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This short story is about a family that includes grandparents called Savta and Zaide, and their grandchildren who are cousins. The story does not provide many details but introduces the main characters in the family and indicates it is written by Shira Strauss.
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This document discusses a group of 20 young women from Malolos who petitioned in 1888 to open a night school to study Spanish. The governor initially denied their request due to opposition from the local priest. However, the women continued advocating for the school. They were eventually allowed to open a morning school on the conditions that they pay expenses and have Señora Guadalupe Reyes as their teacher. The document also outlines a literary work by Jose Rizal addressed to the young women of Malolos discussing women's role in society and family. Key topics included women as symbols of freedom, the teachings of God versus priests, and the qualities of good mothers.
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This document discusses Jose Rizal's childhood years in Calamba, Laguna, Philippines. It describes his early education under teachers like Maestro Celestino and Maestro Lucas Padua in Calamba and Binan. It also mentions influences on Rizal's boyhood like hereditary influence from his family, environmental influences from where he grew up, and aid from divine providence. The document references Rizal's poem "Recuerdo A Mi Pueblo" which recalls his hometown.
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The document examines Rizal's character through examples from his daily life. It describes a typical breakfast and lunch that Rizal ate, which were rather simple and inexpensive meals. It also includes a list of Rizal's expenses from January, which demonstrates his frugal and thrifty nature.
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The document discusses Jose Rizal's possible psychic abilities based on accounts from his writings. It describes a nightmare Rizal had on December 30, 1883 where he felt himself dying, which occurred exactly 14 years before his execution. Rizal also wrote of frequently dreaming of deceased friends and relatives in the months before his death. He prepared himself for death despite being healthy, arranging his affairs. The document speculates that if the Spanish priests knew of Rizal's abilities, they may have burned him at the stake as a friend of the devil. It explores if Rizal was prophetic or consciously heroic in his efforts.
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This document provides details about Jose Rizal's four year exile in Dapitan from 1892 to 1896. It describes how Rizal was initially not allowed to live at the parish convent due to refusing to retract his writings and profess faith in the Catholic church. He then lived with the friendly commandant Captain Carnicero. In Dapitan, Rizal was productive through practicing medicine, teaching, farming, and engaging in community projects. He corresponded extensively with family and scholars. The document also discusses Rizal's debates on religion with Father Pastells, his skills in languages, painting, and how he had a happy last Christmas in Dapitan with his wife Josephine.
the birth,ancestry, and the early childhood of rizal.
This document provides details about Jose Rizal's birth, ancestry, siblings, and childhood. Rizal was born on June 19, 1861 in Calamba, Laguna to Francisco Mercado and Teodora Alonso. He had 11 siblings, including one brother named Paciano. During his childhood, Rizal was taught how to read and write by his mother and uncle. He wrote his first poem at the age of 8 and showed an early love for education.
Kaspil1 to the women of malolos
The document summarizes a letter written by Jose Rizal to the young women of Malolos in 1889. 20 young women in Malolos had petitioned to open a night school to study Spanish but were denied by the governor. However, they continued petitioning and were approved on the condition they have a specific teacher. Marcelo Del Pilar asked Rizal, who was in London at the time, to send a letter in Tagalog to the women encouraging their education.
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This document discusses social stratification and the different systems used to rank individuals in a society. It describes the four main systems - slavery, caste, estate, and class - and explains how social mobility and status can vary between them. Key factors like wealth, power, prestige, occupation, gender, race, and age are used to stratify and rank people in a hierarchy within a social structure.
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The document summarizes an article from 1859 about cocheros, or carriage drivers, in colonial Manila. It describes the cocheros' work transporting passengers in karitela and kalesa carriages, how they cared for their horses, communicated directions to passengers, parked their vehicles, and socialized with other cocheros while waiting for passengers. It notes that while technology has changed, the traits of being on-call drivers remain similar between historical cocheros and modern drivers.
To the young woman of malolos
This document discusses a group of 20 young women from Malolos who petitioned in 1888 to open a night school to study Spanish. The governor initially denied their request due to opposition from the local priest. However, the women continued advocating for the school. They were eventually allowed to open a morning school on the conditions that they pay expenses and have Señora Guadalupe Reyes as their teacher. The document also outlines a literary work by Jose Rizal addressed to the young women of Malolos discussing women's role in society and family. Key topics included women as symbols of freedom, the teachings of God versus priests, and the qualities of good mothers.
Jose Rizal's Childhood (Rizal and Other Heroes and Heroines)
This document discusses Jose Rizal's childhood years in Calamba, Laguna, Philippines. It describes his early education under teachers like Maestro Celestino and Maestro Lucas Padua in Calamba and Binan. It also mentions influences on Rizal's boyhood like hereditary influence from his family, environmental influences from where he grew up, and aid from divine providence. The document references Rizal's poem "Recuerdo A Mi Pueblo" which recalls his hometown.
Equality in education sde1
This document discusses equality in education as a human right. It outlines how education should be accessible to all, directed towards personal development and tolerance, and that parents have a right to choose their children's education. It then examines four core types of equality issues - economic, political, socio-cultural, and affective - and how inequalities manifest in these areas as well as approaches to resolve them. Specifically, it addresses unequal access to education due to economic status, lack of representation in decision making, cultural domination, and lack of emotional support. The document argues that while the forms of inequality differ, they are interconnected and must all be addressed to achieve equality in education.
Rizal's Travel to Paris, Madrid and Barcelona
Rizal visited Paris where he was honored by Juan Luna at a banquet. He also visited the Bibliotheque Nationale. In Spain, he met with comrades Marcelo H. del Pilar and Mariano Ponce in Madrid, who were involved in propaganda efforts. Rizal also hoped to assess reforms in the Philippines. He was elected honorary president of the Association of La Solidaridad, whose purpose was to unite Filipinos in Europe seeking Philippine reforms. The first issue of their newspaper La Solidaridad launched on February 15, 1889 in Barcelona with Graciano Lopez Jaena as editor.
Chapter 2 rizal
Jose Rizal spent a happy childhood in Calamba, where he displayed early talents and achievements. He wrote his first poem at age 8 and first drama at age 8, both in Tagalog. He enjoyed magic performances and gave his own magic shows. His childhood was influenced by his family, priests, and Spanish abuses, which awakened his patriotism and desire to help his oppressed people.
Chapter 12: Romantic Interlude in Japan
One of the happiest interludes in the life of Rizal was his sojourn in the Land of the Cherry Blossoms for one month and a half (February 28 – April 13, 1888). He was enchanted by natural beauty of Japan, the charming manners of the Japanese people, and the picturesque shrines. Moreover, he fell in love with a Japanese girl, whose loveliness infused joy and romance in his sorrowing heart. Her real name was Seiko Usui. Rizal affectionately called her O-Sei-San. Fate, however, cut short his happy days in Japan. He had to sacrifice his own happiness to carry on his work for the redemption of his oppressed people. -G. Zaide and S. Zaide
Source: BOOK
Jose Rizal: Life, Works, and Writings of a Genius, Writer, Scientist, and National Hero (Second Edition) By Gregorio Zaide and Sonia Zaide
Magalat revolution
Magalat led a revolt in 1596 in Cagayan against Spanish rule due to resentment over tribute payments and forced labor, but his revolt was defeated when he was killed by his own men who were promised a reward by the Spanish. After being imprisoned and released due to priest intervention, Magalat started another rebellion but was again defeated when the governor sent troops to stop the revolt, executing several leaders while Magalat himself was killed by his own men. The death of Magalat caused the failure of the revolt and brought peace to the province.
The-second-homecoming-of-rizal
Rizal returned to the Philippines for three reasons: to discuss his Borneo colonization project, establish the Liga Filipina to unite Filipinos against oppression, and prove criticisms against him were unfounded. He was exiled to Dapitan due to confiscated writings criticizing the church and Spain. In Dapitan, Rizal established schools, hospitals, farms and infrastructure projects, dedicating himself to his patients, studies, and civic development.
El Filibusterismo (Ang Paghahari ng Kasakiman)
The document provides details about José Rizal's second novel El Filibusterismo, which was published in 1891. It was the sequel to his first novel Noli Me Tangere. The novel narrates the return of the protagonist Crisostomo Ibarra from Noli Me Tangere under a new identity, as he seeks violent revolution against the abuses of the Spanish colonial government in the Philippines. The character Basilio is also featured, now a medical student who is recruited to help with Ibarra's plans. However, Basilio warns his friend Isagani, who prevents an explosion from occurring. Implicated in the plans, Simoun commits suicide. The document also lists many characters from the novel and
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The Spanish conquest of the Philippines began in 1565 when Miguel Lopez de Legazpi was appointed the first governor-general by King Philip II of Spain. Legazpi established Manila as the capital and defeated Rajah Suliman, whose forces had previously ruled Manila. Through the use of strategies like the "sword and cross" representing religion and force, establishing central communities called reducciones, and the ritual blood compact, the Spanish were able to begin asserting control over the islands and native populations. Over time they established systems of tribute, taxation, and forced labor to extract resources and consolidate their colonial rule.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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