Pagsugal ng Buhay

ni MVP

Ang pagmamahal sa tao ay muling nagiisa
pero pagkatapos ng gabing kay dilim at
umagang kay ginaw sa wakas muling napangiti siya!

Tinawag ulit si bathala,
lulusong muli sa tubig, susugal at susugal pa rin!
Dahil hindi bat sapat na kabayaran
ang sakit para sa pagmamahal sa bayan
hindi bat mas tinataya natin ang lahat
kapag hindi tayo sumugal sa ating minamahal.

Ito ang ginawang batas na martial law
Dumilim ang kalangitan kasabay ng iyong paglisan.
Bumuhos ang malakas na ulan kasabay kasabay ng pag kawala ng pag asang lumaya.
Tumaas ang tubig sa ilog at karagatan
na siyang pagbaba naman ng pag asang
ikay muli ko pang mayakap at mahagkan.
Rumagasa ang malakas na daloy ng tubig
na tila bang siyang tumangay sa ating kayamanan
tumumba ang puno’t halaman na
siyang pagtumba rin ng ating kaginhawaan.

At sa bawat pag patak ng bawat sigundo,
bawat minuto na tila ba ito na ang oras na magwawakas na
ang binuo nating IKAW, AKO, SILA at TAYO
kasabay ng pag punit natin sa ating naiwang litrato.
Malamig ang bawat pag dampi ng hangin sa ating katawan
na tila ba mga yakap bago ako lumaban
at pag katapos ng masamang panahon na
siyang namang aking pag bangon sa aking mapait na kahapon.
Mula sa kalayaan na aming mga tao lamang ay sinayang at pina ikot lang.
Ayoko na!!! Paulit ulit nalang Paulit ulit nang pinapaasa
Nakakapagod na, Nakakapagod nang magmahal Nakakapagod nang isiping may pag asa pa Nakakapagod nang isiping kayako pa
Nakakasawa na Nakakasawang mag panggap Nakakasawang itago ang lungkot na nadarama Nakakasawang mag mahal Nakakasawang masaktan
Gusto ko ng sumaya Gusto ko ng lumaya Lumaya sa lahat ng pagpapanggap Lumaya mula sa lahat ng sakit na nadarama

4 As Lesson Plan Sample

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Ang Ilog at Ako (A Documentary) by May Anne Joy D. Romanes

School Climate Perceptions Among Different Stakeholders by May Anne Joy Romanes

Who are the local heroes of Indang, Cavite? (part 1)

by: May Anne Joy D. Romanes  

  Because of the demands of the K to 12 program, teachers need to incorporate localized and contextualized topics to their lessons; however, this becomes a problem when the valuing of people for the history and its own products is not that strong. This can be attributed to the lack of knowledge, which also can be attributed to the lack of interest, not only of the students, but also the lack of interest of teachers to teach these topics to their students. Ideally, this should never be the case. As  educators, we uphold the responsibility to pass the richness of our local history to our students, because this is the only way that we can truly form their identity as responsible citizens of this country.

P.S. These photos are my property.

List of Local Heroes of Indang, Cavite

[Well-known]

1. Severino delas Alas
2. Raymundo Jeciel

[USAFFE Veterans]

1. Alfredo Atis
2. Geronimo Atis
3. Julio Atis
4. Juan Aves
5. Lorenzo Barrientos
6. Isidro Bergado
7. Flaviniano Caagusan
8. Benvenuto Costa
9. Doroteo Costa
10. Pedro Creencia
11. Pedro H. Creus
12. Constancio Crucena
13. Casimiro Cuevas
14. Victorio Feranil
15. Cornelio Ferolino
16. Fidel Dilig
17. Filomeno Diokno
18. Pablo Erni
19. Sofronio Erni
20. Pedro Escalante
21. Marianito Espinosa
22. Valentin Feraer
23. Victoriano Feranil
24. Dominador Grueso
25. Bonifacio Guevarra
26. Teofilo Hernando
27. Juan Josue
28. Anastacio Legaspi
29. Diosdado Morales
30. Roman Marges
31. Aldovino Marquez
32. Juan Marquez
33. Aurelio Matel
34. Agapito Matilla
35. Benjamin Mojica
36. Florentino Mojica
37. Ignacio Mojica
38. Perfecto Mojica
39. Sebastian Morales
40. Ignacio Novero
41. Alfredo Nuestro
42. Geronimo Ocampo
43. Conrado Oloteo
44. Filomeno Panganiban
45. Lamberto Penales
46. Alberto Penalba
47. Felimon Penalba
48. Ricardo Perello
49. Atanasio Perido
50.  Pedro Perlado
51. Teodoro Perlado
52. Francisco Ramos
53. Marcelino Ramos
54. Albino Rodil
55. Arsenio Rodil
56. Valentin Rodil
57. Crispulo dela Rosa
58. Salvador del Rosario
59. Honesto Salazar
60. Melanio Salgado
61. Aurelio Salvacion
62. Felipe Salvacion
63. Rafael Sarmiento
64. Numeriano Sernal
65. Gaudiosio Sierra
66. Hugo Suarez
67. Felimon Tibayan
68. Vicente Torres
69. Pedro Viaje
70. Nemesio Villa
71. Doroteo Vida
72. Pacifico Vida
73. Marcelino Villanueva

Real vs. Edited Photos of our Philippine Presidents (part 1)

    It is undeniable that photo editing softwares and apps, such as Adobe Photoshop, Camera 360, Retrica, and photo filters just got popular in the recent years, but that does not change the fact that the people that surrounds our country's leader (if not our presidents themselves) like their photos edited.

    Here are the actual and edited photos of our presidents:

1. Emilio Aguinaldo (1891-1901)

Eyes got bigger. Nose becomes pointed. Lips look different. Face is generally slimmer.

2. Manuel L. Quezon (1935-1944)

Eyes becomes bigger. Bottom lip looks fuller. Hair is thicker. Face is contoured. Indeed, the man in the right just looks way different from the real one.

3. Jose P. Laurel

Eyes got bigger. Nose is more prominent. Lips look different. Face is slimmer. Hair got thicker.

Check out the 2nd part of Real vs. Edited Photos of our Philippine Presidents

Real vs. Edited Photos of our Philippine Presidents (part 2)

   It is undeniable that photo editing softwares and apps, such as Adobe Photoshop, Camera 360, Retrica, and photo filters just got popular in the recent years, but that does not change the fact that the people that surrounds our country's leader (if not our presidents themselves) like their photos edited. 

    Here are the actual and edited photos of our presidents:

4. Sergio Osmeña Sr. (1944-1946)

Eyes looks different. The bone of the nose looks prominent. Bottom lip looks fuller. The shape of the face looks slightly different.

5. Manuel Roxas (1946-1948)

Nose looks prominent and slimmer. Eyebrows look fuller. Face is slimmer. Lips look less protruding.

6. Elpidio Quirino (1948-1953)

Eyes are bigger. Nose becomes pointed. Lips are fuller. He looks better in the edited photo (right).

Back to part 1

Real vs. Edited Photos of our Philippine Presidents (part 1)

    It is undeniable that photo editing softwares and apps, such as Adobe Photoshop, Camera 360, Retrica, and photo filters just got popular in the recent years, but that does not change the fact that the people that surrounds our country's leader (if not our presidents themselves) like their photos edited.

    Here are the actual and edited photos of our presidents:

1. Emilio Aguinaldo (1891-1901)

Eyes got bigger. Nose becomes pointed. Lips look different. Face is generally slimmer.

2. Manuel L. Quezon (1935-1944)

Eyes becomes bigger. Bottom lip looks fuller. Hair is thicker. Face is contoured. Indeed, the man in the right just looks way different from the real one.

3. Jose P. Laurel

Eyes got bigger. Nose is more prominent. Lips look different. Face is slimmer. Hair got thicker.

References

Ananda, M. (2006). Albert Bandura’s social cognitive theory. Retrieved from http://ananda.mahto.info/albert-banduras-social-cognitive-theory/

Awkins, J. (2011). Are we products of our environment?. Retrieved from http://jaeawkins.com/are-we-products-of-our-environment/

Bandura, A. (1971). Social learning theory. Retrieved from http://www.jku.at/org/content/e54521/e54528/e54529/e178059/Bandura_SocialLearningTheory_ger.pdf

Criticisms. (n.d.). Retrieved from http://bdrum.com/Bandura/Criticisms.htm

McLeod, S. (2014). Bobo doll experiment. Retrieved from http://www.simplypsychology.org/bobo-doll.html

Shuttleworth, M. (2008). Bobo doll experiment. Retrieved from https://explorable.com/bobo-doll-experiment.

Bandura’s Social Cognitive Theory: An Analysis part 11 (Conclusion)

            The social cognitive theory believes in the combination of the environmental, social, and cognitive factors in the development of the behavior; however, it is still unclear as to what extent these three influences the behavior of men.  Nevertheless, this theory received both good and bad reactions over the years, which means that, although imperfect, this theory has its importance.

The social cognitive theory has its truth; however, accepting it as a whole truth is not possible because of some reasons.  First, Bandura believes that people does not just respond to the stimulus presented in the environment, but uses their cognitive skills in reacting to their environment.  I agree that people does not impulsively react to their environment.  People think whether they like it or not.  But then again the extent on which people use their cognitive skills in reacting to their environment has yet to be clarified.  Second, people are different, and as they grow old, their differences become greater; thus, it becomes harder to generalize the manner of learning of all people.  For instance, Kaye is a child, who came from a family of painters, raised in a way that she was exposed to the nature of work of her family members, provided that her family persuaded her to be a painter all her life.  Even though it seems that the circumstances have conspired to make Kaye the same as her family, it does not follow that Kaye would really be a painter when she grows up.  The reason is just obvious—people change.  Our way of thinking becomes different as we grow old.  Moreover, as we grow old, we tend to think beyond our environmental and social circumstances.  Even if Kaye has been home-schooled and has been taught only to paint, it is not an assurance that she would copy the behavior of her family members (e.g. passion for painting), because chances are, she might form an opinion, a judgment, or a belief of her own, guided by her own reasons, which are independent of the outside factors, such as her family.  Third, people have their free will.  We can choose for ourselves.  Otherwise, if we held our environment and our models solely responsible for our deeds, then the law would be meaningless.  For instance, a man, who beats his child just because his father also beats him when he was a child, does not make this man innocent as far as the law is concerned.  This is because we have the power to think and to choose which is good, at least according to one’s conscience and what is required of us in the law of the country we lived in. 

To summarize, the social cognitive theory should not be generalized; it is only true in some cases. Nonetheless, it is still useful to teachers and students.  It is just important to note that more than giving importance on the technical aspect of the teaching process, the teachers need to make sure that they also teach the students how to be conscious about their surroundings including the people they interact with in order to weigh the good and bad sides of the situations around them and how it affects others.  It is also important to emphasize that regardless of the situation, we can form our own decisions.  Bandura was right in this part.  The cognitive factor has a very important role to play in learning a behavior; therefore, people need to take advantage of it.  At the end of the day, neither Bandura nor his theory would tell us how we ought to live our lives, it is still up to us through our choices and decisions on how we will make this world a better place for us and for the others.   

References