This document provides an overview of two primary resources for students to analyze: The Code of Kalantiaw and Sa Aking Mga Kabata by Jose Rizal. It summarizes the key points of each resource. The Code of Kalantiaw is described as a mythical legal code attributed to Datu Kalantiaw in 1433 for the island of Negros, though some historians view it as fictional. It lists 18 articles covering laws around killing, theft, respecting the dead, and more. Sa Aking Mga Kabata is one of Rizal's earliest works written when he was 8 years old. Supplementary reference materials and online readings are also provided for additional information on analyzing the two primary resources
This presentation talks about how ancient Filipinos lived their lives before. Our Malay ancestors had brought to our shores their ancestral culture including food and drinks, mode of dressing, housing, society, government and laws, writing, language, literature, music (songs, dances, and musical instruments), economy, religion, arts and sciences, superstitious beliefs, and customs and traditions. In this presentation, we'll be talking each of them one by one.
Sa pagtatapos ng aralin, ang mga mag-aaral ay inaasahang:
a.) maipapaliwanag ang mga sinaunang paniniwala at tradisyon at ang impluwensiya nito sa pang-araw-araw na buhay;
b.) maihahambing ang mga paniniwala noon at ngayon upang maipaliwanag ang mga nagbago at nagpapatuloy hanggang sa kasalukuyan;
c.) matatalakay ang paglaganap ng Islam sa bansa;
d.) masusuri ang pagkakapareho at pagkakaiba ng kagawiang panlipunan ng sinaunang Filipino sa kasaukuyan; at
e.) makabubuo ng konklusyon tungkol sa kontribusyon sinaunang kabihasnan sa pagkabuo ng lipunan at pagkakakilanlang Pilipino.
This presentation talks about how ancient Filipinos lived their lives before. Our Malay ancestors had brought to our shores their ancestral culture including food and drinks, mode of dressing, housing, society, government and laws, writing, language, literature, music (songs, dances, and musical instruments), economy, religion, arts and sciences, superstitious beliefs, and customs and traditions. In this presentation, we'll be talking each of them one by one.
Sa pagtatapos ng aralin, ang mga mag-aaral ay inaasahang:
a.) maipapaliwanag ang mga sinaunang paniniwala at tradisyon at ang impluwensiya nito sa pang-araw-araw na buhay;
b.) maihahambing ang mga paniniwala noon at ngayon upang maipaliwanag ang mga nagbago at nagpapatuloy hanggang sa kasalukuyan;
c.) matatalakay ang paglaganap ng Islam sa bansa;
d.) masusuri ang pagkakapareho at pagkakaiba ng kagawiang panlipunan ng sinaunang Filipino sa kasaukuyan; at
e.) makabubuo ng konklusyon tungkol sa kontribusyon sinaunang kabihasnan sa pagkabuo ng lipunan at pagkakakilanlang Pilipino.
This presentation is intended to highlight a number of texts from three monotheistic religions (Judaism, Christianity, and Islam), which individuals and organizations throughout the ages have employed to justify and rationalize the marginalization, harassment, denial of rights, persecution, and oppression of entire groups of people based on their social identities.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. AT THE END OF THIS MODULE, YOU
ARE EXPECTED TO:
• 1. Recognize historical events using the primary
resources:
• a. ‘The Code of Kalantiaw”
• b. “Sa Aking Mga Kabata”
• 2. Interpret and Analyze the following Primary
Resources;
• a. ‘The Code of Kalantiaw”
• b. “Sa Aking Mga Kabata”
4. DATU KALANTIAW - RAJAH BENDAHARA
KALANTIAW
• He is a mythical character who made the main
lawful code in the Philippines and it is said to be
• “The Code of Kalantiaw” in the Island of Negros
where he was the Chief.
• - The Code of Kalantiaw is said to be a mythical
authentic code in the acclaimed epic story of
• Maragtas. It was named after by the creator who
was Datu Kalantiaw, he evidently composed it
• in 1433.
• - In the story the code has been perceived
through ages by various known creators. In any
case,
• as indicated by the student of history William
Henry Scott that the code is only a "deception”.
5. LAWS OF THE CODE OF KALANTIAW
• “ARTICLE I- You shall not kill, neither shall you steal,
neither shall you do harm to the aged, lest you incur
• the danger of death. All those who infringe this order shall be
condemned to death by being drowned in
• the river, or in boiling water.
• ARTICLE II- You shall obey. Let all your debts with the
headman be met punctually. He who does not obey
• shall receive for the first time one hundred lashes. If the debt
is large, he shall be condemned to thrust his
• hand in boiling water thrice. For the second time, he shall be
beaten to death.
• ARTICLE III- Obey you: let no one have women that are
very young nor more than he can support; nor be
• given to excessive lust. He who does not comply with, obey,
and observe this order shall be condemned to
• swim for three hours for the first time and for the second
time, to be beaten to death with sharp thorns.
6. • ARTICLE IV- Observe and obey; let no one disturb the quiet of the graves.
When passing by the caves and
• trees where they are, give respect to them. He who does not observe this
shall be killed by ants, or beaten
• to death with thorns.
• ARTICLE V- You shall obey; he who exchanges for food, let it be always
done in accordance with his word.
• He who does not comply, shall be beaten for one hour, he who repeats the
offense shall be exposed for one
• day among ants.
• ARTICLE VI- You shall be obliged to revere sights that are held in respect,
such as those of trees of
• recognized worth and other sights. He who fails to comply shall pay with
one month's work in gold or in
• honey.
• ARTICLE VII- These shall be put to death; he who kills trees of venerable
appearance; who shoot arrows
• at night at old men and women; he who enters the houses of the headmen
without permission; he who
• kills a shark or a streaked cayman.
• ARTICLE VIII- Slavery for a doam (a certain period of time) shall be
suffered by those who steal away the
• women of the headmen; by him who keep ill-tempered dogs that bite the
headmen; by him who burns the
• fields of another.
7. • ARTICLE IX- All these shall be beaten for two days:
who sing while traveling by night; kill the Manaul;
• tear the documents belonging to the headmen; are
malicious liars; or who mock the dead.
• ARTICLE X- It is decreed an obligation; that every
mother teach secretly to her daughters matters
• pertaining to lust and prepare them for womanhood; let
not men be cruel nor punish their women when
• they catch them in the act of adultery. Whoever shall
disobey shall be killed by being cut to pieces and
• thrown to the Caymans.
• ARTICLE XI- These shall be burned: who by their
strength or cunning have mocked at and escaped
• punishment or who have killed young boys; or try to
steal away the women of the elders.
8. • ARTICLE XII- These shall be drowned: all who
interfere with their superiors, or their owners or
masters;
• all those who abuse themselves through their lust;
those who destroy their anitos (idols) by breaking
• them or throwing them down.
• ARTICLE XIII- All these shall be exposed to ants for
half a day: who kill black cats during a new moon; or
• steal anything from the chiefs or agorangs, however
small the object may be.
• ARTICLE XIV- These shall be made slave for life: who
have beautiful daughters and deny them to the sons
• of chiefs, and with bad faith hide them away.
• ARTICLE XV- Concerning beliefs and superstitions;
these shall be beaten: who eat the diseased flesh of
• beasts which they hold in respect, or the herb which
they consider good, who wound or kill the young of
• the Manaul, or the white monkey.
9. • ARTICLE XVI- The fingers shall be cut-off: of all those
who break idols of wood and clay in their alangans
• and temples; of those who destroy the daggers of the
tagalons, or break the drinking jars of the latter.
• ARTICLE XVII- These shall be killed: who profane
sites where idols are kept, and sites where are buried
• the sacred things of their diwatas and headmen. He
who performs his necessities in those places shall be
• burned.
• ARTICLE XVIII- Those who do not cause these rules to
be obeyed: if they are headmen, they shall be put to
• death by being stoned and crushed; and if they are
agorangs they shall be placed in rivers to be eaten by
• sharks and Caymans.”
10. SA AKING MGA KABATA BY JOSE P.
RIZAL
• Dr. Jose P. Rizal wrote this poem when
he was eight years old and it is Rizal’s
one of the most
• prominent works.
11.
12. REFERENCES AND SUPPLEMENTARY
MATERIALS
• Books and Journals
• 1. Antonio, Eleonor D., Dallo, Evangeline M. at
et al... ; 2010; Kayamanan (kasaysayan ng
• Pilipinas); Sampaloc, Manila; Rex Book Store,
Inc.
• 2. Agoncillo, Teodoro A.; 2010; Philippine
History; South Triangle, Quezon City; C & E
• Publishing, Inc.
• 3. Candelaria, John Lee P., Alporha, Veronica
C.: Reading in Philippine History; Sampaloc
• Manila: REX Book Store, Inc.