DOCSLIB.ORG

Gabay Ng Estudyante Sa Pag-Aaral Ng Lumang Tipan

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Gabay Ng Estudyante Sa Pag-Aaral Ng Lumang Tipan 34189_893_co00_cvr.qxd 02-04-2011 12:11 Page 1 LumangLumang TipanTipan Gabay ng Estudyante sa Pag-aaral ng Lumang Tipan Gabay ng Estudyante sa Pag-aaral SEMINARY GABAY NG ESTUDYANTE SA PAG-AARAL Gabay ng Estudyante sa Pag-aaral ng Lumang Tipan Inihanda ng Church Educational System Inilathala ng Ang Simbahan ni Jesucristo ng mga Banal sa mga Huling Araw Salt Lake City, Utah © 2010 ng Intellectual Reserve, Inc. Lahat ng karapatan ay nakalaan Inilimbag sa Estados Unidos ng Amerika Pagsang-ayon sa Ingles: 8/96 Pagsang-ayon sa pagsasalin: 8/96 Pagsasalin ng Old Testament: Student Study Guide Tagalog Mga Nilalaman Ilang Bagay na Dapat Ninyong Malaman Tungkol Genesis 19 Sodoma at Gomorra . 30 sa Lumang Tipan . 1 Genesis 20–21 Isang Pangakong Natupad . 30 Isang Patotoo kay Cristo . 1 Genesis 22 Ang Pag-aalay kay Isaac . 31 Ang Kuwento ng Lumang Tipan . 1 Genesis 23 Namatay si Sara . 32 Paunang Sulyap sa Lumang Tipan—Mga Nilalaman . 1 Genesis 24 Isang Asawa para kay Isaac . 32 Makinabang mula sa Iyong Pag-aaral ng Lumang Tipan . 1 Genesis 25 Ano ang Kahalagahan ng Tipan? . 33 Genesis 26–27 Natanggap ni Jacob ang mga Paano Gamitin ang Manwal na Ito . 2 Pagpapala ng Tipan . 34 Pambungad . 2 Genesis 28 Ang Banal na Karanasan ni Jacob . 34 Pag-unawa sa mga Banal na Kasulatan . 2 Genesis 29 Ang mga Anak ni Jacob, Bahagi 1 . 35 Pag-aaral ng mga Banal na Kasulatan . 2 Genesis 30 Ang mga Anak ni Jacob, Bahagi 2 . 36 Home-Study Seminary Program . 2 Genesis 31 Nilisan ni Jacob ang Padan-aram . 37 Daily Seminary Program . 3 Genesis 32 Naglakbay si Jacob Pauwi . 37 Pag-aaral ng mga Banal na Kasulatan . 3 Genesis 33 Nagtagpo si Jacob at si Esau . 38 Genesis 34 Paghihiganti ng mga Anak na Tsart ng mga Babasahin sa Lumang Tipan . 4 Lalaki ni Jacob . 38 Mga Tulong sa Pag-aaral ng Latter-day Saint Editions Genesis 35 Nagbalik si Jacob sa Bethel . 38 ng mga Banal na Kasulatan . 5 Genesis 36–37 Si Jose at ang Balabal na May Mga Cross-Reference . 5 Sari-saring Kulay . 39 Tulong sa mga Salita at Parirala . 5 Genesis 38–39 Ang Kabutihan ni Jose . 40 Ang Pagsasalin ni Joseph Smith ng Biblia . 5 Genesis 40 Si Jose sa Loob ng Bilangguan . 41 Ang mga Mapa at Talatuntunan ng mga Pangalan ng Lugar . 5 Genesis 41 Si Jose at ang Faraon . 41 Mga Chapter Heading, Section Heading, at Buod ng Talata . 5 Genesis 42 Nagpunta ang mga Kapatid ni Jose Kasanayan sa Pag-aaral . 5 sa Egipto . 42 Bago Magbasa . 5 Genesis 43 Nagbalik ang mga Kapatid ni Jose Habang Nagbabasa . 6 sa Egipto . 43 Pagkatapos Magbasa . 7 Genesis 44 Sinubukan ni Jose ang Kanyang mga Kapatid . 43 Ang mga Aklat ng Genesis, Moises, at Abraham . 11 Genesis 45 Nagpakilala si Jose sa Kanyang Abraham 3 Ang Buhay Bago ang Buhay sa mga Kapatid . 44 Mundo at ang Kapulungan Genesis 46 Muling Nagkasama ang Mag-ama! . 44 sa Langit . 11 Genesis 47–48 Inampon ni Jacob ang mga Anak Moises 1 “Ito ang Aking Gawain at Aking na Lalaki ni Jose . 45 Kaluwalhatian” . 12 Genesis 49 Basbas ng Patriyarka para sa mga Genesis 1; Moises 2 Ang Paglikha . 13 Anak ni Israel . 45 Genesis 2; Moises 3 Ang Paglikha kay Eva . 14 Genesis 50 Namatay sina Jacob at Jose . 46 Genesis 3; Moises 4 Ang Pagkahulog . 15 Genesis 4; Moises 5 Pag-aalay at ang Pamilya ni Adan . 17 Ang Aklat ng Exodo . 47 Genesis 5; Moises 6 Itinuro ni Enoc ang mga Unang Exodo 1 Ang Matatapang na Hilot . 48 Alituntunin ng Ebanghelyo . 18 Exodo 2 Ang Kabataan ni Moises . 48 Genesis 5; Moises 7 Ang Sion ay Iniakyat sa Langit . 19 Exodo 3 Ang Nagliliyab na Palumpong . 49 Genesis 6; Moises 8 Pangangaral ni Noe . 20 Exodo 4 Nagbalik si Moises sa Egipto . 49 Genesis 7 Ang Baha . 22 Exodo 5 Ang Faraon na Matigas ang Puso . 50 Genesis 8 Tumigil ang Ulan . 22 Exodo 6 Ako ang Panginoon . 50 Genesis 9 Isang Bagong Panimula . 23 Exodo 7–10 Ang mga Salot . 51 Genesis 10 Mga Inapo ni Noe . 24 Exodo 11–12 Ang Paskua . 52 Genesis 11 Ang Tore ng Babel . 24 Exodo 13 Ang Panganay . 53 Abraham 1 Hinangad ni Abraham ang Exodo 14 Pagtawid sa Dagat na Pula . 54 Priesthood . 25 Exodo 15 Pagdaing, Bahagi 1 . 55 Abraham 2 Tumanggap si Abraham ng mga Exodo 16 Pagdaing, Bahagi 2 . 55 Tipan mula sa Diyos . 25 Exodo 17 Pagdaing, Bahagi 3 . 56 Genesis 12–13 Huwag Magkaroon ng Pagtatalo . 26 Exodo 18 Upang Hindi Manghina si Moises . 56 Genesis 14 Nakipagkita si Abraham kay Exodo 19 Sa Bundok ng Sinai . 57 Melquisedec . 27 Exodo 20 Ang Sampung Utos . 58 Genesis 15 Pinagtibay ang Isang Tipan . 27 Exodo 21–23 Mata Kung Mata, Ngipin Kung Genesis 16 Pinakasalan ni Abraham si Agar . 28 Ngipin . 59 Genesis 17 Ang Tipang Abraham . 28 Exodo 24 Nakita ng Pitumpung Matatanda Genesis 18 “May Anomang Bagay Kayang ang Diyos . 59 Napakahirap sa Panginoon?” . 29 Exodo 25–27, 30 Ang Tabernakulo . 59 Exodo 28–29 Ang mga Saserdote sa Templo . 61 iii Exodo 31 Tumawag ng mga Kalalakihan na Deuteronomio 11 Mga Pagpapala o Sumpa—Ikaw ang Magtatrabaho sa Tabernakulo . 61 Pumili . 85 Exodo 32 Ang Gintong Guya . 62 Deuteronomio 12–13 Iwasan ang Masasamang Gawain . 85 Exodo 33 Muling Nakita ni Moises ang Deuteronomio 14–17 Mga Kaugalian ng mga Tao ng Diyos . 85 Panginoon . 62 Deuteronomio 18 Tunay at Bulaang mga Propeta . 85 Exodo 34 Ang Nakabababang Batas . 63 Deuteronomio 19–25 Partikular na mga Batas para sa Exodo 35–40 Itinayo at Inilaan ang Tabernakulo . 64 Piling mga Tao . 85 Deuteronomio 26 Ang Utang Natin sa Diyos . 86 Ang Aklat ng Levitico . 64 Deuteronomio 27–28 Mga Pagpapala at Sumpa . 86 Levitico 1 Ang Handog na Susunugin . 64 Deuteronomio 29–30 Pagbalik sa Panginoon . 87 Levitico 2–7 Iba Pang mga Handog . 65 Deuteronomio 31–32 Ang Awit ni Moises . 88 Levitico 8–9 Ang Pagtatalaga kay Aaron at sa Deuteronomio 33 Mga Basbas sa Bawat Lipi . 88 Kanyang mga Anak . 66 Deuteronomio 34 Pamamaalam kay Moises . 88 Levitico 10 Kailangang Maging Banal ang mga Mayhawak ng Priesthood . 66 Ang Aklat ni Josue . 89 Levitico 11 Isang “Word of Wisdom” para sa mga Josue 1 “Magpakalakas Ka at Magpakatapang Israelita . 66 na Mabuti” . 90 Levitico 12 Malinis at Karumal-dumal . 67 Josue 2 Mga Tiktik sa Jerico . 90 Levitico 13–14 Ketong . 67 Josue 3–4 Pagtawid sa Ilog Jordan . 91 Levitico 15–16 Ang Araw ng Pagtubos . 68 Josue 5 Isang Espesyal na Panauhin . 91 Levitico 17–18 Iwasang Sumamba sa mga Josue 6 Gumuho ang mga Pader . 92 Diyus-diyusan . 69 Josue 7 Pagsakop sa Lungsod ng Hai . 92 Levitico 19–20 “Magpakabanal, Sapagka’t Ako’y Josue 8 Pagsakop sa Hai . 93 Banal” . 69 Josue 9 Nalinlang ng mga Gabaonita . 93 Levitico 21–22 Kabanalan ng Priesthood . 70 Josue 10 Ang Araw at Buwan ay Tumigil . 93 Levitico 23–25 Mga Banal na Araw at Pagdiriwang . 70 Josue 11–21 Patuloy ang Pananakop sa Canaan . 94 Levitico 26–27 Mga Pagpapala o Sumpa . 70 Josue 22 Paninirahan sa Silangang Bahagi ng Jordan . 94 Ang Aklat ng Mga Bilang . 71 Josue 23–24 “Piliin Ninyo sa Araw na Ito” . 95 Mga Bilang 1–4 Ang Census . 71 Mga Bilang 5–8 Mga Karagdagan sa Batas ni Moises . ..
Load more

Recommended publications
  • ABSTRAK Etnik Bajau Merupakan Etnik Kedua Terbesar Di Kota Belud
    IKONOGRAFI MOTIF PADA SENJATA TRADISIONAL GAYANG ETNIK BAJAU SAMA DI KOTA BELUD Mohd Farit Azamuddin bin Musa Humin Jusilin Universiti Malaysia Sabah [email protected] ABSTRAK Etnik Bajau merupakan etnik kedua terbesar di Kota Belud. DI daerah ini, sebahagian petaninya menjalankan kegiatan pertanian dan penternakan untuk meneruskan kelangsungan hidup. Bagi kaum lelaki, senjata amat penting dalam kehidupan seharian kerana kegunaannya sebagai alat untuk memburu, bercucuk tanam dan utiliti harian. Jenis senjata yang dihasilkan ialah pida’ (parang pendek), guk (parang), lading (pisau), keris, kagayan (parang panjang), beladau (parang jenis sabit) dan gayang (pedang). Fungsi pida’, guk beladau dan lading lazimnya digunakan untuk aktiviti harian seperti bercucuk tanam dan memburu. Karis, kagayan, dan gayang pula digunakan sebagai alat untuk mempertahankan diri. Setiap senjata memainkan peranan penting dalam kehidupan masyarakat. Walaupun begitu, setiap senjata yang ditempa boleh dimanipulasi sebagai senjata untuk melindungi diri daripada ancaman bahaya terutamanya daripada haiwan buas dan berbisa. Pelbagai jenis motif dan hiasan pada senjata melalui olahan idea yang diambil daripada persekitaran mereka. Tujuan kajian ini dihasilkan adalah untuk meneliti bentuk dan motif pada senjata tradisional dari segi visual dan istilahnya. Kajian lapangan (fieldwork) dijalankan di daerah Kota Belud khususnya di Kampung Siasai Jaya, Kampung Siasai Dundau, Kampung Siasai Kumpang, dan Kampung Tengkurus. Data yang diperolehi adalah berbentuk kualitatif dengan mengaplikasi indikator teori ikonografi daripada Panofsky (1939). Penelitian tentang data kajian melalui tiga peringkat iaitu identifikasi, analisis formalistik dan interpretasi makna. Motif yang dikenal pasti terbahagi kepada dua kategori iaitu bersifat organik dan geometri yang merangkumi motif flora, fauna, dan alam sekitar. Pengkaji juga melakukan pengesahan data bersama beberapa informan.
    [Show full text]
  • Perencanaan Tata Guna Lahan Desa Balaroa Pewunu
    Perencanaan Tata Guna Lahan Desa Balaroa Pewunu Bab I Pendahuluan 1.1 Latar Belakang Desa Balaroa Pewunu merupakan desa baru yang memisahkan diri dari desa induk Pewunu pada tahun 2012, berdirinya desa ditetapkan pada 20 november 2012 melaui Perda Kabupaten Sigi Nomor 41 tahun 2012 tentang Pemekaran Desa Balaroa Pewunu Kecamatan Dolo Barat Sigi Sulawesi Tengah. Secara geografis, desa Balaroa Pewunu berada di sebelah barat ibu kota kabupaten Sigi dengan melalui jalan poros Palu-Kulawi, untuk kedudukan atronomisnya terdapat pada titik koordinat S 1 °01’37" Lintang Selatan dan E 119°51'37 Bujur Timur. Luas desa Balaroa Pewunu (indikatif) 217,57 Ha berdasarkan hasil pemetaan partisipatif yang dilakukan oleh warga pada tahun 2019 dengan topografi atau rupa bumi umumnya dalam bentuk daratan yang kepadatan penduduk mencapai 374 jiwa/Km² pada tahun 2019. Berdasarkan perhitungan Indeks Desa Membangun 2019 (IDM)1 yang dikeluarkan oleh kementrian desa dengan nilai total 0,5987 maka desa Balaroa Pewunu dapat dikategorikan sebagai desa tertinggal atau bisa disebut sebagai desa pra-madya, Desa yang memiliki potensi sumber daya sosial, ekonomi, dan ekologi tetapi belum, atau kurang mengelolanya dalam upaya peningkatan kesejahteraan masyarakat Desa, kualitas hidup manusia serta mengalami kemiskinan dalam berbagai bentuknya. Seperti pada umumnya desa di Dolo Barat, komoditas tanaman padi sawah selain sebagai pemenuhan kebutuhan pangan juga merupakan tumpuhan petani dalam menambah pendapatan keluarga, varitas padi sawah (irigasi) yang dibudidayakan petani antara lain 1http://idm.kemendesa.go.id/idm_data?id_prov=72&id_kabupaten=7210&id_kecamatan=721011&id_desa=7210112011&tahu n=2019, Rumusan IDM berdasarkan Peraturan Menteri Desa, Pembangunan Daerah Tertinggal dan Transmigrasi No 2 tahun 2016 Tentang Indek Desa Membangun.
    [Show full text]
  • Parang Ilang Sebagai Interpretasi Falsafah Alam Takambang Jadi Guru Dalam Budaya Masyarakat Iban
    ASIAN PEOPLE JOURNAL 2020, VOL 3(1), 1-18 e-ISSN: 2600-8971 ASIAN PEOPLE JOURNAL, 2020, VOL 3(1), 1-18 https://doi.org/10.37231/apj.2020.3.1.118 https://journal.unisza.edu.my/apj PARANG ILANG SEBAGAI INTERPRETASI FALSAFAH ALAM TAKAMBANG JADI GURU DALAM BUDAYA MASYARAKAT IBAN (Parang Ilang As An Interpretation Of Alam Takambang Jadi Guru Philosophy In Iban’s Culture) Adilawati Asri1*, Noria Tugang1 1Fakulti Seni Gunaan dan Kreatif, Universiti Malaysia Sarawak, 94300 Kota Samarahan, Sarawak, Malaysia *Corresponding author: [email protected] Received: 5 September 2019 • Accepted: 25 November 2019 • Published: 30 April 2020 Abstract This research explores the craft and creativity of the art of Ilang as an interpretation of the philosophy of ‘Being a Teacher’ in the life of the Iban community. Symbolism towards the elements of nature is often used to express various ideas and meanings about their practices, culture, and life. This research uses a qualitative approach as a whole. Data obtained through qualitative approach using observations and interviews. Overall research has found that the human mind is made up of natural properties. Humans learn from nature and create the aesthetics they learn from it. Nature is made as a 'teacher', a human mind built from nature. This means that the developing world teaches humans to think creatively and to create something using natural resources, such as parang Ilang. Every event that happens around human life may not be separated from nature. The Iban people live in a natural environment. For them, nature is a ‘teacher’ to solve all the problems that occur in their lives.
    [Show full text]
  • List of Prohibited and Controlled Items by Police Licensing & Regulatory Department/Singapore Police Force
    Police Licensing & Regulatory Department 391, New Bridge Road, #02 701 Police Cantonment Complex Block D Singapore 088762 Tel No: +65 68350000 Fax No: +65 62234704 www.police.gov.sg LIST OF PROHIBITED AND CONTROLLED ITEMS BY POLICE LICENSING & REGULATORY DEPARTMENT/SINGAPORE POLICE FORCE PROHIBITED ITEMS 1. A prohibited item is defined as an item of which the possession may contravenes existing laws in Singapore. Please refer to Annex A1 for the list of such items. CONTROLLED ITEMS 2. A controlled item is defined as one that requires approval from PLRD before the item can be brought into Singapore. The approval can be in the form of an import licence, permit, authorisation, or approval letter from PLRD/SPF. Please refer to Annex A2 for the list of such items. ITEMS THAT DO NOT REQUIRE LICENCE / PERMIT / AUTHORISATION OR APPROVAL FROM SPF 3. Items with legitimate uses and are not prohibited nor controlled under current legislations, may be brought into Singapore without the need for a licence, permit, authorisation or approval from SPF. However, some of these items may be deemed as offensive weapons depending on the circumstances they are found. If the person carrying the item is unable to provide a reasonable explanation, then he may have committed an offence under the Corrosive and Explosives Substances and Offensive Weapons Act (CESOW) or the Miscellaneous Offences (Public Order & Nuisance) Act (MOA). Please refer to Annex A3 for examples of such items which are commonly brought in by travelers. 4. The list of examples in Annex A1 to A3 are not meant to be exhaustive.
    [Show full text]
  • Confidence in Hand® Contents
    CONFIDENCE IN HAND® CONTENTS DEADBOLT .....................................................................................................................® 3-4 KINEMATIC ™....................................................................................................................5-6 RUGER ............................................................................................................................7 FORGED BY WAR ®..........................................................................................................8 INNOVATIONS & TECHNOLOGY ..................................................................................9 SAFETY & ACTUATION .................................................................................................10 DESIGNERS ...................................................................................................................11-16 NEW PRODUCTS .................................................................................................17-35 DEALER WORKBOOK ...................................................................................................36 EVERYDAY CARRY ...............................................................................................36-70 HUNT & FISH .......................................................................................................71-73 OUTDOOR .............................................................................................................74-79 SURVIVAL .............................................................................................................80-82
    [Show full text]
  • Download Book
    Edited by Mohan Jyoti Dutta and Dazzelyn Baltazar Zapata Communicating for Social Change Meaning, Power, and Resistance Communicating for Social Change Mohan Jyoti Dutta Dazzelyn Baltazar Zapata Editors Communicating for Social Change Meaning, Power, and Resistance Editors Mohan Jyoti Dutta Dazzelyn Baltazar Zapata Center for Culture-Centered Approach Department of Communications and to Research and Evaluation (CARE) New Media Massey University National University of Singapore Palmerston North, New Zealand Singapore, Singapore ISBN 978-981-13-2004-0 ISBN 978-981-13-2005-7 (eBook) https://doi.org/10.1007/978-981-13-2005-7 Library of Congress Control Number: 2018959219 © The Editor(s) (if applicable) and The Author(s) 2019 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the pub- lisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.
    [Show full text]
  • Professional Regulation Commission MANILA
    Page 1 Professional Regulation Commission M A N I L A Licensure Examination for TEACHERS - ELEMENTARY March 26, 2017 School : ARAULLO HIGH SCHOOL Building : KALAW BLDG Address : U.N. AVENUE, ERMITA MANILA Floor : Room / Grp No. : 221 Seat School Attended NO. Last Name First Name Middle Name 1 AALA MAE ANN CRISTAL CABILLO TANAUAN INST. 2 ABABA RACHEL RENALES OL OF FATIMA-QC 3 ABAD CAMILLE ABIGAIL BRIONES R.MAGSAYSAY T.U-CASTILLEJOS 4 ABAD FRIDA BATAIN U OF RIZAL SYS.-PILILLA 5 ABAD JAN RAYL LERIOS R.MAGSAYSAY T.U-IBA 6 ABAD JESUSA LUFAMIA IMUS INSTITUTE 7 ABAD JILL MARIE BACOLOD WESTERN COLL.-CAVITE 8 ABAD JOHN MELO BIONGAN U OF ANTIQUE-SIBALOM 9 ABAD LEONA DRIZ N. T. C. 10 ABAD MELODY . REGIS MARIE COLLEGE 11 ABAD NECY FERNANDO P.L. MUNTINLUPA 12 ABADIES CARLA MAE MACABUTAS CITY OF MALABON UNIV. 13 ABADIES JEANCY AGOSTO WMSU-MALANGAS, ZDS 14 ABADIEZ LINA PACHOCO SAMAR COLLEGE 15 ABAIGAR MA. FE ABANTAO SAMAR STATE UNIV. 16 ABALAJEN GERALDINE ABADIANO SAMAR STATE UNIV. 17 ABALAJEN GISSELLE GRACE ABADIANO SAMAR COLLEGE 18 ABALLE JONALYN CORRALEJO NORTHWEST SAMAR STATE U-SN 19 ABALOS CRISELDA CELIS BULACAN S.U-MALOLOS 20 ABALOS GERALDINE DE OCAMPO CAVITE S.U.-INDANG 21 ABALOS KENNETH ASUNCION BESTLINK COLLEGE OF THE 22 ABANILLA MARISSA VILLANUEVA MINSCAT-BONGABONG(for.BCF) 23 ABANTAS ROHAIMAH ZAMAN MARAWI CAPITOL FDTN.COLL. 24 ABANTE CHARRIE VILLARALVO MARY THE QUEEN C.S.T.-QC REMARKS : USE SAME NAME IN ALL EXAMINATION FORMS. IF THERE IS AN ERROR IN SPELLING, DATE OF BIRTH, SCHOOL NAME, APPLIC NO.
    [Show full text]
  • Visual Foxpro
    Page 1 Professional Regulation Commission M A N I L A Licensure Examination for TEACHERS - ELEMENTARY September 25 , 2016 School : LEGARDA ELEM SCHOOL Building : MAIN BLDG Address : F. FAJARDO - P. LEONCIO, SAMPALOC, MANILA Floor : Room / Grp No. : 1 Seat School Attended NO. Last Name First Name Middle Name 1 ABACA JASON JAMES FUENTES UNIV.OF STO. TOMAS 2 ABACA MIRRA COLEEN DULAY ICCT CFI 3 ABACA RELISA ANN REYES UNIV.OF STO. TOMAS 4 ABACAN ROCHELLE DIEGO BULACAN S.U-MALOLOS 5 ABAD CAMILLE ABIGAIL BRIONES R.MAGSAYSAY T.U-CASTILLEJOS 6 ABAD JILL MARIE BACOLOD WESTERN COLL.-CAVITE 7 ABAD LEONA DRIZ N. T. C. 8 ABAD MA ANTOENETTE BORERES TRINITY UNIV OF ASIA 9 ABAD MELODY . REGIS MARIE COLLEGE 10 ABAD MORIEL ANN SALENGA BATAAN PENINSULA STATE U-ORANI 11 ABAD NECY FERNANDO P.L. MUNTINLUPA 12 ABADILLA ANALYN RAYEN NORZAGARAY COLL. 13 ABAINZA MELIZA OLINAR P.U.P.-BATAAN 14 ABAJA ROSE PRECILLAS CATAINGAN MUN. COLL. 15 ABALA MADELEINE JAVIER TRINITY UNIV OF ASIA 16 ABALETA GLADYS PELIPADA UNIVERSITY OF CALOOCAN CITY(for. CC 17 ABALLE JINKY CUEVA OSMENA COLL-MASBATE 18 ABALOS CRISELDA CELIS BULACAN S.U-MALOLOS 19 ABAN JENNIFER MACARO OL OF LOURDES C.F. -DAET 20 ABANADO ANGELICA PUNSALAN DON HONORIO VENTURA TECH. S.U 21 ABANES LHEALYN MARANAN BATANGAS S.U.-BATANGAS CITY 22 ABANICA WILLIAM JR LAPIÑA CITY OF MALABON UNIV. 23 ABANILLA MARISSA VILLANUEVA MINSCAT-BONGABONG(for.BCF) 24 ABAR GISELLE CABATUAN CHRIST THE KING COLLEGE OF REMARKS : USE SAME NAME IN ALL EXAMINATION FORMS. IF THERE IS AN ERROR IN SPELLING, DATE OF BIRTH, SCHOOL NAME, APPLIC NO.
    [Show full text]
  • Fairytales Often Start with Once Upon a Time, in a Beautiful Kingdom... but What About If It Starts with Once Upon a Time, in A
    fairytales often start with once upon a time, in a beautiful kingdom... but what about if it starts with once upon a time, in a coffee shop, can't it be called a fairytale? it's weird, though. Starting a fairytale in a coffe shop?! But the question make s perfect sense to me.. --Denise The "far far away kingdom" can be very perfect. You can imagine it with all it's completeness- the love and joy in it. and of course, in fairytales, there are a lways happy endings.-- Gino But then, this perfect place can only be imagined, this place is not for real. S o i choose reality, because in life, there are no perfect places, no perfect peo ple, and.. not all have happy endings. If fairytales give everything to me, and reality gives me the imperfect ones? then i will choose reality. How can i learn if I live in a perfect world? because there is no perfect in life because there is no perfect love If fairytales give me joy, and reality gives me pain? i would choose reality, because love finds its way to hurt people. and there are times that you feel contented because you were able to pass those sorrows. If fairytales give me a perfect kingdom, and reality gives me a coffee shop? then i would choose the coffee shop.. [size=15pt]because this i[/size][/color][size=15pt]s where I met you. :-[ :-[ :-[ :-\ magandang araw! ako si Denise Kaye Lorenzo. nagtapos ako ng business management sa SEIU (St. Elizabeth International University) dyan sa katipunan.
    [Show full text]
  • MDDS STC MDDS DTC MDDS Sub DT MDDS PLCN MDDS NAME of STATE, DISTRICT, SUB-DISTTS
    MDDS e-GOVERNANCE CODE (Census 2011 PLCN) MDDS STC MDDS DTC MDDS Sub_DT MDDS PLCN MDDS NAME OF STATE, DISTRICT, SUB-DISTTS. & VILLAGES 12 000 00000 000000 ARUNACHAL PRADESH 12 245 00000 000000 Tawang 12 245 01556 000000 Zemithang 12 245 01556 261377 Shoktsen 12 245 01556 261378 Brokenthang 12 245 01556 261379 Lumpo 12 245 01556 261380 T.Gonpa 12 245 01556 261381 Muchut (Kharakpu) 12 245 01556 261382 Gorsam 12 245 01556 261383 Zemithang H.Q. 12 245 01556 261384 Kharman 12 245 01556 261385 Kelengteng 12 245 01556 261386 Dung 12 245 01556 261387 Khobleteng 12 245 01556 261388 B.T.K (Chumrong) 12 245 01556 261389 Tebo 12 245 01556 261390 Hanggang 12 245 01556 261391 Thikshi 12 245 01556 261392 Sirdi 12 245 01556 261393 Khebleteng 12 245 01556 261394 Shakti 12 245 01557 000000 LUMLA 12 245 01557 261395 Lumla H.Q. 12 245 01557 261396 Lumla Village (Soleng) 12 245 01557 261397 New Lumla 12 245 01557 261398 Khozo (Melenghar) (Tabrang) (Mayur) 12 245 01557 261399 Mangnam 12 245 01557 261400 Thrillam 12 245 01557 261401 Bukiong 12 245 01557 261402 Sakyur 12 245 01557 261403 Hoongla 12 245 01557 261404 Pharmay 12 245 01557 261405 Khuminthang 12 245 01557 261406 Dugumba 12 245 01557 261407 Suhung(Jung) 12 245 01557 261408 Sazo 12 245 01557 261409 Kungba 12 245 01557 261410 Kharteng 12 245 01557 261411 Phomang 12 245 01557 261412 Baghar 12 245 01557 261413 Sharbrang 12 245 01557 261414 Yabab 12 245 01557 261415 Gispu 12 245 01557 261416 Kudung 12 245 01558 000000 DUDUNGHAR 12 245 01558 261417 Buri 12 245 01558 261418 Sherkimang 12 245 01558 261419 Blaiteng 12 245 01558 261420 Lumchang 12 245 01558 261421 Dongmereng 12 245 01558 261422 Marmay 12 245 01558 261423 Yuser 12 245 01558 261424 Guntse 12 245 01558 261425 Zhamaneng 12 245 01558 261426 Darmaleng 12 245 01558 261427 Loudung 12 245 01558 261428 Chellengdung 12 245 01558 261429 Ramyang 12 245 01558 261430 Dudunghar H.Q.
    [Show full text]
  • Evidence from Evidentials
    UBCWPL University of British Columbia Working Papers in Linguistics Evidence from Evidentials Edited by: Tyler Peterson and Uli Sauerland September 2010 Volume 28 ii Evidence from Evidentials Edited by: Tyler Peterson and Uli Sauerland The University of British Columbia Working Papers in Linguistics Volume 28 September 2010 UBCWPL is published by the graduate students of the University of British Columbia. We feature current research on language and linguistics by students and faculty of the department, and we are the regular publishers of two conference proceedings: the Workshop on Structure and Constituency in Languages of the Americas (WSCLA) and the International Conference on Salish and Neighbouring Languages (ICSNL). If you have any comments or suggestions, or would like to place orders, please contact : UBCWPL Editors Department of Linguistics Totem Field Studios 2613 West Mall V6T 1Z4 Tel: 604 822 4256 Fax 604 822 9687 E-mail: <[email protected]> Since articles in UBCWPL are works in progress, their publication elsewhere is not precluded. All rights remain with the authors. iii Cover artwork by Lester Ned Jr. Contact: Ancestral Native Art Creations 10704 #9 Highway Compt. 376 Rosedale, BC V0X 1X0 Phone: (604) 793-5306 Fax: (604) 794-3217 Email: [email protected] iv TABLE OF CONTENTS TYLER PETERSON, ROSE-MARIE DÉCHAINE, AND ULI SAUERLAND ...............................1 Evidence from Evidentials: Introduction JASON BROWN ................................................................................................................9
    [Show full text]
  • T Shirt Key 1 Temp
    1 Takouba Tuareg (Saharan Africa), late 32 Jambiya Persian (Iran), 18th century. 20th century. 33 Talwar Moghul (India), 18th century. 2 Allarh Tuareg (Saharan Africa), mid- Ethnographic Edged Weapons Resource Site 34 Jambiya Arabian, early 20th century. 20th century. 35 Talibon (Philippines), 20th century. 3 Halberd Swiss or German, early 16th 36 Wakizashi Japanese, 17th century. century. 37 Koummya Moroccan, 20th century. 4 Axe American (United States), late 20th century. 38 Yataghan Ottoman (Turkey), 18th century. 5 Mambeli Azande (central Africa), late 19th to early 20th century. 39 Nimcha Moroccan, 19th century. 6 Flissa Berber (north Africa), early 20th 40 Khukuri Nepalese, 20th century. century. 41 Talwar Moghul (India), 19th century. 7 Phirangi (Firangi) Hindu (southern 42 Talwar Moghul (India), 19th century. India), 17th century. 43 Khukuri Nepal, 19th century. 8 Bronze Sword (central Europe), 9th to 44 Shotel Abyssinian (Ethiopia), 19th 11th century B.C. century. 9 Claymore (Basket Hilted Broadsword) 45 Keris (Kris) Javanese, 20th century. Scottish, 18th century. 46 Pinahig Ifugao, Igorot (northern Luzon, 10 Pata Mahratta (southern India), 18th Philippines), 20th century. century. 47 Keris (Kris) Moro (Philippines), 20th 11 Bronze Sword (central Europe), 11th to century. 15th century B.C. 48 Piha-Khetta Sinhalese (Sri Lanka), late 12 Mandau (Parang Ihlang) Dyak 19th century. (Kalimantan (Borneo)), 19th century. 49 Noklang Khasi (Assam, India), 19th 13 Telek (Arm Dagger) Tuareg (Saharan century. Africa), late 20th century. 50 Zweihander (Two handed sword) 14 Head Axe Igorot (northern Luzon, German, late 16th century. Philippines), 19th - 20th century. 51 Bastard Sword (Hand and a half 15 Telek (Arm Dagger) Tuareg (Saharan sword) German, late 14th century.
    [Show full text]