This blog will provide some general ideas from my favorite sites, blogs, and my personal experiences from school. I hope that my blog could help you find significant resources and references for your personal purposes. Please leave a comment every time you visit my blog. Thanks! God Bless!!!
About Me
- ShALOMEe
- I like Cardcaptor Sakura! and also, FullMetal Alchemist: Brotherhood!
Friday, January 23, 2009
Dr. Jose Rizal: Pag-aaral sa Calamba at Biñan
source: http://www.joserizal.ph/ge13.html
Dr. Jose Rizal: Ang Unang Guro ng Bayani
Bilang guro, si Donya Teodora ay pasensiyosa, tapat, at maunawain. Siya ang unang nakakita ng talino ng anak sa pagkakatha ng tula. Kaya lagi niyang hinikayat itong magsulat ng tula. Para naman di mabagot sa pagmememorya ng alpabeto, ng ina ang imahinasyon ng anak sa pamamagitan ng pagkukuwento.
Habang lumalaki si Jose, umupa ang kanyang magulang ng guro ng magtuturo sa kanya sa kanilang bahay. Ang una ay si MAESTRO LUCAS PADUA. Kinalaunan, isang matandang lalaki, si LEON MONROY na dating kaklase ng kanyang ama, ang naging guro ni Rizal. Ang matandang guro ay nanirahan sa tahanan ni Rizal at tinuruan si Jose ng Espanyol at Latin. Sa kasamaang-palad, hindi nagtagal ang kanyang buhay. Namatay siya pagkaraan ng limang buwan.
Pagkamatay ni Monroy, nagpasiya ang mga magulang niya na ipadala siya sa isang pribadong paaralan sa Binan.
source: http://www.joserizal.ph/ge14.html
Dr. Jose Rizal: Nagtungo si Rizal sa Biñan
source: http://www.joserizal.ph/ge15.html
Dr. Jose Rizal: Unang Araw sa Paaralan ng Biñan
Ito ang paglalarawan ni Jose sa kanyang guro sa Binan. "Matangkad siya, payat, mahaba ang leeg, matangos ang ilong, at ang katawan ay medyo pakuba. Suot niya ay kamisang yari sa sinamay, na hinabi ng mahuhusay na kamay ng kababaihan ng Batangas. Kabisado niya ang gramatika nina NEBRIJA AT GAINZA. Mabagsik siya bagaman maaaring labis lamang ang aking paghusga sa kanya, at ito ay paglalarawan ko sa kanya kahit na may kalabuan".
source: http://www.joserizal.ph/ge16.html
Dr. Jose Rizal: Unang Pakikipag-away sa Paaralan
Nagsuntukan ang dalawang bata sa silid-aralan, na ikinatuwa ng kanilang mga kaklase. Si Jose, na tinuruan ng kanyang Tiyo Manuel ng sining ng pakikipaglaban, ang siyang tumalo sa mas malaking batang ito. Dahil dito, naging popular na siya sa kanyang mga kaklase.
Pagkatapos ng klase sa hapon, isa pang kamag-aral, si ANDRES SALANDANAN, ang humamon sa kanya ng bunong-braso. Dahil mahina ang braso ni Rizal, natalo si Rizal at muntik nang mabasag ang kanyang ulo sa bangketa.
Sa mga sumunod na araw, lagging napapaaway si Rizal sa mga batang lalaki ng Binan. Hindi naman siya palaaway ngunit hindi niya tinakbuhan ang anumang away.
source: http://www.joserizal.ph/ge17.html
Dr. Jose Rizal: Pinaka mahusay na mag-aaral
source: http://www.joserizal.ph/ge18.html
Dr. Jose Rizal: Pagtatapos ng Pag-aaral sa Biñan
Umalis siya ng Binan ng Sabado ng Hapon ng Disyembre 17,1870, pagkaraan ng isa’t kalahating taon ng pag-aaral sa bayang iyon. Tuwang-tuwang lumulan sa barkong TALIM dahil ito ang kauna-unahang pagkakataon niyang makasakay sa isang barko. Lulan din ng barko ang Pranses na si Arturo Camps, kaibigan ng kanyang ama, na siyang nag-alaga sa kanya.
source: http://www.joserizal.ph/ge19.html
Dr. Jose Rizal: Debotong Anak ng Simbahan
Palasimba si Rizal. Doon siya nagdarasal, sumasama rin sa mga prusisyon. Sinasabing napakarelihiyoso niya kaya tinutukso siyang "Manong Jose" ng mga Hermanos at Hermanas Terceras.
Isa sa mga iginagalang at pinagpipitagan an ni Rizal sa Calamba noong siya’y bata pa ay si Padre Leoncio Lopez, ang Kura ng bayan. Madalas na binibisita siya ni Rizal para pakinggan ang mga makabuluhan nitong opinyon sa mga nagyayari sa paligid. Hinahangaan din niya ang pilosopiya nito sa buhay.
source: http://www.joserizal.ph/ge20.html
Intelligence is inherited but it needs to be nurtured.
Intelligence refers to all-around effectiveness of an individual’s mental processes, particularly his or her comprehension; learning and recall; and thinking and reasoning capacities. Because no one can observe or measure the mind as such one can only infer a person’s intelligence from his or her behavior in various situations. Initially, intelligence was conceived of as innate brain power –that which distinguishes the more highly evolved animals from simpler organisms, and geniuses from average persons. Scientists now realize that the development of intelligence, although partially determined by heredity, also depends on the stimulating or suppressing character of the environment in which an individual is reared.
Originally, intelligence was also conceived of as a unitary power or faculty of the mind. Experimental studies have shown that intelligence includes numerous, partially distinguishable factors, such as verbal, spatial, memorizing, and reasoning abilities. Thus it is preferable to think of intelligence as a collection of a large number of highly varied overlapping skills, rather than as a single faculty.
Jean Piaget takes a different point of view, altogether emphasizing the development of children’s mental skills through a series of stages of increasing complexity and rationality. Piaget explores the limitations and growth of young children’s thinking rather than merely measuring intelligence.
It is no longer claimed that the intelligence quotient or IQ remains constant over long period of time. Caution is necessary before using an IQ score to attempt to predict high or low achievement in school or daily life. School achievement depends at least as much on interest, home support, and the quality of instruction as it does on intelligence. Occupational success is even more a matter of personality, opportunity and specialized talents.
Intelligence tests are currently under heavy fire regarding the extent to which they measure genetic or inherited ability as opposed to reflecting the type of upbringing, social background, and education of a person. The tests were originally devised with a view to measuring potential ability, free from influence of wealth and privilege.
The reasonably close IQs of identical twins reared in different homes are taken to demonstrate genetic determinism. The most effective type of stimulation seems to provide by the mothers of such children through playing, talking, and interacting with their babies. Improvements in maternal and infant health and nutrition also play some part. This does not mean that there is any easy recipe for training children to be more intelligent. For example, providing additional schooling may have no lasting effect; and coaching on intelligence tests may raise children’s score without affecting their overall intellectual capabilities.
Intelligence is inherited but it needs to be nurtured.
Originally, intelligence was also conceived of as a unitary power or faculty of the mind. Experimental studies have shown that intelligence includes numerous, partially distinguishable factors, such as verbal, spatial, memorizing, and reasoning abilities. Thus it is preferable to think of intelligence as a collection of a large number of highly varied overlapping skills, rather than as a single faculty.
Jean Piaget takes a different point of view, altogether emphasizing the development of children’s mental skills through a series of stages of increasing complexity and rationality. Piaget explores the limitations and growth of young children’s thinking rather than merely measuring intelligence.
It is no longer claimed that the intelligence quotient or IQ remains constant over long period of time. Caution is necessary before using an IQ score to attempt to predict high or low achievement in school or daily life. School achievement depends at least as much on interest, home support, and the quality of instruction as it does on intelligence. Occupational success is even more a matter of personality, opportunity and specialized talents.
Intelligence tests are currently under heavy fire regarding the extent to which they measure genetic or inherited ability as opposed to reflecting the type of upbringing, social background, and education of a person. The tests were originally devised with a view to measuring potential ability, free from influence of wealth and privilege.
The reasonably close IQs of identical twins reared in different homes are taken to demonstrate genetic determinism. The most effective type of stimulation seems to provide by the mothers of such children through playing, talking, and interacting with their babies. Improvements in maternal and infant health and nutrition also play some part. This does not mean that there is any easy recipe for training children to be more intelligent. For example, providing additional schooling may have no lasting effect; and coaching on intelligence tests may raise children’s score without affecting their overall intellectual capabilities.