Prior to Spanish colonization, the Philippines consisted of independent barangays which were essentially small city-states. Each barangay was led by a datu and council of elders, and had a social hierarchy consisting of nobles, freemen, serfs, and slaves. When the Spanish arrived, they consolidated the barangays into towns and provinces governed under a centralized Spanish administration headed by a Governor-General. During the Philippine Revolution against Spain, nationalist groups like the Katipunan established provisional governments and the Biak-na-Bato Republic declared independence briefly before Spain's defeat led to the Revolutionary Government under Emilio Aguinaldo.
Timeline of spanish, american and japanese eramaricris bago
Output Presented
to
JENNIFER UMALI GARCIA
In Fulfillment of the Requirements
for Philippine History, First Semester
By
BAGO, Maricris
CAMACHO, Remegio
DOLLENTE, Jarra
PINEDA, Jessica
I-A EDUC
October 14, 2016
Third to Fifth Republic of the PhilippinesJames Bacayan
General accomplishments and contributions given by the accumulating Presidents. It has the gist and main selection which is vibrantly conclusive on such the turn out of events.
Timeline of spanish, american and japanese eramaricris bago
Output Presented
to
JENNIFER UMALI GARCIA
In Fulfillment of the Requirements
for Philippine History, First Semester
By
BAGO, Maricris
CAMACHO, Remegio
DOLLENTE, Jarra
PINEDA, Jessica
I-A EDUC
October 14, 2016
Third to Fifth Republic of the PhilippinesJames Bacayan
General accomplishments and contributions given by the accumulating Presidents. It has the gist and main selection which is vibrantly conclusive on such the turn out of events.
Phil. Politics Precolonial and Spanish Period presentation pptJadeGamb
Philippine Politics and Governance HISTORICAL DEVELOPMENT OF PHILIPPINE DEMOCRATIC POLITICS
System of governance during Precolonial and Spanish Colonial Period
Reading in Philippine History -- The Philippines Under Spanish Rule.
As a crown colony, the Philippines was administered by the council of the Indies. Even so, the Spanish officials in the Philippines we're appointed by the king of the Spain. In 1863, the Philippines as a colony was place under the jurisdiction of the MINISTRY OF THE COLONIES OR OVERSEAS MINISTRY ( ministerio de ultramar)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
3. •Prior to the arrival of Spaniards, the
Philippines was composed of
settlements or villages, each called
barangay, named after balangay, a
Malayan word meaning “a boat”.
The Pre-Spanish Government of the Philippines
4.
5. The Pre-Spanish Government of the Philippines
• Every barangay was virtually a state, for it
possessed the four basic elements of
statehood. At times, however, some
barangays joined together as
“confederations” mainly for the purpose of
mutual protection against common enemies.
6. The Pre-Spanish Government of the Philippines
• Each barangay was ruled by a chief called datu in
some places, and rajah, sultan or hadji in others.
He was its chief executive, law giver, chief judge,
and military head. In the performance of his
duties, however, he was assisted usually by a
council of elders (maginoos) which serves as his
advertisers. In form, the barangay was monarchy
with wealth, or physical prowess.
DATU
8. The Pre-Spanish Government of the Philippines
•The people of the barangay were divided into
four classes, namely; the nobility (Maharlika),
to which the datu belonged, the freemen
(timawa), the serfs (aliping namamahay), and
the slaves (aliping sagigilid) .
SOCIAL CLASSES IN THE BARANGAY
13. The Pre-Spanish Government of the Philippines
• The early Filipinos had both written and unwritten
laws. The written laws were promulgated by the
datus. The known written codes in the pre-
Spanish era are the “Maragtas Code” which was
said to have been written about 1250 A.D by Datu
Sumakwel of Panay, and the Kalantiaw Code
written in 1433 A.D by Datu Kalantiaw , also of
Panay.
EARLY LAWS
14. The Pre-Spanish Government of the Philippines
•It can be said that the laws of the barangay
were generally fair. The system of
government, although defective was not so
bad considering the conditions in other
lands in the age during which it flourished.
COMPARISON WITH OTHER ANCIENT GOVERNMENTS
16. PHILIPPINES DURING SPANISH PERIOD
• It was based on the discovery made by Ferdinand
Magellan in 1521, consummated by its conquest by
Miguel Lopez de Legazpi 45 years later and long
possession for almost four centuries, until it was
terminated in 1898, when by the Treaty of Paris, the
Philippines was ceded by Spain to the United States.
SPAIN’S TITLE TO THE PHILIPPINES
17. PHILIPPINES DURING SPANISH PERIOD
• From 1565 to 1821, the Philippines was
indirectly governed by the King of Spain
through Mexico. From 1821 when Mexico
obtained her independence from Spain, to
1898, the Philippines was ruled directly from
Spain.
SPANISH COLONIAL GOVERNMENT
18. PHILIPPINES DURING SPANISH PERIOD
• From 1863, the military of Ultramar (colonies)
exercised general powers of supervision over
Philippine affair. Three times during the Spanish
period (1810-1813, 1820-1823, and 1836-1837),
the Philippines was given representation in the
Spanish cortes, the legislative body of Spain.
SPANISH COLONIAL GOVERNMENT
19. PHILIPPINES DURING SPANISH PERIOD
• The government which Spain established in the
Philippines was centralized in structure and
national in scope. The barangays were
consolidated into towns each headed by
GOBERNADORCILLO, popularly called captain,
and the towns into provinces, each headed by a
governor who represented the Governor General in
the province.
GOVERNMENT IN THE PHILIPPINE UNITARY
20. PHILIPPINES DURING SPANISH PERIOD
• The power of the government were actually
exercised by the Governor-General who
resided in Manila. He was “Governor-
General”, “Captain-General”, and “vice-royal
patron”. As Governor-General, he had
executive, administrative, legislative and
judicial power.
THE GOVERNOR GENERAL
23. PHILIPPINES REVOLUTIONARY ERA: GOVERNMENTS AND REPUBLICS OF THAT PERIOD
• The Judicial Power was exercised by a
Judicial Council (Sangguniang Hukuman).
The Katipunan was replaced by another
government whose officials headed by Gen.
Emilio Aguinaldo as President, were elected
in the Tejeros Convention held on March 22,
1897.
THE KATIPUNAN GOVERNMENT
24. PHILIPPINES REVOLUTIONARY ERA: GOVERNMENTS AND REPUBLICS OF THAT PERIOD
• On November 1, 1897, a republic was
established by Gen. Emilio Aguinaldo in
Biak-na-Bato (now San Miguel de Mayumo,
Bulacan). It had a constitution which was to
take effect for two years only.
THE BIAK NA BATO REPUBLIC
25. PHILIPPINES REVOLUTIONARY ERA: GOVERNMENTS AND REPUBLICS OF THAT PERIOD
• It declared that the aim of the revolutions
was the “separation of the Philippines from
the Spanish monarchy and their formation
into an independence state.” The Biak-na-
Bato Republic lasted up to December 15,
1897, with conclusion of the “Pact of Biak-
na-Bato.
THE BIAK NA BATO REPUBLIC
26. PHILIPPINES REVOLUTIONARY ERA: GOVERNMENTS AND REPUBLICS OF THAT PERIOD
• Following the outbreak of the Spanish-
American war on April 25, 1898, Gen.
Aguinaldo in view of the chaotic conditions
in the country, established the Dictatorial
Government on May 24, 1898.
THE DICTATORIAL GOVERNMENT
27. PHILIPPINES REVOLUTIONARY ERA: GOVERNMENTS AND REPUBLICS OF THAT PERIOD
• The most important achievements of the
Dictatorial Government were the
Proclamation of the Philippine Independence
at Kawit on June 12, 1898 and the
reorganization of local governments.
THE DICTATORIAL GOVERNMENT
28. PHILIPPINES REVOLUTIONARY ERA: GOVERNMENTS AND REPUBLICS OF THAT PERIOD
• In the administration of the Philippines, the
Governor-General was assisted by many
boards and officers, particularly the Board of
Authorities and the Council of
Administration.
THE REVOLUTIONARY GOVERNMENT
29. PHILIPPINES REVOLUTIONARY ERA: GOVERNMENTS AND REPUBLICS OF THAT PERIOD
•On June 23, 1898, Gen. Aguinaldo
established the Revolutionary
Government replacing the Dictatorial
Government.
THE REVOLUTIONARY GOVERNMENT
30. PHILIPPINES REVOLUTIONARY ERA: GOVERNMENTS AND REPUBLICS OF THAT PERIOD
• The decree-making such change stated that aims
of the new government were “struggle for the
independence of the Philippines, until all nations
including Spain will expressly recognized it,” and
“to prepare the country for the establishment of a
real Republic.”
THE REVOLUTIONARY GOVERNMENT