body;
 Mutual protection in every want and necessity;
 Defense against all violence and injustice;
 Encouragement of instruction, agriculture and commerce;
 Study and application of reforms.
 At first the Liga was quite active. Bonifacio in particular exerted great efforts to organize chapters in various districts of Manila.
 A few months later, however, the Supreme Council of the Liga dissolved the society.
 The reformist leaders found out that most of the councils were no longer willing to send funds to the Madrid propagandists
 This was because they had become convinced that peaceful agitation for reforms was futile.
 The Liga membership split into two groups:
 Cuerpo de Compromisarios:
 the conservatives which pledged to continue supporting the La Solidaridad
 It lasted only for a few months for its members, though patriotic, were passive and too conservative to make the society an effective medium of the Propaganda.
 Katipunan
 A secret society of radicals led by Bonifacio
 Organized on the very day Rizal was deported to Dapitan.
H. Causes of the Failure of the Reform Movement
 Spain was too pre-occupied with its own internal problems to give a thought to the Colonial Problem.
 The Friars were too powerful even in Spain. The Sol was counteracted by the influential and powerful newspaper of the friars, the LA POLITICA DE ESPAÑA EN FILIPINAS
 The movement has no sufficient means to carry out their aims;
 The propagandists were divided against themselves by petty jealousies.

Although the Reform Movement was a failure in the achievement of its goals, it was still a success for its failure led to the founding of the Revolutionary Katipunan with separatist aims.

X. The Revolutionary Movement
A. The Failure of the Reform Movement
 Evident when Rizal was banished to Dapitan in 1892
 However, the movement continued for 4 more years until the masses led by Bonifacio were forced to revolt against the Spaniards.

B. The Founding of the Katipunan
 July 7, 1892: Azcarraga Street, Tondo (now Claro M. Recto Ave.)
 Andres Bonifacio, Valentin Diaz, Teodoro Plata, Ladislao Diwa, Deodato Arellano and a few others decided to form an association called: KATAASTAASAN, KAGALANGGALANG NA KATIPUNAN NG MGA ANAK NG BAYAN
 The men gathered around a flickering table lamp, performed the ancient blood compact, and signed their membership papers with their own blood.
C. Katipunan Objectives
 Three Fundamental Objectives of Katipunan:
 POLITICAL Objective: Consisted of working for the SEPARATION of Philippines from Spain.
 MORAL Objective: revolved around the teaching of good manners, hygiene, good morals and attacking obscurantism, religious fanaticism and weakness of character.
 CIVIC Objective: revolved around the principle of self-help and the defense of the poor and the oppressed.
D. Membership
 It was agreed to win members to the society by means of the TRIANGLE METHOD.
 This system was eventually changed on Oct. 1892 because the method was slow and clumsy.
 It was agreed upon that any member of the society could take in as many as members he could get.
 Under this new method, the number of members increased.
E. Kinds of Membership
 When the Katipunan had sufficiently expanded to include more than a hundred new members in the ranks, Bonifacio thought it convenient to divide the members into THREE GRADES.
 Grade One: Katipon
 Wore a BLACK HOOD during meetings of the society.
 The hood had a triangle of white ribbon inside of which were the letters Z.Ll.B. – the Katipunan letters for A ng B (Anak ng Bayan)
 Password: ANAK NG BAYAN
 Grade Two: Kawal
 Wore a GREEN HOOD with a triangle consisting of white lines. At the angles of the triangle were the letters Z.Ll.B.
 Suspended from the neck of the Kawal was a green ribbon with a medal at the end, with the ancient Tagalog letter K in the middle of the medal. Beneath the K was a crossed sword and a flag.
 Password: GOMBURZA
 Grade Three: Bayani
 Wore a RED MASK and a sash with green borders, symbolizing courage and hope.
 The front of the mask had white borders that formed a triangle with 3K’s arranged as if occupying the angles of a triangle.
 At the latter’s base were the letters Z.Ll.B.
 Password: RIZAL
 The Katipon could graduate to the Kawal class if he had brought in several members into the society.
 The Kawal can become a Bayani upon election to become an officer of the society.
 For the members to recognize each other in the street, the society adopted countersigns.
 A member meeting another member places the palm of his right hand on his chest. As he pass the other member, he close his hand, bringing the index finger and thumb together.
F. Katipunan Codes
 The Katipuneros faced many dangers, so that precautions had to be taken to keep the society secret.
 To maintain the secrets of their communication, Bonifacio made a system of writing that would make it difficult for the Spanish authorities to decode.
G. The Flags of the Katipunan
 With the Katipunan now well organized, Bonifacio turned his attention to the symbol of its authority.
 Upon his request, Benita Rodriguez, with the help of Gregoria de Jesus, made a flag.

OFFICIAL FLAG of the KATIPUNAN

A version of the Katipunan Flag

 Owing to the lack of uniformity in the design and the use of the flag, some generals of the revolution adopted their own design.

BONIFACIO’s FLAG

Mariano Llanera’s Flag (Llanera’s Skull)

Gen. Pio del Pilar’s Flag

H. Andres Bonifacio
 The Father of the Katipunan
 “Supremo” of the Katipunan
 Founder and Organizer of the Katipunan
 the eldest among six children- four boys and two girls.
 came from a poor family in Tondo
 his father (Santiago)is a pure Filipino, while her mother (Catalina) is a mestiza with a Filipino-Chinese-Spanish descent
 Supported his siblings when his parents died of tuberculosis
 Jobs:
 He had a beautiful penmanship and talent to make attractive posters for clothing companies.
 He helped his siblings continue to make rattan walking canes and paper fans in the evening. He also wove hats.
 He accepted odd jobs from different companies.
 Great Dresser: He always wore an open coat and matched it with a necktie and black hat.
 He wasn’t a barbaric individual who put up an arms struggle because of his violent nature as what some textbooks perceive.
 had a scanty education
 highly intelligent
 He completed only what we call grade four. But he was far from being uneducated.
 He was a voracious reader. He read hundreds of foreign novels, books about the French revolution, politics, law, and religion.
 He was fluent enough in Spanish to translate Jose Rizal’s Mi Ultimo Adios in Tagalog.
 He also wrote the heart-stirring poem, Pag-Ibig sa Tinubuang Lupa.
 Humble: he knew his limitations and recognized the worth of others
 Ruthless: When the society’s existence was at stake, he never hesitated to take drastic action against anybody whom he thought would defeat the purposes for which the Katipunan was founded.
 He may have been ignorant from the point of view of the middle class, but he succeeded where they failed.
 Without him, it is extremely doubtful whether the Phil. Revolution could have been a reality.
 During his time, everybody seemed in despair and were not doing anything about it.
 Had Two Wives
 MONICA
 Andres’ first wife
 Died of Leprosy
 GREGORIA DE JESUS
 Andres’ second wife
 From Caloocan
 LAKAMBINI of the Katipunan.
 Aka Ka Oriang
 Married Andres after a few months of courtship.
 She also came from a poor family.
 She had to stop studying just to be able to help her parents take care of her younger siblings.
 She wove and sewed textiles in their house to gain additional income.
 Like her husband, she was also tough.
 She became a member of the women’s chapter of the group.
 She was entrusted with the crucial role of custodian of documents, a tasked she heroically accomplished.
 Knowledge of succeeding Filipino generations about Katipunan is credited to her
 She risked her life even at a time when she was pregnant.
I. Emilio Jacinto
 BRAINS of the KATIPUNAN
 Joined the society at age of 18, becoming the youngest member of the Katipunan.
 He became Bonifacio’s trusted friend and adviser.
 He gave up his Law studies and joined the Katipunan
 His intelligence was of great use to the Katipunan.
 He wrote the Kartilla: the primer of the Katipunan where rules and regulations are contained.
 He edited Ang Kalayaan: Katipunan's newspaper where eople are informed about the aims and activities of the association.
 As an editor of Kalayaan, he used Marcelo H. del Pilar as his pen name.
 Emilio's greatest poem was A La Patria, inspired by Rizal's Mi Ultimo Adios.
 It was signed "Dimas-Ilaw", his other pen name.
 Emilio Jacinto was wounded critically during one of the battles in Majayjay, Laguna.
 This led to his death on April 16, 1899 at the young age of 24.
J. Women’s Chapter of the Katipunan
 Membership was limited only to the wives, daughters and sisters of the male members
 This is to ensure that no women of dubious character could penetrate the deep secrets of the society
 Duties:
 To take in new members, male or female.
 See to it that the meetings of the male members were not disturbed by surprise raids of the authorities.
 Pass and keep important documents of the association

XI. Revolution: First Phase
A. Rizal and the Revolution
 Dr. Pio Valenzuela
 Narcisa Rizal
B. Preparations for the Struggle
 Tito Miguel and Roman Ramos
C. Discovery of the Katipunan
 Diario de Manila
 Apolonio dela Cruz and Roman Ramos
 Honoria
 Sor Teresa
 Fr. Mariano Gil
D. The “Cry” of Pugadlawin
E. Reign of Terror
F. Katipunan Faction
 Magdalo: Baldomero Aguinaldo
 Magdiwang: Mariano Alvarez
G. Tejeros Convention
 Daniel Tirona vs. Andres Bonifacio
H. 2nd Tejeros Convention
 Naik Military Agreement
I. Trial and Execution of Bonifacio
 Andres, Procopio and Ciriaco
 Placido Martinez and Teodoro Gonzales
 Guilty of treason and sedition
 Gen. Mariano Noriel and Gen. Pio del Pilar
 Maj. Lazaro Makapagal
 May 10, 1897: Mt. Tala
J. Biak-Na-Bato Republic
 “To the Brave Sons of the Philippines”
1. expulsion of the friars and the return to the Filipinos of the lands they appropriated for themselves;
2. representation in the Spanish Cortes;
3. freedom of the press and tolerance of all religious sects;
4. equal treatment and pay for Peninsular and Insular civil servants;
5. abolition of the power of the government to banish citizens; and
6. legal equality for all persons
K. Truce of Biak-na-Bato
 Pedro A. Paterno
 Gov. Gen. Primo de Rivera
 Provisions:
o That Aguinaldo and his companions go into voluntary exile abroad
o That Primo de Rivera would pay P800,000 to the rebels in three installments:
o P400,000: Aguinaldo upon his departure from Biak-na-Bato
o P200,000: when the arms surrendered by the revolutionists exceeded 700
o P200,000: when the Te Deum was sung and General Amnesty was proclaimed by the governor
o That Primo de Rivera pay an additional P900,000 to the families of the non-combatant Filipinos who suffered during the armed conflict
 Celestino Tejeiro and Ricardo Monet
 Col. Miguel Primo de Rivera
L. Failure of the Truce
 Gen. Francisco Makabulos of Tarlac

XII. Revolution: Second Phase
A. American Designs on the Philippines
1. Expansion of the American Navy
– To expand the navy, the Americans have to gauge war against the Spaniards.
2. Battle of Manila Bay
– The naval battle was one-sided because while it is true that the Spanish ships outnumbered those of the Americans, they were poorly armed. Thus, Spain lost the battle.


B. Aguinaldo
 While in Hong Kong, he deposited the P400,000 given to him in 2 Hong Kong Banks. Only the interest was withdrawn and used for the expenses of the exiles.
 After the Battle of Manila Bay, he felt that there was an opportunity to oust the Spaniards from the Philippines.
 But there was a division in the ranks of the exiles, for ISABELO ARTACHO wanted the P400,000 to be divided among them and sued Aguinaldo in the Hong Kong Supreme Court.
 To avoid appearing in court, Aguinaldo, accompanied by Gregorio del Pilar and J. Leyba, secretly left for Singapore.
C. Aguinaldo and E. Spencer Pratt
 Pratt persuaded Aguinaldo to take his lot to the Americans:
“You need not have any worry about America. The American Congress and President have just made a solemn declaration disclaiming any desire to possess Cuba and promising to leave the country to the Cubans after having driven away the Spaniards and pacified the county. Cuba is at our door, while the Philippines is 10,000 miles away!
D. Aguinaldo Returns
 Aguinaldo arrived in Cavite with the war materials he had brought from Hong Kong.
 The Renewal of the Struggle began after he issued a proclamation urging the people to rally once more to the Filipino flag in the struggle against the Spaniards.
 His return was demoralizing for the Spaniards.
E. The Siege of Manila
 Intramuros (Walled City)
– The place where thousands of Spaniards have sought refuge.
– Aguinaldo and his men besiege the city in an attempt to starve out the enemy within its walls.
– They surrounded the city and cut off the city’s food and water supply. This made the people in the city, Spaniards, Filipinos and aliens, suffer from hunger and thirst.
– It was only a matter of weeks before the Spanish authorities would surrender to Aguinaldo.
– Aguinaldo offered Gov. Gen. Augustin honorable surrender but he refused for in Spanish code of honor, the word surrender was non-existent.
– With this refusal, Aguinaldo and his men continued the siege.
F. The Spanish-American Secret Agreement
 George Dewey, thought that the surrender of Manila could be affected without the use of arms.
 He started negotiations with Augustin, through the Belgian consul, Andre, regarding the surrender of Manila.
 But when the Peninsular Government heard of Augustin’s plan for surrender, he was relieved as governor and was replaced by General FERMIN JAUDENES.
 Jaudenes, like Augustin, believed that the Spanish position was hopeless and to save face, he insisted that to satisfy the Spanish code of honor, a MOCK BATTLE should happen after which, the Spanish forces would surrender.
 It was stipulated that Filipino rebels should be excluded and should not be allowed to enter the city
G. The Mock Battle of Manila
 There was a short display of fireworks on the side of the enemies.
 The Spaniards hoisted the white flag of surrender.
 This signaled the “fall” of Manila and the end of the Spanish Colonial Period.
H. Malolos Republic
 First Philippine Republic
 The First Republic in Asia
 June 12, 1898: Declaration of Independence
 Malolos Congress
 Malolos Constitution
I. Treaty of Paris
 December 10, 1898 the Treaty of Paris was signed.
 It provided that Spain would cede the Philippines to United States.
 In return, Spain would receive $20,000,000 from the US as payment for the improvement made in the colony.
 US also agreed to give Spaniards the right to ship commodities to the Philippines for a period of 10 years.
 This signaled the start of American Colonization in the Philippines.

XIII. The Filipino-American Hostilities: Fil-Am Relations After the Treaty of Paris
A. Treaty of Paris
 When the Treaty was signed without even consulting the Filipino people and their representatives, the Filipino-American Alliance that was forced under the pressure of necessity gave way to mutual hostility.
B. American Interest in the Philippines
 Expansion of the navy;
 To have a territory in Asia as a military and naval base;
 American economic interests who were thinking of expanding American business in the Orient;
 Religious interests who wanted the Philippines as a base of operations for American Protestant missionaries.
 It was evident that from the outset, the Americans never really intended to help the Filipinos win their independence from Spain, for had it been otherwise, they would not have sent successive reinforcements to the Philippines.
C. Benevolent Assimilation
 This proclamation was issued by President William McKinley on December 21, 1898.
 This was the first indication of American policy regarding the Philippines.
 It expressly indicated the intention of the US to stay in the Philippines by exercising the right of sovereignty over the Filipinos.
D. San Juan Bridge Incident
 Private Willie W. Grayson and Filipino troops
 Without attempting to find out the cause of firing, Mac Arthur issued his order to advance against the Filipino troops.
 The Filipino-American armed clash was on.
E. American Victories
 Luzon and Visayas conquests
 Mindanao Pacification
– BATES TREATY
• Gen. John C. Bates is appointed to negotiate a treaty with the Sultan by which Muslims and Americans could co-exist peacefully.
• There was no attempt on the part of the Americans to conquer the Muslims for they know that they would have a big fight on their hands if they made such an attempt.
• The treaty provided:
1. The acknowledgment of the sovereignty of US over the whole of Jolo and its dependencies;
2. The respecting of the rights and dignities of the Sultan and his datus;
3. The Muslims shall not be interpreted with on account of their religion;
4. No one shall be persecuted on account of his religious beliefs;
5. The domestic products of Jolo, when carried on by the Sultan and his people within any part of the Philippine Islands, and when conducted under the American flag, shall be free, unlimited and undutiable;
6. The American Government will pay the Sultan and his leading men monthly salaries in Mexican dollars.
• With the conclusion of the Treaty, the Americans succeeded in neutralizing the Muslims in their drive to pacify the Christian Filipinos.
• Afterwards, the Americans continued on their plight to look for Aguinaldo.
F. Battle of Pasong Tirad
 Gen. Gregorio del Pilar
– The rear guard commander of Aguinaldo
– In their flight to the north, he noted the advantageous terrain of Pasong Tirad.
– He then suggested that in order to halt the Americans temporarily, he would stay behind and make a last stand at the Pass.
– This will delay the Americans and give Aguinaldo sufficient time to widen the distance between him and the pursuing enemy.
 Pasong Tirad
– 4500 feet high and commanded a good view for miles around
– The trail leading to it was so narrow that only one man at a time could climb up the hill
– From atop the Pass, the Filipino defenders forced at the advancing enemy, who had not so far pinpointed the exact position of the Filipinos.
– Through JANUARIO GALUT, a Christian Igorot, the Americans found a secret trail to the top and using it to advantage surprised Del Pilar and his men.
– In a matter of minutes, the Filipino defenders were overcome by the enemy.
 Even after such heroic act, Aguinaldo was eventually captured by the Americans.
G. Barbarous Acts
 In an event such as war, brutality was used as an instrument to weaken an enemy’s resistance.
 Both the Filipinos and Americans employed Barbaric Acts to intimidate their enemies.
 Americans
• Water Cure
• Rope Cure
• Beating up of captives until he becomes blue
• Hanging by the neck in a period of 10 seconds causing the victims to suffer bodily pains.
• Arson: burning whole towns in order to force the guerillas to come to the open
 Filipinos
• Cutting of the noses and ears of their enemies and seasoning the wounds with salt
• Burying the enemies alive
• Kicking, slapping, spitting at the faces of American prisoners were commonly done
H. End of Resistance
 The capture of Aguinaldo ended an era and at the same time opened another.
 Behind him, Aguinaldo left the ashes of a past that became embedded in the memory, as the fanatical struggle of an enslaved people to win freedom and independence through blood and tears.
I. Historical Values
 The bloody history of our fight for independence teaches us the following lessons:
– The Filipinos should be proud that the first independent republic in Asia by Asians was established by Aguinaldo in the Philippines from 1898 to 1901. At that time, the other Asian countries were either Western colonies are kingdoms ruled by kings and emperors;
– The Filipinos are brave and sturdy people who will fight for their rights and independence even if they lose;
– The Filipinos lost the Filipino-American War because they were not united and they had inferior weapons;
– Like all wars, The Fil-Am War was very bloody and expensive.
• The Americans sent 126,248 troops, of whom 4,234 died. They spent a vast sum of $16,000;
• Veterans died in Action;
• 200,000 civilians died of starvation or diseases;
• Property worth billions of pesos was damaged.
– We should remember and honor President Aguinaldo and other heroes of this era. Although they lost the war, they fought with courage and honor. These veterans of the revolution were the real founding fathers of our independence.

XIV. Compromise with Colonialism
A. Filipino Elites
 Natural fear of losing the security of their interests
 Basic orientation of the elite
B. Increase in Filipino Participation
 Political Change in the US
 Republican ~ Democratic
 Woodrow Wilson
 Francis Burton Harrison
 “Rapid Filipinization”
 Jones Law of 1916
 1901: Cayetano Arellano


C. Limits to Filipinization
 Confinement to the Elite
 Qualifications for Elections
1. able to read and write
2. must be property owners
3. government employees during the Spanish period
 Economic Limitations
 Treaty of Paris (1899-1909)
 Payne-Aldrich Tariff Act (1909)
 Underwood-Simmons Tariff Act (1913)
 Tydings-McDuffie Law (1934)
D. Democracy Filipino Style

XV. The Campaign for Independence
A. Commission of Independence
 Purpose: to study all matters related to the negotiation and organization of the independence of the Philippines
B. Independence Missions
 OS-ROX Mission (1931-1933)
 Succeeded in securing the passage of an independence bill (Hare-Hawes-Cutting Act)
 Ten year COMMONWEALTH government

XVI. Results of the American Occupation
A. Positive Results:
1. Progress in Education
 University of the Philippines (1908)
 English
2. Bureau of Public Health and Welfare
3. Political Consciousness
B. Negative Results:
4. Colonial Mentality
5. American Dependence





XVII. The Japanese Occupation
A. World War II
 Tripartite Alliance
 Pearl Harbor, Hawaii
 Greater East Asia Co-Prosperity Sphere
 Europe First Policy
B. Japanese in the Philippines
 Puppet Government
 “Mickey Mouse” Money
 5 Mortal Enemies
1. Japanese Military
2. Diseases
3. Guerillas
4. Hunger
5. Japanese-Paid Filipino Spies
XVIII. The Liberation
A. Guerilla Warfare
 Ex. HUKBALAHAP (Luis Taruc)
 3 important functions:
1. ambush or kill enemy soldiers and civilians;
2. to relay important intelligence reports to Mac Arthur in Australia;
3. liquidate spies and Japanese sympathizers
B. Government in Exile
C. Leyte Landings
D. End of War
 Hiroshima and Nagasaki
 Unconditional Surrender
 USS Missouri (September 2, 1945)

other projects

cebu pac dance

projects of my PT students

UP forum on freedom to information

announcement

everyone is invited to attend a forum/seminar at the UP Diliman Malcolm Theater (College of Law) this coming October 1, 2010 from 1-4 pm.

for details regarding the right to information, please see the video below.
for my students who are going to attend please tell me so that i could coordinate with my UP classmates. I also need the list of the names of the PLM students for some incentives.

Some of the speakers are Congresswoman Hontiveros, Atty. Barry Guttierez, and others.

if you have have questions, please text or email me. also please pass to others who might be interested.

see you there.

the last japanese soldier i witness

Onoda is still alive and living in Brazil

kant

project of my students

freedom of information

International Right to Know Day was established by access to information advocates from around the globe. It was first celebrated on 28 September 2003, and 2010 will see the 8th International Right to Know Day.

The aim of Right to Know Day is to raise awareness of every individual's right of access to government-held information: the right to know how elected officials are exercising power and how the tax-payers' money is being spent.

On the right you can click read about activities to celebrate Right to Know Day year by year. Below you will find some ideas about how to celebrate International Right to Know Day in your country.

If you are organising an activity in your country to celebrate Right to Know Day (or Right to Know Week) fill in the form below so we can add your activity to our world Right to Know Day map... coming soon

CLA Quiz BEE

history sections under me, please send your representatives for the quiz bee on friday september 17, 2010 at the bulwagang manileno.

female circumcision

this video deals with female circumcision. please watch it.

are we supposed not to condemn this practice simply because in some cultures this practice is accepted?



another video ( a report by al jazeera on female genital mutilation)

Filipino American History

( some interesting things about the fil-american history)

Filipino American History

According to the U.S. census, there are approximately 9 million people living in America who are of Asian descent. Twenty-three percent of that are of Chinese ancestry; 20% are Filipino; 12% are Asian Indian; and Japanese, Korean, and Vietnamese each share about 10%.

It is expected, that by the year 2000 Filipinos will be the largest Asian Pacific Islander group. In the state of California, there are more Filipinos than there are of Chinese.

In San Diego County, Filipino Americans are the largest Asian Pacific Islander group. Yet as Filipino Americans, we are invisible to mainstream society. How often do you see Filipinos in books, in magazines, on television, or on the radio?

We are hidden in the shadows of our Pacific Islander brothers and sisters. It seems that the only thing people know about us is that our youths have the highest suicide rate in the county.

Is that the only thing known about Filipino Americans? Is this what we want our fellow Americans, our fellow Asian Americans, and our fellow shipmates to know? No, of course not. If possible, we would like to be able to tell our friends and neighbors that there is more to being Filipino than just lumpia and pancit. We want to be able to tell our friends and family that we have a unique Asian Pacific Islander heritage. A heritage that reflects our Filipinoness. A heritage that goes deep into the hearts of all Pinoys, whether we speak English or Tagalog, whether we were born in America or the Philippines, or whether we eat "kare-kare" and "pinakbet", or hamburgers and French fries.

We want to be able to tell our friends and fellow shipmates that, "Our history is no mystery." Indeed, as Filipino Americans, we need to tell our story and when our story began. Unknown to many people, Filipino American history began on October 18, 1587. Filipinos were the first Asians to cross the Pacific Ocean as early as 1587, fifty years before the first English settlement of Jamestown was established. From 1565 to 1815, during the Manila-Acapulco Galleon Trade, Filipinos were forced to work as sailors and navigators on board Spanish Galleons.

They arrived in as Morro Bay, California. A landing party consisting of Filipino seamen, namely "Luzon Indios ("Luzon Indians"), were sent to the California shore to claim the land for the Spanish king.

In 1763, Filipinos made their first permanent settlement in the bayous and marshes of Louisiana. As sailors and navigators on board Spanish galleons, Filipinos -- also known as "Manilamen" or Spanish-speaking Filipinos -- jumped ship to escape the brutality of their Spanish masters. They built houses on stilts along the gulf ports of New Orleans and were the first in the United States to introduce the sun-drying process of shrimp.

In 1781, Antonio Miranda Rodriguez Poblador, a Filipino, along with 44 other individuals was sent by the Spanish government from Mexico to establish what is now known as the city of Los Angeles.

During the War of 1812, Filipinos from Manila Village (near New Orleans) were among the "Batarians" who fought against the British with Jean Lafitte in the Battle of New Orleans.

This was just the beginning of the first wave of Filipino immigration into the United States. The second wave began from 1906 to 1934 with a heavy concentration going into California and Hawaii.

Between these waves of immigration, it is through the "colonization of our native land", the Philippines, that brought us here. For over 300 years, Spain had colonized the Philippines using Manila Bay as their great seaport, trading silver and rich spices with other countries surrounding Southeast Asia and the rest of the world. In exchange for gold, the Spaniards gave Filipinos Christianity. We were called Filipinos after King Philip II of Spain. This is why we have Spanish surnames like Bautista, Calderon, Marquez, and Santos.

Our Spanish connection came to an end after the Spanish-American War in 1898 when America wanted to control the Philippines. Unknown to Filipinos, through the Treaty of Paris (April 11, 1899), Spain sold the Philippines to the United States for $20 million, thus ending over 300 years of Spanish colonization.

Filipinos celebrated their independence from Spain on June 12, 1898, and declared Emilio Aguinaldo as president. However, the people of the Philippines were not truly free. In fact, they never were. America was its new ruler and had cheated the Filipinos in believing that they were free. Thus, the Filipino American War began shortly after U.S. colonization. Known in U.S. history books as the "Philippine Insurrection", it was a bloody precurser to Vietnam. The Filipino American War was America's first true overseas war. The War lasted from 1898 to 1902, and in those 3 years as many as 70,000 Americans died and close to 2 million Filipinos were killed. American soldiers were ordered to shoot and kill every one over age 10. Filipinos over ten were considered "Criminals because they were born ten years before [America] we took the Philippines."

There was even a special gun designed to kill Filipinos, the Colt.45 1902 "Philippine Model", where only 4,600 were made. This is the real American history that historians, academicians, and scholars forgot to tell us. Soon after the War, William Howard Taft, who later became President of the United States, became governor of the Philippines. American school teachers, called 'Thomasites', came to the Philippines to establish a public school system similar to American public schools.

American educators taught Filipinos that "Aguinaldo and friends" were the enemy. They were taught American songs, and world history through American eyes. This is why so many of us speak such good English. The elite class of rich Filipinos also known as "pensionados" were allowed to come to America to learn in American universities. In November 1903, 103 pensionados became the first Filipino students in American Universities and campuses.

It was here in San Diego at State Normal School, now known as San Diego State University (SDSU), where the School Registrar's records show that there were a few Filipino students, ages 16- 25, who had attended SDSU, proof that we have been here in San Diego since 1903.

In the early 1900's, other Filipinos came to Hawaii to work on sugar cane plantations and to seek a better life in America. Filipinos came to the West Coast of the U.S. They worked many long hours on farms and in the agricultural fields picking grapes, asparagus, lettuce and other fruits and vegetables in places like Hayward, Salinas, Stockton, El Centro, and even in Escondido. In Alaska they worked in the fish canneries.

If they were not working in the fields, then they were working as dishwashers, waiters, and bus boys at the Hotel Del Coronado, some at the "Casa de Manana" in La Jolla, or at the Rome Hotel on Market Street.

These Filipino pioneers were known as the "manong generation" since most of them came from Ilokos Sur, Iloilo, and Cavite in the Philippines. "Many of them [Filipinos] did not plan to reside permanently in the United States. All they wanted was to accumulate as much wealth as possible within a short time and return to the islands as rich men. "But due to the low-paying jobs the migrants obtained, a trip home became more and more remote as the years went by" (excerpt from Adelaida Castillo-Tsuchida's "Filipino Migrants in San Diego: 1900-1946" p.56). Back in the 1920's and '30's, the ratio of men to women was 20 to 1. In some places it was 40 to 1. Because they were Filipino, they were not allowed to marry white women. In the state of California, the local authorities imposed anti-miscegenation laws on Filipinos. Filipinos had to drive out of state in order to marry white women.

And during this time, particularly during the Great Depression, white Americans claimed that Filipinos "brought down the standard of living because they worked for low wages."

Filipinos had to compete against other ethnic groups to earn a living. Tensions grew between white Americans and Filipinos. White Americans blamed Filipinos for taking their women and their jobs. For this reason, many hotels, restaurants, and even swimming pools had signs that read "POSITIVELY NO FILIPINOS ALLOWED!" Sometimes they read, "NO DOGS ALLOWED!"

This eventually lead to the passing of the Tydings-Mcduffie Act of 1934, which limited Filipino immigration to the U.S. to 50 per year. Its main purpose was to exclude Filipinos because they were perceived as a social problem, disease carriers, and an economical threat. American attitude toward Filipinos changed with the onset of World War II. This began the 3rd wave of Filipino immigration (1945-1965). Filipinos from the Philippines joined the U.S. Navy to fight against the Japanese. Filipinos were allowed to join the navy because they were so-called "Nationals". They were not U.S. citizens, nor were they illegal aliens. In the navy, many Filipinos were given the label of "Designated TN", which many of you know stood for "Stewardsman".

As stewards, Filipinos in the U.S. Navy cooked, cleaned, shined, washed, and swabbed the decks of naval ships and naval bases across America and the entire world. Despite their status, Filipinos fought side-by-side with American soldiers for freedom against the Japanese.

The 4th wave of Filipino Immigration began after the passing of the Immigration Act of 1965 and continues to the present day. This allowed the entry of as many as 20,000 immigrants annually.

This wave of Filipinos was also called the "brain drain". It consisted mainly of professionals: doctors, lawyers, nurses, engineers, as well as the military, Filipinos who continued to join the navy off Sangeley Point in Cavite City, Philippines. From the first to the fourth wave of Filipino Immigration, evidently Filipinos have been in America for quite some time, yet one must persistently ask who are the Filipino Americans? Who are they and what they have done? Perhaps it would be better to ask: What is it about Filipino-Americans that make them appear different, yet one and the same? The answer may lie with the younger generation, our youth, young 2nd or 3rd-generation Filipino Americans, for some of you, your sons and daughters. Many of them do not see themselves in the American mainstream or in the community, and because of this "invisibility" they lack a certain voice that would remind them that they too are Filipino. Perhaps, this might be one of the reasons why they act more American than Filipino. What many of them do not know is that there are people like the following to look up to.

AGAPITO FLORES, who in the early 1940's invented the FLOURESCENT LIGHT, thus the name FLUOR-RES-CENT;

EDWARDO SAN JUAN, a Filipino, who in 1969 worked for Lockheed Corporation and was the conceptional designer of the Lunar Rover or the Moon Buggy;

In 1948, Olympic gold medalist, VICKY MANOLO DRAVES, was the first woman to win high and low diving events;

BOBBY BALCENA, in 1957, was the outfielder for the Cincinnati Reds;

ROMAN GABRIEL, quarterback for the Los Angeles Rams (1962-1973). He was the 1969 NFL MVP and Player of the Year;

LIZ MASAKAYAN, pro beach Volleyball champion player who lives in San Diego;

ERNIE REYES JR., martial arts expert, movie actor and director;

BEN CAYETANO, governor of Hawaii since 1994, the highest ranking Filipino American in U.S. government;

TESS SANTIAGO, Mayor of the city of Delano, California's first Filipina Mayor since November 1994;

ANDY BUMATAI, standup comedian from Hawaii;

AOIDA NICOLAS LEWIS, CEO of the largest African-American owned corporation, TLC Beatrice;

The late, LARRY DULAY ITLIONG, labor organizer (1965 grapes strike leader), 1st vice-president of the United Farm Workers union;

The late, PHILIP VERACRUZ, cofounder of the United Farm Workers union;

DANNY MODELO, the first Filipino American animal trainer at Sea World in the United States, a Filipino who grew up in South San Diego;

Judge LILIAN LIM, 1st Filipina judge in the U.S., appointed in 1988 and also from San Diego;

VELMA VELORIA, 1st Filipina American and Asian American woman elected to the Washington state legislature;

ROBIN TULAO MANGARIN, the 1st Filipina American television news anchorperson in San Diego history;

JOEL DELA FUENTE, TV actor who plays the character of Paul Wang on "Space Above and Beyond";

NIA PEEPLES, from the "North Shore", & star of the former TV show, "Party Machine"; also in the TC series "Fame";

TAMILYN TOMITA, from the "Karate Kid II" and the "Joy Luck Club";

TIA CARRERE, from "Wayne's World I & II", "Rising Sun", & "True Lies";

ROB SCHNEIDER, who you all know from Saturday Night Live, the movie "Judge Dredd", "Demolition Man", and "Down Periscope";

EMILIO ESTEVEZ, from the movie "Young Guns I & II", "Men at Work", & "The Mighty Ducks I & II";

CHARLIE SHEEN, from "Major League I & II", "Hot Shots", and "Navy Seals";

LOU DIAMOND PHIILLIPS, from "La Bamba", "Courage Under Fire", "Young Guns";

DEE DEE MAGNO, performed in "Miss Saigon" and "The Mickey Mouse Club" and "Sister Act 2". In the group, The Party;

JENNIFER KWAN, performed in "Miss Saigon" and the TV Show, "California Dreams";

JOCELYN ENRIQUEZ, pop artist. Albums: "Jocelyn" and "Jocelyn Enriquez" Songs: "Do You Miss Me?" and "A Little Bit of Ecstasy";

BUFFY, pop artist. Song: "Give Me a Reason" and "First Love";

JOSIE NATORI, Founder and president of Natori Inc., the label in known for its classy lingerie;

PIA MANALO, appears in "Barney and Friends";

JESSICA HAGEDORN, author of "Dogeaters" and Editor of the anthology, "Charlie Chan Is Dead";

Then you got that one guy formerly known as PRINCE. Where do you think he gets his rhythm?

You may say that some of the people that I have mentioned are part Black, White, or Asian, but deep down they are also part Pinoy, therefore, Filipino American. Each and every one of them reflects a certain Asianness, but more so a Filipinoness. They, like any other Filipino American, will continue to live their lives in these United States of America, proud of their heritage and proud to tell their own story.

The Bells of Balangiga

( this is one of the atrocities committed by the americans when they invaded the philippines. i ask you my students to read the post below to learn more)


Philippines 1901
The Bells of Balangiga

Revolutionary Worker #939, January 11, 1998

A hundred years ago, out of the dark,
An insignificant town made its mark.

From the program for
"The Bells of Balangiga"

The Pintig Cultural Group in Chicago recently presented a new play, The Bells of Balangiga. This musical tells the story of a small town in the Philippines, Balangiga, where the people heroically resisted U.S. imperialism in 1901--successfully organizing and carrying out a plan to kill the U.S. soldiers who had invaded and occupied their town.

Rodolfo Carlos Vera, who wrote this Chicago version of the play, first put this story on the stage two years ago with a regional theater group in the Philippines. That production toured throughout Samar, the very island where the story takes place. Now, The Pintig Cultural Group has plans to take The Bells of Balangiga on the road in the United States.

Angela Mascareñas, a founding member of Pintig who is the producer of the play, says in her program notes: "The Bells of Balangiga is not just a musical production. It is a discourse on colonialism and the history of the Philippine-United States relations. It is an attempt to popularize those historical facts that have not made it in the mainstream history books nor in documentaries about the role of U.S. aggression in different parts of the world at the turn of the century. More importantly, it is a conscious effort to amplify those historically marginalized voices of the colonized Filipinos and of those who continue to suffer neo-colonial oppression under U.S. imperialist stranglehold in the Philippines... We dedicate this production to all Filipinos who have died for justice and freedom as well as to all those who continue to fight for the same in the Philippines and elsewhere in the world, for those who have forgotten and for those who have yet to learn, we hope to bring back to life the songs, the stories, and the lessons of Balangiga."

The 1898 story of Balangiga is another chapter in the people's history which illustrates the truth that, as Mao Tsetung said, "Where there is oppression, there is resistance!"

*****

In 1896, after 300 years of Spanish colonialism, the Philippine Revolution broke out against Spain. The Filipino people continued their proud history of fighting against foreign oppressors and when the Spanish-American War began in 1898, armed guerrilla struggle against Spanish colonial rule intensified. Spanish power collapsed throughout most of the archipelago. But meanwhile, the U.S. imperialists were maneuvering to become new colonial masters in the Philippines. Secret diplomatic negotiations were conducted between the U.S. and Spain, and on August 13, 1898 a mock battle was staged in order to justify Spain turning the Philippines over to the United States. After a few token shots were fired Spain surrendered, and on December 18, 1898 the U.S. "bought" the Philippines from Spain for 20 million dollars.

Less than two months later, U.S. troops made a surprise attack on Filipino revolutionary forces near the capital of Manila and at least 3,000 Filipinos were killed. The Filipino-American War began with the masses of Filipino people determined to resist U.S. imperialism. The U.S. won this war in 1902, after sending over 126,000 U.S. troops to the Philippines. Filipinos who refused to pledge allegiance to the U.S. flag were persecuted, sometimes imprisoned. Filipino rebels were tortured and organizations of workers and peasants were suppressed. For every U.S. soldier killed, 50 Filipinos were killed. It has been estimated that more than a quarter of a million Filipinos died as a direct and indirect result of the Filipino-American War. And one U.S. general even put the Filipino death casualty as high as 600,000 or one-sixth of the population in the main island of Luzon.

In the small town of Balangiga, the people were determined to fight against the U.S. occupation of their country. They decided to invite (lure) the U.S. military to their town in the guise of asking for "protection."

Company C of the 9th Infantry Battalion arrived in Balangiga on August 11, 1901. These 74 veteran soldiers, some of whom had carried out other U.S. exploits in China and Cuba, immediately began to oppress the people--using the racist term "goo-goo" to refer to the people, pressganging the men into labor, and raping the women.

Meanwhile, the townspeople, who seemed to be cooperating with the U.S. soldiers, were making secret plans. One account said that, on the recommendation of the town's mayor, other Filipinos were added to the workforce from the nearby hills where the revolutionary guerrillas were active. According to this account, "The Americans found them unusually industrious but they happened to be the guerrilla's best bolomen. (A bolo is a heavy, single-bladed machete.)

After only a few weeks of putting up with the U.S. occupation, the people of Balangiga decided they had had enough and it was time to carry out their plans. One night, the people met in the jungle, away from the eyes and ears of the U.S. soldiers. The women dressed the men up as women and then walked back with them to the town. The next morning, on September 28, 1901, the disguised men carried small coffins through the town--staging a mournful procession for dead babies killed by cholera. In fact, the coffins did have some dead babies in them, but they were also filled with bolos!

The American soldiers, totally off guard, were eating their breakfast. Some of them didn't even have their guns with them. The commander of Company C, Captain Thomas Connell, was at his desk working on a memorial service for U.S. President William McKinley, who had been assassinated three weeks earlier.

Then, according to one account, Balangiga's chief of police, Pedro Sanchez, walked behind a U.S. sentry and with casual swiftness, grabbed the sentry's rifle and brought the butt down in a smashing blow on his head. Then the church bells unexpectedly started to toll. This was the signal for the disguised men to launch their attack. Those in the mess tents were among the first U.S. soldiers hit. They tried to fight back with chairs and kitchen utensils but several of them swiftly lost their heads as the rebels swung their bolos with determination. Some townspeople outside cut the ropes to the tents, causing the tents to collapse on the struggling soldiers.

Of the 74 U.S. soldiers in the unit, 47 were killed and 22 were wounded. The survivors managed to escape to an American garrison.

Retaliation from the U.S. was swift, vicious and extreme. U.S. soldiers went back to Balangiga, burned the town and then went on a rampage, burning down the whole island of Samar. This genocidal retribution was led by Brig. Gen. Jacob W. Smith, who had earned the nickname "Hell Roaring Jake." A decade earlier, as a cavalryman, Smith had fought at Wounded Knee, where hundreds of Indians were massacred. Now he told his men, "I want no prisoners. I wish you to kill and burn. The more you kill and burn, the better it will please me." He directed that Samar be converted into a "howling wilderness" and U.S. soldiers were instructed to shoot anyone over 10 years old. One U.S. Major reported that in an 11-day span his men burned 255 dwellings, slaughtered 13 carabaos (Filipino oxen), and killed 39 people. Other officers reported similar activity. The island's population dropped from around 300,000 to around less than 257,000.

U.S. soldiers stole the three church bells in Balangiga that had signaled the death of Company C. And to this day, two of these bells are in a monument in Cheyenne, Wyoming--at a military post first occupied by U.S. soldiers who fought and killed the Indians. The other bell is in South Korea, where the current Company C unit is stationed.

Now, in the Philippines, there is a campaign to demand that the Bells of Balangiga be returned to the Philippines, where they rightfully belong--as a reminder to the people of the atrocities carried out by U.S. imperialism and the heroism of those who dared to resist.

This article is posted in English and Spanish on Revolutionary Worker Online
http://rwor.org
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CALL FOR VOLUNTEER FACILITATORS FOR THE 8TH NATIONAL YOUTH PARLIAMENT

CALL FOR VOLUNTEER FACILITATORS FOR THE
8TH NATIONAL YOUTH PARLIAMENT
Butuan City
November 5-8, 2010

Background:

The National Youth Commission (NYC) is looking for Nine volunteers who will facilitate discussion in the committee sessions and assist in the plenary sessions of the 8th National Youth Parliament (NYP) on November 5-8, 2010 in Butuan City.

The NYP will gather youth leaders in the country to discuss the prevailing issues affecting them and to serve as a venue for the youth to craft policy recommendations in the pursuit of advancing youth concerns.

Qualifications of Facilitators:
The Facilitators shall be:

* Between 25 to 35 years old
* Mentally and Physically fit to travel
* Holds basic knowledge and experience in the following fields:
* Parliamentary Rules, Privileges and Legal Matters
* Sustainable Development/Environment
* Education
* Health
* Special Needs
* Employment/Entrepreneurship
* Participation
* Values
* Other Relevant and Emerging Youth Issues
* Able to facilitate from November 5-8, 2010
* Able to attend the Committee Facilitators’ Training from November 3-4, 2010
* With functional knowledge on parliamentary procedure
* Delegates or previous NYP (1st batch to 7th batch), NYC Youth Volunteers, Beneficiaries of other NYC Programs or Members of NYC Youth Organizations Registration Program and interested applicants

Application Requirements:

1. Application Letter (1 copy)
2. Accomplished Application Form (1 copy)
3. Resume with passport size photo attached (1 copy)
4. Photocopy of one valid ID (1 copy)

Expenses:
The National Youth Commission will shoulder the transportation expenses (round trip to Butuan and back – from airport, port and bus station), meals and accommodation of the chosen applicants



Schedule of Activities:
November 2, 2010 Arrival in Butuan City
November 3-4, 2010 Committee Facilitators’ Training
November 5-8, 2010 NYP Program Proper and Post-Program Evaluation
November 9, 2010 Departure from Butuan City

Applicants should submit all the application requirements including the application form thru e-mail to obin_espinoza@yahoo.com, by courier or personal delivery addressed to Dr. Robinson Espinoza, Policy, Research, Monitoring and Evaluation Division (PRMED), National Youth Commission, 4th Floor, Bookman Building, 373 Quezon Avenue, Quezon City not later than September 30, 2010.



Contact Details:
Telefax Number: +632.7812373
E-mail: obin_espinoza@yahoo.com

Urgent

for my Physical Therapy Class for today Wednesday 1-4 pm, please text me at 09284725352. I need to talk to you guys ASAP.

good videos from you tube

this is an amazing light show from Ukraine. Very nice. Wish someone could do something similar here in the Philippines.




Another funny take at the Fight Club, only this time the ladies are the protagonists. The ladies could sure kick some butts.

announcement

i cant make it to class for the rest of the week because i am currently confined at the UP infirmary. we will just schedule a make up class.

projects in philo

History Notes

( Notes for History)
This is not the complete notes for the subject Philippine History. Nonetheless, it may serve as a guide. For the departmental exam please refer to the Agoncillo book.
Phil History