Ito ay isang powerpoint presentation na tumatalakay sa paksang tungkol sa Talambuhay ni Dr. Jose Rizal. Dito din matatagpuan ang ilang aktibidad o diskusyon patungkol sa paksang tinalakay
Jose Rizal was born on June 19, 1861 in Calamba, Laguna to Francisco Mercado and Teodora Alonzo. He came from a wealthy family and was educated by private tutors and attended Ateneo Municipal de Manila where he graduated with highest honors. Rizal later continued his studies in Europe, obtaining his medical degree from the University of Santo Tomas and later specializing in ophthalmology at the University of Madrid. He was a polymath who excelled in many fields including poetry, painting, and sculpture.
The document provides background information on Jose Rizal, the famous Filipino nationalist. It discusses Rizal's ancestry, parents, and family. Rizal was born in 1861 in Calamba, Philippines to Francisco Mercado Rizal and Teodora Alonso Realonda. He came from a distinguished family and was raised in a happy, middle-class home where he was taught Catholic faith and values of obedience, respect, and hard work.
This document provides biographical details about Jose Rizal, the Philippine national hero, in the first chapter. It mentions that Rizal was born on June 19, 1861 in Calamba, Laguna and baptized on June 22. It also lists the names and roles of his parents and siblings. The document then discusses the meanings behind Rizal's name and traces his ancestry on both his paternal and maternal sides.
Jose Rizal had his early education in Calamba and Biñan, Philippines, characterized by rote memorization and strict discipline. In Biñan, the 11-year-old Rizal was initially mocked by his classmates for his limited Spanish, but he soon proved himself the best student by surpassing all others in his academic subjects. Though smaller than the other boys, Rizal was also strong in wrestling and never backed down from a fight, becoming popular among his peers. After a year of excelling in his studies in Biñan despite facing jealousy from some classmates, Rizal returned to Calamba in December 1870.
Jose Rizal was a Filipino nationalist and writer born in 1861 in Calamba, Laguna. He studied at Ateneo Municipal in Manila and the University of Santo Tomas, then traveled to Europe in 1882 where he studied medicine. While in Europe, he wrote two novels criticizing the Spanish colonial government in the Philippines and the Catholic Church, for which he was eventually exiled. He was executed by firing squad in 1896 at the age of 35, making him a martyr of the Philippine revolution.
Dr. Jose Rizal came from a large, educated middle-class Filipino family from Calamba, Laguna. His father, Francisco Mercado Rizal, and mother, Teodora Alonso Realonda, emphasized education and Catholic faith. Rizal had 11 siblings and was the seventh child. He went on to become a polymath who was a key figure in the Philippine revolution against Spanish colonial rule. He was executed by the Spanish in 1896, further solidifying his status as the Philippine's national hero.
Ito ay isang powerpoint presentation na tumatalakay sa paksang tungkol sa Talambuhay ni Dr. Jose Rizal. Dito din matatagpuan ang ilang aktibidad o diskusyon patungkol sa paksang tinalakay
Jose Rizal was born on June 19, 1861 in Calamba, Laguna to Francisco Mercado and Teodora Alonzo. He came from a wealthy family and was educated by private tutors and attended Ateneo Municipal de Manila where he graduated with highest honors. Rizal later continued his studies in Europe, obtaining his medical degree from the University of Santo Tomas and later specializing in ophthalmology at the University of Madrid. He was a polymath who excelled in many fields including poetry, painting, and sculpture.
The document provides background information on Jose Rizal, the famous Filipino nationalist. It discusses Rizal's ancestry, parents, and family. Rizal was born in 1861 in Calamba, Philippines to Francisco Mercado Rizal and Teodora Alonso Realonda. He came from a distinguished family and was raised in a happy, middle-class home where he was taught Catholic faith and values of obedience, respect, and hard work.
This document provides biographical details about Jose Rizal, the Philippine national hero, in the first chapter. It mentions that Rizal was born on June 19, 1861 in Calamba, Laguna and baptized on June 22. It also lists the names and roles of his parents and siblings. The document then discusses the meanings behind Rizal's name and traces his ancestry on both his paternal and maternal sides.
Jose Rizal had his early education in Calamba and Biñan, Philippines, characterized by rote memorization and strict discipline. In Biñan, the 11-year-old Rizal was initially mocked by his classmates for his limited Spanish, but he soon proved himself the best student by surpassing all others in his academic subjects. Though smaller than the other boys, Rizal was also strong in wrestling and never backed down from a fight, becoming popular among his peers. After a year of excelling in his studies in Biñan despite facing jealousy from some classmates, Rizal returned to Calamba in December 1870.
Jose Rizal was a Filipino nationalist and writer born in 1861 in Calamba, Laguna. He studied at Ateneo Municipal in Manila and the University of Santo Tomas, then traveled to Europe in 1882 where he studied medicine. While in Europe, he wrote two novels criticizing the Spanish colonial government in the Philippines and the Catholic Church, for which he was eventually exiled. He was executed by firing squad in 1896 at the age of 35, making him a martyr of the Philippine revolution.
Dr. Jose Rizal came from a large, educated middle-class Filipino family from Calamba, Laguna. His father, Francisco Mercado Rizal, and mother, Teodora Alonso Realonda, emphasized education and Catholic faith. Rizal had 11 siblings and was the seventh child. He went on to become a polymath who was a key figure in the Philippine revolution against Spanish colonial rule. He was executed by the Spanish in 1896, further solidifying his status as the Philippine's national hero.
This document provides an overview of the National Service Training Program (NSTP) in the Philippines. It outlines the legal basis of the NSTP, its three components (ROTC, CWTS, LTS), who is covered, duration and fees, implementation management, the NSTP One Summer Program, National Service Reserve Corps, and details of the CWTS component and its areas of service. The NSTP aims to develop civic consciousness, defense preparedness, and service among tertiary students in the Philippines.
Pulse polio vaccination campaign camp at toll plaza dapparDinesh Kumar Tiwari
Dearest Friends;
We would like to share greetings >>> CSR events/initiative Pulse Polio Vaccination Campaign Camp information with PPP
Thanking with regards
Dinesh Tiwari
This document summarizes Kant's distinction between a priori and a posteriori knowledge. It explains that a priori knowledge is independent of experience, while a posteriori knowledge depends on experience. It also discusses Kant's identification of analytic and synthetic propositions, and his view that synthetic a priori knowledge is possible in the form of concepts like causality that structure our experience. The document concludes by noting that while synthetic a priori knowledge is possible, it is limited to phenomena and we cannot know things as they are in themselves.
Jose Rizal's Scholastic Triumphs at Ateneo de Manilamarielwithdowny
Rizal entered Ateneo Municipal in 1872 where he initially faced rejection but was eventually admitted through the help of Manuel Xerez Burgos. He excelled in his studies, often achieving the highest grades and medals in his class. Rizal graduated with highest honors in 1877, receiving a Bachelor of Arts degree. Throughout his time at Ateneo, Rizal was involved in various extracurricular activities including religious societies, literary academies, art, sports, and carved sculptures of religious figures. He developed close relationships with some of his Jesuit professors who helped inspire and improve his skills in poetry and art. Rizal's time at Ateneo played a significant role in his intellectual and personal development.
This document provides an overview of polio, including:
1. A brief history of polio and its identification and naming.
2. Details on poliovirus itself, including that it is an enterovirus with three serotypes that are targeted by vaccines.
3. The pathogenesis of poliovirus and how it typically enters the body and can in rare cases affect the nervous system and cause paralysis.
4. Epidemiological details on polio including types of infection outcomes and its historic prevalence prior to vaccination efforts.
5. Prevention strategies including the global polio eradication initiative and details on the inactivated and oral polio vaccines used in vaccination programs.
Ang "Rizal:Pambansang Bayani" ay naglalaman ng mga dahilan kung paano naging pambansang bayani si Dr. Jose Rizal. Isinama na rin ang paliwanag tungkol sa Batas Rizal.
Theory of Error in Classical Indian PhilosophyKangkan Boro
Paper prepared as part of my "Introduction to Classical Indian Philosophy" course at IIT Delhi. It is about the Theory of Error in Classical Indian Philosophy.
Soil erosion is a major problem in parts of Africa like Guinea and Zimbabwe. The overuse of land for farming and grazing has removed vegetation that holds soil in place. Heavy rainfall then washes away topsoil, reducing the fertility of the land. This makes it difficult for farmers to grow food, potentially leading to hunger, poverty, and migration. Some efforts to prevent soil erosion include planting trees, using vetiver grass, and constructing stone terraces across slopes.
Rizal had romantic relationships with several women throughout his life, both in the Philippines and abroad. Some of the women he courted included Julia, whom he met as a teenager; Segunda Katigbak, a childhood love; Leonor Valenzuela; and Leonor Rivera, who he loved for 11 years but was unable to marry due to her mother's disapproval. While traveling, he also met Consuelo Ortiga y Rey in Madrid, Gertrude Beckette in London, Nelly Boustead in France, and O Sei San in Japan. Later relationships included Suzanne Jacoby in Brussels and Josephine Bracken while in exile in Dapitan. However, none of these relationships ultimately led to
India launched a large-scale polio immunization programme in 1995 cooperating with international institutions, state governments, and NGOs to eradicate polio by vaccinating all children under 5 years old. While vaccination began in 1978 and expanded in the 1980s and 1990s, India saw its last case of wild poliovirus in West Bengal in 2011 and was declared polio-free by the WHO in 2012. The government implemented pulse polio immunization days along with surveillance and rapid response teams to achieve this goal with the help of millions of vaccinators and volunteers.
Ito ay isang powerpoint presentation na tumatalakay sa paksang Mga Tauhan ng Noli Me Tangere. Dito din matatagpuan ang ilang aktibidad o diskusyon patungkol sa paksang tinalakay.
This document discusses moral values and their formation. It defines moral values as universal ethical principles that guide right and wrong conduct towards God and others. Some key universal moral values mentioned include love, faith, honesty and patience. Moral law prescribes norms of conduct.
Cultural values shape a society's modes of conduct but can sometimes conflict with moral values. The document examines several Filipino cultural values like "hiya", "pakikisama" and "utang na loob" and how they can have both positive and negative effects on values formation and behavior. Virtues are developed through conscience and repeatedly choosing good acts. The relationship between moral and cultural values and how values formation occurs is also explored.
Jeremy Bentham and John Stuart Mill were influential utilitarian philosophers. Bentham believed that the morally best act is the one that produces the greatest happiness for the greatest number of people. He equated happiness with pleasure and believed actions should be evaluated based on their ability to produce pleasure. John Stuart Mill modified Bentham's view, arguing that some pleasures are of higher quality than others due to their intellectual nature, and these should be preferred over greater quantities of lower quality pleasure. Mill believed both the quality and quantity of pleasure must be considered when evaluating actions.
This document provides an overview of natural theology and its key arguments for God's existence, including the cosmological and teleological arguments. It discusses the cosmological argument, which reasons that the universe must have been caused by something outside of space and time since it could not cause itself. It also examines the teleological argument, which points to apparent order, purpose, and design in the universe as evidence for an intelligent creator. The document outlines Thomas Aquinas' five ways of proving God and discusses theistic evolution as a response to challenges to natural theology from Darwin's theory of evolution.
L8 ethics of thomas aquinas and augustineArnel Rivera
This document summarizes the views of St. Augustine and St. Thomas Aquinas on the origin of good and evil. It explains that for Augustine, evil is not a created thing but rather an absence of good, as God created all things good. Moral evil arises from misdirected love away from God. Aquinas built on Aristotle's virtue ethics and agreed morality is found through natural law and reason, but added divine law from God's revelation. Both saw all good coming from God alone.
Plato believed in a transcendent world of ideal Forms that represented perfect essences. Aristotle criticized this view, instead arguing that Forms exist immanently within particular things as the essence combined with matter. For Aristotle, things have four causes that explain their constitution: material, formal, efficient, and final causes. Form provides a thing's essence or "whatness" when combined with matter in the natural world.
This document discusses ethics and provides definitions and explanations of key concepts in ethics. It defines ethics as the systematic study of reflective choice and standards of right and wrong. There are three major areas of ethics: descriptive ethics, which seeks to identify moral experiences and conduct; normative ethics, which deals with acceptable judgments of what ought to be; and metaethics, which analyzes the language and reasoning used in ethical discussions. The document also outlines different ideas about morality, such as skepticism, subjectivism, egoism, hedonism, and the five main ethical frameworks of divine-command ethics, consequentialism, deontological ethics, virtue ethics, and relativism.
The document summarizes key aspects of empiricism according to philosophers like Aristotle, Aquinas, and Locke. It discusses how empiricists believe that all knowledge is derived from sense experience. Aristotle believed we develop universal ideas from our experiences with particular objects through induction. For Aquinas, the intellect can abstract the essence of things from our senses. Locke viewed the mind as initially blank, with ideas developing from sensation and reflection. He distinguished between simple and complex ideas.
Rationalism holds that reason rather than experience is the basis of knowledge. Two main rationalist philosophers discussed are Plato and Descartes.
Plato believed that knowledge comes from innate ideas and recollection of forms from our pre-earthly existence. He believed that reason allows understanding of transcendent truths. Descartes developed a method of intuition and deduction, believing that some truths about reality can be intuitively known with certainty and further knowledge deduced from intuitions.
Descartes presented rules in his Discourse on Method to ensure the intellect can grasp all that can be known through orderly and certain processes of reason alone.
This document summarizes the ethics of Plato and Aristotle. It discusses that Socrates sought to understand virtues like justice through rational inquiry. Plato believed the ultimate source of moral value was non-natural forms, and virtues like temperance, courage, wisdom and justice resulted from reason governing the soul's elements. Aristotle defined happiness involving pleasure and reason as humans' natural highest objective. For Aristotle, virtues were habits developed through exercising rational capacity to moderate impulses in accordance with our function of living and reasoning.
1. Philosophy is defined as the love of wisdom and the rational attempt to understand fundamental problems regarding existence, knowledge, values, reason, mind, and language.
2. The main branches of philosophy are logic, metaphysics, epistemology, and value theory. Logic studies rules of reasoning. Metaphysics examines reality. Epistemology considers the nature and sources of knowledge. Value theory encompasses ethics, aesthetics, and social/political philosophy.
3. Ethics examines concepts of right and wrong through descriptive, normative, and metaethical approaches. Aesthetics concerns theories of art and beauty.
This document discusses child protection and the prevention of child abuse and neglect. It outlines that children have a right to protection from harm according to the UN Convention on the Rights of the Child. It also discusses different types of child abuse and neglect like physical, sexual, and emotional abuse as well as neglect. The document also covers bullying, the different types of bullying, why children bully others, and what bystanders should do if they witness bullying occurring.
The document discusses sexual abuse of children and the rights of children according to the UN Convention on the Rights of the Child. Specifically, it states that every child has the right to be protected from sexual abuse, which is defined as anybody doing anything to a child's body that they do not want, such as touching, taking pictures, or making them say things they do not want to. It also notes Philippine law (PD603) makes it a crime for parents to inflict cruel and unusual punishment on children or subject them to indignities and excessive chastisement.
This document discusses disasters and calamity, providing examples of natural disasters like earthquakes, floods, volcanoes and more. It then discusses some of the worst disasters in Philippine history, including deadly ferry accidents, fires, and storms. The bulk of the document covers disaster management, outlining its goals and cycle of preparation, response, recovery and risk reduction. It emphasizes the importance of integration across government and non-government groups to effectively manage disasters and minimize impacts.
The document discusses why donating blood is important and provides information about eligibility requirements, the donation process, and what to do after donating blood. It notes that blood is needed to save thousands of lives daily, is the cheapest way to save a life, and helps unknown patients. The Philippine Red Cross supplies one-fourth of the country's blood needs. Eligible donors must be in good health, between 16-65 years old, weigh at least 110 pounds, and pass a screening. The donation process involves registration, testing, the donation itself which takes 10 minutes, and post-donation rest and fluid intake.
The 5S philosophy focuses on effective workplace organization and standardized work procedures based on Japanese words that begin with S. It simplifies the work environment, reduces waste and non-value activity while improving quality, efficiency and safety. The 5S process involves sorting to eliminate unnecessary items, setting items in order through efficient storage methods, shining through thorough cleaning, standardizing best practices, and sustaining the changes through continuous improvement efforts.
The document discusses the Ecological Solid Waste Management Act of 2000 (RA 9003) in the Philippines, which aims to reduce solid waste through minimization efforts and proper treatment and disposal of waste. It emphasizes recycling, reuse, and composting to minimize waste problems. The law also gives local governments an important role in providing solid waste management and requires participation from various community organizations.
The document discusses common misconceptions that Filipino youth have about Jose Rizal and analyzes whether he deserved to be the Philippine's national hero. It addresses claims that Rizal was an "American-made" hero, that he did not support Philippine independence, and that Andres Bonifacio should have been the national hero instead. The document concludes that Rizal was proclaimed a hero by the first Philippine republic before the Americans, that he did support independence though opposed its immediate start, and that he served as an inspiration for freedom through his writings.
Edited revitalizing the classroom through1Arnel Rivera
The document discusses using technology to enhance teaching and learning. It talks about how today's students expect technology in the classroom and are used to multitasking. It also discusses different types of teachers in relation to adopting new methods and the benefits of using tools like PowerPoint, videos, and online quizzes in the classroom. Blended learning is defined as combining different learning methods and resources interactively. Guidelines are provided for effective use of PowerPoint and multimedia in educational settings.
The document discusses various statistics related to road accidents worldwide and identifies several common causes of accidents such as overspeeding, drunk driving, using mobile phones while driving, and not wearing seatbelts or helmets. It then provides recommendations to prevent road accidents, including strict enforcement of speed limits, heavy penalties for traffic violations, mandatory speed controllers, and improving driver training. Safety awareness programs in schools are also recommended.
2. • June 19, 1861 – petsa ng kapanganakan
• Calamba, Laguna – lugar ng kapanganakan
• June 22, 1861 – petsa ng pagkakabinyag
• Nickname – Pepe, Pepito, Joselito
Profile ni Pepe
3. • Padre Rufino Collantes – nagbinyag kay JPR
• Padre Pedro Casañas - ninong ni Pepe
• Mariano Herbosa – pamangkin ni Fr. Casañas
at maging asawa ng kanyang Ate Lucia (bayaw
ni Pepe)
• Lt. Gen. Jose Lemery – ang gobernador
heneral ng Pilipinas nang ipinanganak si JPR
4. Kahulugan ng Kanyang Pangalan
• Jose – mula kay San Jose (St. Joseph)
• Protacio – mula kay Gervacio Protacio na galing sa Calendario de
Iglesia Catolica
• Mercado - pangalan na ginamit ni Domingo Lamco (ninuno ng erpats
ni Rizal) noong 1731 mula sa mercado (tindahan).
• Rizal – mula sa salitang Castila na ‘Ricial’ na ang ibig sabihin ay
bukirin ng trigo na may umusbong.
• Alonzo- lumang apelyido ng kanyang nanay
• Y - at
• Realonda – mula sa apelyido ng ninang ni Donya Teodora
6. Francisco Mercado Rizal
• Francisco Engracio Rizal Mercado y
Alejandra II
• Ipinanganak noong May 11, 1818 sa
Biñan, Laguna
• Nagpakasal ka Donya Loleng noong
June 28, 1848
• Pinakabata sa 13 anak nina Cirila
Alejandro and Juan Mercado
7. Teodora Alonzo Realonda
• Teodora Morales Alonzo Realonda y
Quintos
• Ipinanganak noong November 9, 1827
• Unang guro ni Pepe
• Ikalawang anak nina Lorenzo
Alonso and Brigida de Quintos
• Nag-aral sa Collegio de Sta. Rosa
12. • Domingo Lameo – lolo sa Tuhod ni Pepe
– isang mangangalakal na Tsino mula Chang Chow.
Ikinasal kay Ines De la Rosa
• 1731 – ginamit nila ang apelyidong “Mercado”
Francisco Mercado – Anak ni Domingo Lameo
• Juan Mercado – Anak ni Francisco at pinakasalan si
Cirila Alejandro
• Francisco Mercado II – Anak ni Juan Mercado at
Tatay ni Pepe
13. • Lakan Dula – pinaniniwalaang ninuno ng Ina ni Pepe
• Eugenio Ursua – lolo sa tuhod ni Pepe sa mother
side. Ikinasal kay Benigna
• Regina Ursua – anak ni Eugenio, ikinasal kay Manuel
De Quintos
• Brigida Quintos – anak ni Regina, ikinasal kay
Lorenzo Alberto Alonzo at nanay nina Narcisa,
Teodora, Gregorio, Jose Alberto at Manuel
14. TAKDA
• Gumawa ng Family tree na nagpapakita ng
pinagmulan ng pamilya Rizal gamit ang
impormasong nasa PPT presentation.
