JOSEFA ABIERTAS
She told them what it means to be a Christian: "In the simplest sense of the word," she explained. She often denied herself food to feed her small family.8 She worked from eight in the morning to five in the afternoon and attended night classes at the Philippine Law School. Year after year," she wrote to a friend, "hundreds and hundreds of young people go to ruin because of these drinking saloons, these canteens, and these red light districts.
There were at that time hundreds of wretched girls, some of whom were for regents, who were virtually convinced prisoners in the vice dens of the red light districts. She organized a group of like-minded young people to help her in the campaign. It's away girls when they're happy,” she said, laughing and crying at the same time.
Outgrowth of her campaign against prostitution was her attack on the old idea, implanted in the Philippine popu. When the results were announced, she received the highest grade of all, and one of the best, it is said, ever achieved in the Philippines.25. If you want me to accept the position,' she told the company's owners.
Notes
Josefa Jara-Martinez, founded an institution dedicated to helping the victims of white slavery, such a social disease that Abiertas tried hard to alleviate. The JosefaAbiertas Friendship House was inaugurated on November 11, 1930.
THE FILIPINO WOMAN IN HISTORY
The long period of subjugation under Spain reduced the social status of the Filipino woman, relegating her mostly to the home and the church, making her a pious, shy and practically illiterate creature; servant to men, especially to the parish priest and the Spanish officials. The Spanish made use of the proven strategy of colonization, divide and conquer - divide and conquer. In the case of the Filipinos, the spirit of nationalism, though the pain is entirely slow in development, finally flares up.
Karaman kadagiti kalatakan a babai a pigura idi las-ud ti Rebolusion ket ni Melchora Aquino, ti "Naindaklan nga Ina ti Rebolusion"; Gregorio ni Jesus, "Musa ti Katipunan"; Trinidad Tecson, "Ina ti Bato"; Abagatan nga Agueda,. Iti negosio ken industria, nagbalin a nalatak ti maysa a Filipino idi pay katengngaan ti napalabas a siglo, uray idi adda pay laeng ti pagilian iti sidong ti ganggannaet a turay. Isu ni Margarita Roxas de Ayala, ti nangipasdek iti dakkel a negosio a Zobel-Ayala.
There were the Avancena Sisters - Jovita and Ra Mona - founders of the Colegio de Santa Ana in Molo, Iloilo, thatpro. In the early days of the American regime, the beautiful figure of Pura Villanueva, the first Manila car, emerged. While the movement for female equality with men, epitomized by the suffrage of the Philippine Wo.
A BRIEF HISTORY OF THE
PROTESTANT CHURCH IN INDONESIA
When Admiral and Governor de Houtman returned to Holland, they each took with them some young Indonesians to be trained as religious teachers. The first parishes were Ambon and Lease, followed by Ternate, Djakarta and Banda, in the years 1605-1622. The widely scattered parishes in the Indonesian archipelago are organized into independent churches within the Geredja In Protestant alliance.
Since 1964, the missionary parishes in central Suluwesi and Gorontal have been organized into three separate churches within the GPL sphere. These are Geredja Protestant In. Parishes and members of the aforementioned seven churches are automatically also parishes and members of the Protestant Church in Indonesia, which with more than 1,800,000 members is the oldest and one of the largest Protestant Churches in Southeast Asia.
Bululakaw - A Southeast Asian Deity?
While my version of Ma Bornean's arrival story differs with the Santaren, Monteclaro and Orendain versions on some points, such as where the exchange ceremony took place, our version all agree on the point that Bululakaw was the god. of the Malays. Tan Martin further said that Bululakaw was the Batha la (god) of the Malays, but not of the Negritoes or Aetas. The god bird's wings were strong and when it flew it made a sound that could be heard many kilometers away.
Each wing feather had a different attractive color that reflected the light of the moon and stars. The color was so bright that a wide area of the sky was illuminated as the bird flew. Therefore, based on the story of Bululakaw, which has been passed down from generation to generation, the ancient people of Laglag believed that the people of Southeast Asia made sawmills.
The people of Laglag believed that Bululakaw in Madyaas, Pa. It was the belief of these ancient people, including Negrito leader Tan Martin, Ati Goyang and Elder Tia go, that when the Bornean datus landed in Panay in the early 13th century, it was not by accident. There are also several places in Panay, Mindoro and other islands named Bululakaw, perhaps in memory of the god bird once worshiped.
THE LANGUAGE POLICY OF INDONESIA
In view of the fact that there are more than 250 dialects in Indonesia, it is expected that doubts will arise about the way in which the Bahasa Indonesia became a national language. By the second half of the 19th century, however, the use of the Dutch language was considered practical and the shortest vehicle for the Indonesians to learn and to come into contact with Western civilization. During the first decade of the 20th century, nationalism and the revolution. sionary enthusiasm rose, and this could be explained by the fact that one language was used.
Therefore, the policy of the Dutch was to use language as a weapon for further dominance. The arrival of the Japanese in 1942 greatly contributed to the development of the Indonesian language. In an effort to boost the war effort, the Japanese occupation forces banned the use of the Dutch language.
The development of Bahasa was all the more enhanced with the use of the language in the newspapers. To ensure the full development of Bahasa Indonesia, the government established the Panitia Baha ..sa Indonesia or Institute of the Indonesian Language. The thought process of the native people becomes conditioned by foreign bias if a national language is subordinated to a foreign language.
PROGRAM IN GUIDANCE *
Effects of treatment conditions on students in the study were determined using analysis of covariance. At the beginning of the study, the experimental group and control group I differed in study habits, study attitude and study orientation. After participating in a special program, the experimental group was no better than the control group I in composition and physics. The experimental group differed significantly from the control group I in trigonometry, world history and literature.
This study failed to fully demonstrate the effectiveness of the special program in improving the motivation, study orientation and attendance of the students who participated in it. While general orientation counseling regarding schooling should be the responsibility of the school guidance center, each teacher should undertake to provide specific counseling in the subject he teaches. A replication of this same study (1) using the student's score on the final departmental test as criterion measures rather than the cumulative grade point average used here.
Assuming that the subject content of the departmental test covered the grading period being tested, then the departmental mental assessment does indeed more adequately measure student achievement for each grading period under consideration, (2) Administration schedule change posttest from the fourth grading period to the last or final grading period , to allow students sufficient time to learn to develop, master, and apply the skills and techniques learned in the specific program. Longitudinal studies of underachieving students in relation to factors such as teacher personality, teaching method, peer group interests/values, and student evaluation of teachers. A follow-up study of the subjects of this experiment during their academic years to determine whether the specific program implemented may have reduced usefulness for students' motivation, study habits, and skills over time.
THE MOBILE SCHOOL
A mobile school is basically a school on wheels that goes out and penetrates remote areas, villages, rural areas and other parts of rural communities. The main focus of the program is on out-of-school youth and adult citizens. who urgently need education and training. Although the focus of the entire program consists of skills training and related practical work, the mobile school includes a dedicated action-oriented scheme towards the integrated development and transformation of the client community, which includes the process of community organization and social development. To assist in the development of cottage industries, agro-fisheries, crafts and industries, arts and crafts and other related economic activities by developing knowledge, skills and attitudes, particularly of out-of-school youth and unemployed adults in ru. .
Establish better school and community relations so that the government's various development projects can be better implemented. Develop attitudes and behaviors of the customers so that they will support the Mobile School program. Supplies and materials for projects of participants who carry out personal assignments are provided by them and the finished products become the property of the participants involved.
A certificate of competence is issued upon successful completion by the participants of the course followed. The mobile school has demonstrated through its action-oriented programs its ability to implement desirable changes in the community, in particular to increase people's skills and abilities and to modify their behavior. It has proven that by transferring the resources from the school to the people of the communities, development, growth or advancement of the community can be well promoted.
Southeast Asia Journal
