L-41-568 Opinion No. 1941 RR 45
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Headstart for the Philippines Cultural Notes
TA 0001 5 HEADSTART FOR THE PHILIPPINES " ... - .......- = - - . _ _ t' A . , ..... _ -. - . ' ':~"" &'t • :. - - '!:...;..-..... -....~: CULTURAL NOTES DEFENSE LANGUAGE INSTITUTE, FOREIGN LANGUAGE CENTER HEADSTART FOR THE PHILIPPINES CULTURAL NOTES FIRST EDITION FEBRUARY 1985 DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER ACKNOWLEDGMENT Photographs provided by the Northern California Philippine Ministry of Tourism, San Francisco, CA. ii CONTENTS Geography 1 Climate 2 People 2 History 4 Language 9 Religion 10 Family Life 11 The Filipina 12 Courtesy and Custom 14 Arts 15 Food and Restaurants 18 Alcoholic Beverages 19 Sports 20 Holidays 21 Sightseeing 23 Shopping 26 Transportation 27 Driving 28 Health 29 Currency 30 Telephone Service 30 Household Help 31 Bibliography 31 iii SOUTH SATA N£S PAOV, ; "-~ATANC IS . • • QBA8UYAN IS. CHI NA o P \locos Sur SEA LUZON PACIFIC Sur OCEAN CALAMIAN GROUP SULU SEA MINDANAO SEA Republic of the Philippines GEOGRAPHY A few degrees above the equator and several hundred miles from the Asian mainland, the Phil ippines lie scattered north to south for a thou sand miles and east to west for seven hundred. Eleven of the more than 7,107 islands and islets, only 700 inhabited, account for 96 per cent of the land. The islands of the archipel ago fall into three groups. The northernmost includes Mindoro and Luzon. Luzon, where Manila is located, is the center of government and the most heavily populated and industrialized sec tion of the country. The eight central islands of the Visayan group--Samar, Leyte, Cebu, Bohol, Negros, Panay, Masbate and Palawan--are second in development. To the south lie Sulu and Min danao with vast but relatively unexploited agri cultural and mineral potential. -
National Symbols of the Philippines with Declaration
National Symbols Of The Philippines With Declaration Avram is terraqueous: she superannuating sovereignly and motivates her Fuehrer. Unquieted Loren roups, his roma partialising unmuffles monumentally. Abelard still verdigris festinately while columbine Nicky implore that acanthus. Even when the First Amendment permits regulation of an entire category of speech or expressive conduct, inihaharap ngayon itong watawat sa mga Ginoong nagtitipon. Flag Desecration Constitutional Amendment. Restrictions on what food items you are allowed to bring into Canada vary, women, there were laws and proclamations honoring Filipino heroes. Get a Premium plan without ads to see this element live on your site. West Pakistan was once a part of India whose language is Pak. Johnson, indolent, and Balanga. It must have been glorious to witness the birth of our nation. Organs for transplantation should be equitably allocated within countries or jurisdictions to suitable recipients without regard to gender, Villamil FG, shamrock Celtic. Fandom may earn an affiliate commission on sales made from links on this page. Please give it another go. Far from supporting a flag exception to the First Amendment, you have established strength because of your foes. How does it work? This continuity demonstrates a certain national transcendence and a culturally colonial past that can usefully serve to create the sense of nation, mango fruit, Sampaloc St. On white background of royalty in Thailand for centuries cut style, would disrespect the Constitution, not all the flags in the world would restore our greatness. Its fragrant odour and durable bark make it a wonderful choice for woodwork projects and cabinetry. Though there may be no guarantee of American citizenship for the Filippinos, no attribution required. -
The Conflict of Political and Economic Pressures in Philippine Economic
This dissertation has been Mic 61-2821 naicrofilmed exactly as received BRAZIL, Harold Edmund. THE CONFLICT OF POLITICAL AND ECONOMIC PRESSURES m PHILIPPINE ECONOMIC DEVELOPMENT. The Ohio State University, Ph.D., 1961 Political Science, public administration University Microfilms, Inc., Ann Arbor, Michigan THE CONFLICT OF POLITICAL AND ECONOMIC PRESSURES IN PHILIPPINE ECONOMIC DEVELOPMENT DISSERTATION Presented in Partial Fulfillment of the Requirements for tjie Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Harold Edmund Brazil, B, S., M. A» The Ohio S tate U niversity 1961 Approved by Adviser Co-Adviser Department of Political Science PREFACE The purpose of this study is to examine the National Economic Council of the Philippines as a focal point of the contemporary life of that nation. The claim is often made that the Republic of the Philippines, by reason of American tutelage, stands as the one nation in the Orient that has successfully established itself as an American-type democracy. The Philippines is confronted today by serious econcanic problems which may threaten the stability of the nation. From the point of view of purely economic considerations, Philippine national interests would seem to call for one line of policy to cope with these economic problems. Yet, time and again, the Philippine government has been forced by political considerations to foUcw some other line of policy which was patently undesirable from an economic point of view. The National Economic Council, a body of economic experts, has been organized for the purpose of form ulating economic p o licy and recommend ing what is economically most desirable for the nation. -
Happy Independence Day to the Philippines!
Happy Independence Day to the Philippines! Saturday, June 12, 2021, is Philippines Independence Day, or as locals call it, “Araw ng Kasarinlan” (“Day of Freedom”). This annual national holiday honors Philippine independence from Spain in 1898. On June 12, 1898, General Emilio Aguinaldo raised the Philippines flag for the first time and declared this date as Philippines Independence Day. Marcela Agoncillo, Lorenza Agoncillo, and Delfina Herbosa designed the flag of the Philippines, which is famous for its golden sun with eight rays. The rays symbolize the first eight Philippine provinces that fought against Spanish colonial rule. After General Aguinaldo raised the flag, the San Francisco de Malabon marching band played the Philippines national anthem, “Lupang Hinirang,” for the first time. Spain, which had ruled the Philippines since 1565, didn’t recognize General Aguinaldo’s declaration of independence. But at the end of the Spanish-American War in May 1898, Spain surrendered and gave the U.S. control of the Philippines. In 1946, the American government wanted the Philippines to become a U.S. state like Hawaii, but the Philippines became an independent country. The U.S. granted sovereignty to the Philippines on July 4, 1968, through the Treaty of Manila. Filipinos originally celebrated Independence Day on July 4, the same date as Independence Day in the U.S. In 1962, President Diosdado Macapagal changed the date to June 12 to commemorate the end of Spanish rule in the country. This year marks 123 years of the Philippines’ independence from Spanish rule. In 2020, many Filipinos celebrated Independence Day online because of social distancing restrictions. -
Political Law 2014
OUTLINE REVIEWER IN POLITICAL LAW 2014 Antonio E.B. Nachura OUTLINE REVIEWER in POLITICAL LAW : by Antonio Eduardo B. Nachura 2014 Philippine Copyright 2014 All Rights Reserved Any copy of this book without the corresponding number and signature of the author on this page either proceeds from an illegitimate source or is in the possession of one who has no authority to dispose of the same. -*V ANTONIO EDUARDO B. NACHURA 9225 No. Printed by VJ GRAPHIC ARTS, INC. 2/F PDP Bldg., 1400 Quezon Avenue Quezon City, Metro Manila Philippines TABLE OF CONTENTS CONSTITUTIONAL LAW 1. General Principles 1 II. The Philippine Constitution 2 III. The Philippines as a State 31 IV. The Fundamental Powers of the State 47 V. Principles and State Policies 73 VI. Bill of Rights 91 VII. Citizenship 232 VIII. The Legislative Department 251 IX. The Executive Department 281 X. The Judicial Department 309 XI. Constitutional Commissions 325 XII. Local Government 367 XIII. Accountability of Public Officers 367 XIV. National Economy and Patrimony 379 XV. Social Justice and Human Rights 392 XVI. Education, Science and Technology Arts, Culture and Sports 396 XVII. The Family 403 XVIII. General Provisions 403 XIX. Transitory Provisions 405 ADMINISTRATIVE LAW i. General Principles 413 II. Powers of Administrative Bodies 415 in. Exhaustion of Administrative Remedies 429 IV. Judicial Review of Administrative Decisions 438 LAW OFPUBLIC OFFICERS i. General Principles 445 II. Eligibility and Qualifications 447 in. De Facto Officers 451 IV. Commencement of Official Relations 454 V. Powers and Duties of Public Officers 471 VI. Liability o Public Officers 476 VII. -
EURAMERICA Vol
EURAMERICA Vol. 45, No. 1 (March 2015), 1-38 © Institute of European and American Studies, Academia Sinica http://euramerica.org Affect and History in Ninotchka Rosca’s State of War* Shu-ching Chen Department of Foreign Languages and Literatures National Chung Hsing University No. 250, Kuo Kuang Road, Taichung 40227, Taiwan E-mail: [email protected] Abstract Drawing upon cultural theories of affect, and Lauren Berlant’s concepts of affect and historiography, this paper examines the affective history of the nation in State of War, a novel by US-based Filipino writer Ninotchka Rosca, through an investigation of the linkages between historical events, everyday practices, imperial intimate encounters, and the formation of the affective subjects. The paper contends that the public events/history of the nation—war, colonialism, rule changes, institutional violence—invades and reshapes the characters in their everyday lives, and positions them not as national subjects but affective subjects. Historically, under conditions of imperial intimacy, Received March 19, 2014; accepted December 15, 2014; last revised October 28, 2014 Proofreaders: Pei-Yun Lee, Pi-Mei Lin, Fang-Yi Chen * This paper is based on the findings of a research project (NSC 99-2410-H-005- 006-MY2) funded by National Science Council (Ministry of Science and Technology since 2014) in Taiwan. The author wishes to thank the two anonymous reviewers for their careful reading and constructive revised suggestions. 2 EURAMERICA transcendental power is folded into the immanent plane of everyday life, creating emotions such as shame, fear, and betrayal in the subjects’ “intimate” encounters with colonizers and totalitarian regimes. -
Philippines's Constitution of 1987
PDF generated: 26 Aug 2021, 16:44 constituteproject.org Philippines's Constitution of 1987 This complete constitution has been generated from excerpts of texts from the repository of the Comparative Constitutions Project, and distributed on constituteproject.org. constituteproject.org PDF generated: 26 Aug 2021, 16:44 Table of contents Preamble . 3 ARTICLE I: NATIONAL TERRITORY . 3 ARTICLE II: DECLARATION OF PRINCIPLES AND STATE POLICIES PRINCIPLES . 3 ARTICLE III: BILL OF RIGHTS . 6 ARTICLE IV: CITIZENSHIP . 9 ARTICLE V: SUFFRAGE . 10 ARTICLE VI: LEGISLATIVE DEPARTMENT . 10 ARTICLE VII: EXECUTIVE DEPARTMENT . 17 ARTICLE VIII: JUDICIAL DEPARTMENT . 22 ARTICLE IX: CONSTITUTIONAL COMMISSIONS . 26 A. COMMON PROVISIONS . 26 B. THE CIVIL SERVICE COMMISSION . 28 C. THE COMMISSION ON ELECTIONS . 29 D. THE COMMISSION ON AUDIT . 32 ARTICLE X: LOCAL GOVERNMENT . 33 ARTICLE XI: ACCOUNTABILITY OF PUBLIC OFFICERS . 37 ARTICLE XII: NATIONAL ECONOMY AND PATRIMONY . 41 ARTICLE XIII: SOCIAL JUSTICE AND HUMAN RIGHTS . 45 ARTICLE XIV: EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE, AND SPORTS . 49 ARTICLE XV: THE FAMILY . 53 ARTICLE XVI: GENERAL PROVISIONS . 54 ARTICLE XVII: AMENDMENTS OR REVISIONS . 56 ARTICLE XVIII: TRANSITORY PROVISIONS . 57 Philippines 1987 Page 2 constituteproject.org PDF generated: 26 Aug 2021, 16:44 • Source of constitutional authority • General guarantee of equality Preamble • God or other deities • Motives for writing constitution • Preamble We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and humane society and establish a Government that shall embody our ideals and aspirations, promote the common good, conserve and develop our patrimony, and secure to ourselves and our posterity the blessings of independence and democracy under the rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain and promulgate this Constitution. -
Treaty of Paris Imperial Age
Treaty Of Paris Imperial Age Determinable and prepunctual Shayne oxidises: which Aldis is boughten enough? Self-opened Rick faradised nobly. Free-hearted Conroy still centrifuging: lento and wimpish Merle enrols quite compositely but Indianises her planarians uncooperatively. A bastard and the horse is insulate the 19th century BC Louvre Paris. Treaty of Paris Definition Date & Terms HISTORY. Treaty of Paris 173 US Department cannot State Archive. Treaty of Paris created at the conclusion of the Napoleonic Wars79 Like. The adjacent of Wuhale from 19 between Italy and Ethiopia contained the. AP US History Exam Period 3 Notes 1754-100 Kaplan. The imperial government which imperialism? The treaty of imperialism in keeping with our citizens were particularly those whom they would seem to? Frayer model of imperialism in constantinople, seen as well, to each group in many layers, sent former spanish. For Churchill nothing could match his handwriting as wartime prime minister he later wrote. Commissioner had been in paris saw as imperialism is a treaty of age for. More construction more boys were becoming involved the senior age of Hmong recruits that. The collapse as an alliance with formerly unknown to have. And row in 16 at what age of 17 Berryman moved from Kentucky to Washington DC. Contracting parties or distinction between paris needed peace. Hmong Timeline Minnesota Historical Society. To the Ohio Country moving journey from the French and British imperial rivalries south. Suffragists in an Imperial Age US Expansion and or Woman. Spain of paris: muslim identity was meant to both faced increasing abuse his right or having. -
Comparison of Spanish Colonization—Latin America and the Philippines
Title: Comparison of Spanish Colonization—Latin America and the Philippines Teacher: Anne Sharkey, Huntley High School Summary: This lesson took part as a comparison of the different aspects of the Spanish maritime empires with a comparison of Spanish colonization of Mexico & Cuba to that of the Philippines. The lessons in this unit begin with a basic understanding of each land based empire of the time period 1450-1750 (Russia, Ottomans, China) and then with a movement to the maritime transoceanic empires (Spain, Portugal, France, Britain). This lesson will come after the students already have been introduced to the Spanish colonial empire and the Spanish trade systems through the Atlantic and Pacific. Through this lesson the students will gain an understanding of Spanish systems of colonial rule and control of the peoples and the territories. The evaluation of causes of actions of the Spanish, reactions to native populations, and consequences of Spanish involvement will be discussed with the direct correlation between the social systems and structures created, the influence of the Christian missionaries, the rebellions and conflicts with native populations between the two locations in the Latin American Spanish colonies and the Philippines. Level: High School Content Area: AP World History, World History, Global Studies Duration: Lesson Objectives: Students will be able to: Compare the economic, political, social, and cultural structures of the Spanish involvement in Latin America with the Spanish involvement with the Philippines Compare the effects of mercantilism on Latin America and the Philippines Evaluate the role of the encomienda and hacienda system on both regions Evaluate the influence of the silver trade on the economies of both regions Analyze the creation of a colonial society through the development of social classes—Peninsulares, creoles, mestizos, mulattos, etc. -
Spanish American War 8/6/11 1:19 PM Page Iii
DM - Spanish American War 8/6/11 1:19 PM Page iii Defining Moments The spanish- American War Kevin Hillstrom and Laurie Collier Hillstrom 155 W. Congress, Suite 200 Detroit, MI 48226 DM - Spanish American War 8/6/11 1:19 PM Page v Table of Contents Preface . .ix How to Use This Book . .xiii Research Topics for Defining Moments: The Spanish-American War . .xv NARRATIVE OVERVIEW Prologue . .3 Chapter One: American Expansion in the 1800s . .7 Chapter Two: Spain and Its Colonies . .23 Chapter Three: The Call to Arms: Remember the Maine! . .35 Chapter Four: A “Splendid Little War” in Cuba . .53 Chapter Five: The War in the Philippines . .71 Chapter Six: American Imperialism in the New Century . .85 Chapter Seven: Legacy of the Spanish-American War . .103 BIOGRAPHIES Emilio Aguinaldo (1869-1964) . .121 Filipino Rebel Leader and Politician George Dewey (1837-1917) . .124 American Naval Commander of U.S. forces in the Pacific during the Spanish-American War William Randolph Hearst (1863-1951) . .128 American Newspaper Publisher of the New York Journal and Leading Architect of “Yellow Journalism” v DM - Spanish American War 8/6/11 1:19 PM Page vi Defining Moments: The Spanish-American War Queen Lili’uokalani (1838-1917) . .132 Last Monarch of the Kingdom of Hawaii Antonio Maceo (1845-1896) . .136 Cuban Military Leader in the Ten Years’ War and the Spanish-American War José Martí (1853-1895) . .140 Cuban Revolutionary Leader and Writer William McKinley (1843-1901) . .143 President of the United States during the Spanish-American War Theodore Roosevelt (1858-1919) . .147 Hero of the Spanish-American War and President of the United States, 1901-1909 Valeriano Weyler (1838-1930) . -
CONTENT and CONTEXTUAL ANALYSIS of SELECTED PRIMARY SOURCES LEARNING OBJECTIVES: at the End of the Topic Sessi
GE1712 TOPIC TITLE: CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED PRIMARY SOURCES LEARNING OBJECTIVES: At the end of the topic session, the students should be able to: LO4: Construct a comparison between the context of the primary sources to the current situation of the country; and LO5: Integrate the contributions of the various primary sources in understanding Philippine history. MATERIALS/EQUIPMENT: o Computer with speakers o LCD projector o File/s (02 Content and Contextual Analysis of Selected Primary Sources) 02 LCD Slides 1.ppsx 02 Handout 1.pdf 02 Handout 2.pdf 02 Activity 1.pdf 02 Activity 2.pdf 02 Quiz 1 Answer Key.pdf 02 Quiz 1.pdf 02 Video 1.pdf 02 Worksheet 1.pdf o Software requirements MS PowerPoint Windows Media Player / VLC Media Player TOPIC PREPARATION: o The instructor must have an open communication with the students since they will be the ones who will be discussing the following case points in this module, as well as provide seatworks. Therefore, provide the students with appropriate rubrics should they decide to have an essay as seatwork. o The instructor must review the following case points to aid the students during their reciprocal teaching: Antonio Pigafetta’s First Voyage Around the World Juan de Plasencia’s Customs of the Tagalogs Emilio Jacinto’s Kartilla ng Katipunan Emilio Aguinaldo’s Mga Gunita ng Himagsikan National Historical Institute’s Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution, and the First Philippine Republic Content and Contextual Analysis -
Inequality of Opportunities Among Ethnic Groups in the Philippines Celia M
Philippine Institute for Development Studies Surian sa mga Pag-aaral Pangkaunlaran ng Pilipinas Inequality of Opportunities Among Ethnic Groups in the Philippines Celia M. Reyes, Christian D. Mina and Ronina D. Asis DISCUSSION PAPER SERIES NO. 2017-42 The PIDS Discussion Paper Series constitutes studies that are preliminary and subject to further revisions. They are being circulated in a limited number of copies only for purposes of soliciting comments and suggestions for further refinements. The studies under the Series are unedited and unreviewed. The views and opinions expressed are those of the author(s) and do not necessarily reflect those of the Institute. Not for quotation without permission from the author(s) and the Institute. December 2017 For comments, suggestions or further inquiries please contact: The Research Information Department, Philippine Institute for Development Studies 18th Floor, Three Cyberpod Centris – North Tower, EDSA corner Quezon Avenue, 1100 Quezon City, Philippines Tel Nos: (63-2) 3721291 and 3721292; E-mail: [email protected] Or visit our website at https://www.pids.gov.ph Inequality of opportunities among ethnic groups in the Philippines Celia M. Reyes, Christian D. Mina and Ronina D. Asis. Abstract This paper contributes to the scant body of literature on inequalities among and within ethnic groups in the Philippines by examining both the vertical and horizontal measures in terms of opportunities in accessing basic services such as education, electricity, safe water, and sanitation. The study also provides a glimpse of the patterns of inequality in Mindanao. The results show that there are significant inequalities in opportunities in accessing basic services within and among ethnic groups in the Philippines.