Monday, June 30, 2008

Technology and Home Economics III 1st Qtr June 18, 2008

-generation of idea that result in the improved efficiency or effectiveness of a system

efficiency - system - organized - speed
effectiveness - result - output

Who is an entrepreneur?
> entrepreneur() n. A person who organizes, operates, and assumes the risk for a business venture (www.answers.com)
> originates from the French word, "entreprendre"which means "to undertake"

In a business contest, it means to start a business (www.quickmba.com)

Creativity
Creativity Process
> If someone/some people are born creative and talents, can creativity be developed?
Creativity can be developed in a person and improved in those who already have it. The Creative Process:
> it can be developed in many ways
> creative process do not always occur in the same order for every creative activity

PHASE I: BACKGROUND/KNOWLEDGE ACCUMULATION
PHASE II: INCUBATION PROCESS
PHASE III: THE IDEA EXPERIENCE
PHASE IV: EVALUATION & IMPLEMENTATION

PHASE I: BACKGROUND
> Prof. Reading and groups, discussion
> seminars and traveling
> files and references
> jotting notes
> curiosity

PHASE II: INCUBATION
> Allow the subconscious mind to work (sleep/do mindless activities/think of problems before sleeping)

PHASE III: IDEA PROCESS
> Bright Ideas - pops after incubation
> mistakes as only component of creativity
> Ideas - spring into minds - doing unrelated activities
> Daydream, hobbies, jotting notes, work breaks

PHASE IV: EVALUATION & IMPLEMENTATION
> Phase where successful entrepreneurs identify ideas that are practical, feasible and workable
>Requires great deal
discipline, courage, determination, perseverance, and confidence

The INNOVATIVE PROCESS
Sources of Innovation
Innovation and Entrepreneurial Activities

What is innovation?

It means by which the entrepreneur either creates new wealth-producing resources or endows existing resources with enhanced potential for creating wealth.


1. Invention
2. Extension
3. Duplication
4. Synthesis


1. Invention
> New products, services, or processes are created
> Novel or untried

e.g. airplanes - Wright Brothers; light bulb - Thomas Edison; Telephone - Alexander Graham Bell

2. Extension
> existing products, services, or processes are expanded
> a different application of current idea is tried

e.g. Ray Kroc - Mc Donald's, Nolan Bushnell - Atari, Kemmons Wilson - Holiday Inn

3. Duplication
> existing products and services are replicated
> own touch is added to improve/enhance the product

e.g. Lucy Goldstar- Personal Computer, Jollibee - fast food, Likha Papaya - whitening soap, Kalde-Kaldero, Kawakawali, aawitan Kita-Filipino restaurant

4. Synthesis
> existing concepts and factors are combined into a new formulation
> gathering of existing ideas/items
> finding ways to make them from a new use/application

e.g. shopwise * 3-1 printer * casio-wrist watches

Sources of Innovation
Make use of innovations to exploit rather than create change following are external and internal areas that serves as sources of innovation:

1. Unexpected occurrences
> unanticipated/unplanned
> success/failure
> prove to be major surprise

2. Incongruities
> results happen when there's a gap between expectation and reality

3. Process Needs
> demands innovation & answers particular need

e.g. manufacture health product, food, convenience, time-savers

3. Industry & Marketing Changes
> consumer attitudes, advancement in technology, industrial growth
> develop that cause consistent shifts in the market

e.g. Industrial sewing machines - RTW

5. Demographic Changes
> result of changes in population, age, education, geographic location, etc.

e.g. influx of trendy fads is caused by an increasing teenage population like cellular phones & personal computer

6. Changes in perception
> people's interpretation of facts and concepts
> intangible and meaningful

e.g. fitness craze, flawless skin, white skin

7. Knowledge
> based concepts
> invention
> inventions - products of new thinking, new methods and new knowledge
> longest time - initiation and market implementation
> testing & modification to ensure success

Geometry June 25, 2008 1st Qtr

Undefined Terms
> no formal definition
> described or represented
> dealt with through their properties which are taken up as postulates

1) Point
> no dimension
> represented by a dot
> named by a capital letter

2) Line
> set of points extending infinitely in both directions
> length but no width or thickness
> arrowheads
> named using 2 points at each end or a small letter at one end or in the middle

Types of Lines:
2.1) Line Segment
> set of points in between 2 points
> named by endpoints
2.2) Ray
> one endpoint and extends indefinitely in one direction
> named by two points
2.3) Opposite Rays
> 2 rays with a common endpoint contained on the same line going in opposite directions
2.4) Half Lines
> union of all points of a line on one side of a point excluding the point

3) Plane
>
infinite length and width but no thickness
> flat surface
> represented by 4-sided figures
> named by 3 non collinear points or capital letter on the corner

POSTULATES
>assumed to be true
> statements accepted with proof

THEOREMS
> statements that can be
proven using preceding terms, definitions, postulates, and possibly previously proven theorems

SPACE: Set of all Points

Congruent Segments:
> same length

Collinear
> same line

Non collinear
> not same line

Coplanar
> same plane
>within the plane

Non coplanar
> not same plane
> outside the plane

MIDPOINT
Divide a segment into 2 congruent parts

BETWEENESS

H-E-Y --> HE+EY=HY

BISECTOR
> midpoint of a segment; line, half line, ray, segment, plane passing through the midpoint

Trigonometry 1st Qtr June 23, 2008

Angle Measurement
standard method of measurement and conversion

1. Revolution System
> depend on rotation on the axis
> old method
2. Sexagesimal System
> the basic unit is degree ( 1 degree)
3. Radian System
> radium
> radius of a circle
> unit less number

CONVERSION
> degree to radian, the conversion factor is pi/180.
> radian to degree, the conversion factor is 180/pi.

i.e.
1. express 3pi/5 to degree = 3pi/5 * 180/pi = 108 degrees

2. express 255 degrees to radian = 255 degrees * pi/180 = 51pi/36 = 17pi/12

FRACTIONAL DEGREE
1. DD (Decimal Degree)
2. DMS (Degree, Minutes, Seconds)

CONVERSION FACTOR
1 degree = 60 minutes
1 minute = 60 seconds

FBI
(Fabulous Basic Information)
What is a triangle?
> 3 sided polygon that have 3 interior angles
> the sum of the interior angles is always 180 degrees
> used CAPITAL letter for vertices, small letters for legs

Classifications of triangles:
> Acute triangles can be scalene and equilateral, but not an isoceles.
> Obtuse triangles can be scalene and isoceles, but not equilateral.
> Right triangles can be scalene and isoceles, but not equilateral.

Isoceles - 2 sides equal
Scalene - no equal sides
Equilateral - all 3 sides equal

TRIGONOMETRIC RATIO

SOH sin X = opposite/hypotenuse sine function

CAH cos X = adjacent/hypotenuse cosine function

TOA tan X = opposite/adjacent tangent function

To determine the hypotenuse
> longest leg
> opposite of the 90 degree vertex

TRIGONOMETRIC FUNCTIONS of a RIGHT TRIANGLE
sine (sin) -> cosecant (csc)
cosine (cos) -> secant (sec)
tangent (tan) -> cotangent (cot)

QUOTIENT IDENTITY
tan = identical to sin/cos

PYTHAGOREAN THEOREM
> sum of the square of the legs is equal to the square of the longest side, the hypotenuse

Chemistry June 25, 2008 1st Qtr

Accuracy
> place value of the smallest line represent in the calibration

Sensitivity
> place value after accuracy

Uncertainty in Measurement
Making Measurements
> certain/exact digits and one uncertain digit

Reading Calibrations
> lines/numbers on your measuring device

Metric Calibration
> easiest to use and understand
> pattern after the METRIC system of measurements
> because the segments are divided into 10.

Find the accuracy and sensitivity of the following measurements:

14.3 mg
accuracy = ones
sensitivity = tenths

29.0
accuracy = ones
sensitivity = tenths

1 ml
accuracy = ones
sensitivity = tenths

0.185
accuracy = hundredths
sensitivity = thousandths

CHEMISTRY and MEASUREMENT
> measuring, calculating characteristics of materials : quantitative

Reading Calibrations
measuring devices
> refers to lines and numbers

Metric Calibration
> each segment is divided into ten equal parts
>
metric system of measurements
(multiples of ten)

Chemistry June 25, 2008 1st Qtr

Filipino Chemists:

1. Francisco Quisumbing
> invented Quink, a trademark ink, which is used in Parker pens.

2. Julian Banzon
> research on methods on alternative and cheap fuel from sugarcane

3. Pinky Tobiano
> owner of Qualibet testing services, which is food and water testing facility

4. Alfredo Santos
> has won many awards because of his study on medicinal plants and natural plants

5. Dr. Raquel Fortum
> 1st Filipino Chemist
> 'Mother of Forensic Pathology'

Physical Education III 1st Qtr June 30, 2008

Physical Fitness
> capacity of each individual to accomplish daily task with alertness and vigor

Health Related Fitness
> factors that affect your health and well-being

BODY COMPOSITION
> ratio of fat to lean body mass

FLEXIBILITY
> range of movement of the joints and muscles

CARDIO-VASCULAR ENDURANCE
> heart and lungs to function efficiently without breaking

MUSCULAR ENDURANCE
> capacity of muscular

MUSCULAR STRENGTH
> mount of force exerted by a muscle/group of muscles

SKILL RELATED FITNESS
SPEED
> ability to move as fast as possible

EACTION TIME
> amount of time it take to respond

BALANCE
> ability to stand still

AGILITY
> ability to change direction quickly

POWER
>ability to perform an action with strength and speed

COORDINATION
> sequence of movements accurately and rhythmically

====================================================================
====================================================================

VOLLEY BALL
> inventor of volley ball: William G. Morgan - YMCA physical education director
> YMCA (Young Men's Christian Association)
> invented in the year 1895
> Holyoke, Massachusetts

tennis * handball * basketball = volleyball

Volley ball was first known as 'Mintonette'

At first...
> students of Mr. William G. Morgan asked him to create a game that has less physical contact unlike basket ball for the older students
> he used the tennis net and raised it 2-6 ft. high
> instead of the racket, players used their bare hands
> for the ball, a basket ball was used but found it too heavy
> then they used the bladder of the basket ball, but found it too slow

Alfred T. Halstead - gave the name 'Volley Ball' to Mintonette

Volley Ball Time line

1900 - The Spalding brothers designed a special ball for volley ball

1910 - Elwood Brown, YMCA director in Manila, introduced the game to the Philippines

1916 - set and spike developed in the Philippines

1947 - FIVB (Federation Internationale de Volley Ball) was found in Paris

1964 - Volleyball was introduced to the Olympic Games in Tokyo, Japan

Court

> 9 X 18, W x L
> centerline
> attack area
> attack line
> side line
> end line
> service area

Players = 6 players per team
1 - right back
5 - left back
6 - middle center
2 - right front
3 - middle front setter
4 - left front

NET

For women : 2.24 m is the height of the net for women
For men: 2.43 m is the height of the net for men

BALL
260 - 280 grams is the weight of the ball
65 - 67 cm is the circumference of the ball

Christian Living III 1st Qtr June 30, 2008

St. Paul
- humble
- God-fearing
- preacher
- martyr
- converted Christian
- Saul
- determined
- saint

Sacred Scriptures
Acts 9:1-22
-Tarsus, free city the metropolis of the Roman province of Cilicia (Acts 22:3)

SAUL
-zealous Jewish young man

Journey of St. Paul
> Ananais - regained St. Paul's vision
> Baptized St. Paul

Church Teaching CFC 1789

CONVERSION
> whole like-long process
> moving toward closer union with Christ
> moves us among from sinful ways and habits
> change of heart
> metanoia
> change of lifestyle
> transformation

'As a life-long call to repentance and turning back to God, conversion is a constant theme throughout the Bible.'


RoCoCoGalEphPhilColTheTheTimTimTit(PhilHeb)

The 12 letters, also called Epistles, which are ascribed to the apostle Paul, are included in the Holy Scriptures in the New Testament.

RC2GEPCT5

Saturday, June 28, 2008

Christian Living III 1st Qtr June 28, 2008

Items Used in Mass

(WHITE RED LINED CATHOLIC BENEDICTION HUMERAL VEIL)

Benediction Veil


~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~


(a modern Cope, the bishop of Bruges)

Cope
(KOPE)


~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~


(Seminarian vested in a pleated surplice with lace inserts, holding a thurible.)

Surplice
(SIR-plis)

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~

(An Anglican priest wearing a single-breasted cassock.)

Cassock (KASS-uhk)

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~

(Ornately embroidered dalmatic)

Dalmatic (dahl-MAT-ik)

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~




Chasuble
(CHAZ-uh-buhl)

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~



(NEW DEACON STOLE - MINISTER CHASUBLE VESTMENT CHURCH COLORS IN STOCK - WHITE, RED, PURPLE, AND GREEN)
Stole

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~


(10ftLONG ALB ROPE CINCTURE CORD Catholic Priest Vestmet)

Cincture
(SINGK-sure)


~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~

Alb

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~


(Celtic Trinity Cross Embroidery Altar Linen Purificator)

Purificator

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~


(Pope John Paul II vested in the pallium)

Pall (PAHL)

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~

(Economical, disposable communion cups fit standard trays. Clarity of real glass with no breakage. Similar in style to regular crystal glasses. 1 3/8" high. )

Communion Cups

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~





(decanter on table fireplace in backround)

Decanter or Flagon (FLAG-un)

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~

( Silver Baroque Ciborium, Church of St. Pter, Ayerbe, 18th century)

Ciborium (si-BORE-ee-um)

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~

(cross, patent, bread, chalice left to right)

Paten (PAT-en)

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~

(Medieval Chalice)

Chalice (CHAL-is)

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~

(Sacramentary of St. Gerome)

Sacramentary

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~

[ Page from the 11th century "Bamberg Apocalypse", Gospel lectionary. Large decorated initial "C". Text from Matthew 1:18-21 (Bamberg, Staatsbibliothek, MS A. II. 42).]

Lectionary

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~


(big hymnal that was in the Christianity section of the room with all the info on different religions)


Hymnal/Missalette

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~

( The Book of Kells, c. 800, showing the lavishly decorated text that opens the Gospel of John.)

Book of the Gospel

~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~**~

Physical Education June 28, 2008 1st Qtr

History of volleyball

Origin of volleyball

On February 9, 1895, in Holyoke, Massachusetts (USA), William G. Morgan, a YMCA physical education director, created a new game called Mintonette as a pastime to be played preferably indoors and by any number of players. The game took some of its characteristics from tennis and handball. Another indoor sport, basketball, was catching on in the area, having been invented just ten miles (sixteen kilometers) away in the city of Springfield, Massachusetts only four years before. Mintonette (as volleyball was then known) was designed to be an indoor sport less rough than basketball for older members of the YMCA, while still requiring a bit of athletic effort.

The first rules, written down by William G. Morgan, called for a net 6 feet 6 inches (1.98 meters) high, a 25 × 50 foot (7.6 × 15.2 meter) court, and any number of players. A match was composed of nine innings with three serves for each team in each inning, and no limit to the number of ball contacts for each team before sending the ball to the opponents’ court. In case of a serving error, a second try was allowed. Hitting the ball into the net was considered a foul (with loss of the point or a side-out)—except in the case of the first-try serve.

After an observer, Alfred Halstead, noticed the volleying nature of the game at its first exhibition match in 1896, played at the Springfield YMCA, the game quickly became known as volleyball (it was originally spelled as two words: "volley ball"). Volleyball rules were slightly modified by the Springfield YMCA and the game spread around the country to other YMCA locations.[3][4]

Refinements and later developments

The first official ball used in volleyball is disputed; some sources say that Spalding created the first official ball in 1896, while others claim it was created in 1900.[5][6][7] The rules have evolved over time; by 1916, the skill and power of the set and spike had been introduced, and four years later a "three hits" rule and back row hitting guidelines were established. In 1917, the game was changed from 21 to 15 points. In 1919, about 16,000 volleyballs were distributed by the American Expeditionary Forces to their troops and allies, which sparked the growth of volleyball in new countries.[5]

The first country outside the United States to adopt volleyball was Canada in 1900.[5] An international federation, the Fédération Internationale de Volleyball (FIVB), was founded in 1947, and the first World Championships were held in 1949 for men and 1952 for women.[8] The sport is now popular in Brazil, in Europe (where especially Italy, the Netherlands and countries from Eastern Europe have been major forces since the late 1980s), in Russia, and in other countries including China and the rest of Asia, as well in as the United States. [8][4][3]

Beach volleyball, a variation of the game played on sand and with only two players per team, became a FIVB-endorsed variation in 1987 and was added to the Olympic program at the 1996 Summer Olympics.[5][8]

Volleyball in the Olympics

The history of Olympic volleyball can be traced back to the 1924 Summer Olympics in Paris, where volleyball was played as part of an American sports demonstration event.[9] After the foundation of FIVB and some continental confederations, it began to be considered for official inclusion. In 1957, a special tournament was held at the 53rd IOC session in Sofia, Bulgaria to support such request. The competition was a success, and the sport was officially included in the program for the 1964 Summer Olympics.[5]

The Olympic volleyball tournament was originally a simple competition, whose format paralleled the one still employed in the World Cup: all teams played against each other team and then were ranked by wins, set average, and point average. One disadvantage of this round-robin system is that medal winners could be determined before the end of the games, making the audience lose interest in the outcome of the remaining matches. To cope with this situation, the competition was split into two phases with the addition of a "final round" elimination tournament consisting of quarterfinals, semifinals, and finals matches in 1972. The number of teams involved in the Olympic tournament has grown steadily since 1964. Since 1996, both men's and women's events count twelve participant nations. Each of the five continental volleyball confederations has at least one affiliated national federation involved in the Olympic Games.

The U.S.S.R. won men's gold in both 1964 and 1968. After taking bronze in 1964 and silver in 1968, Japan finally won the gold for men's volleyball in 1972. Women's gold went to Japan in 1964 and again in 1976. That year, the introduction of a new offensive skill, the backrow attack, allowed Poland to win the men's competition over the Soviets in a very tight five-set match. Since the strongest teams in men's volleyball at the time belonged to the Eastern Bloc, the American-led boycott of the 1980 Summer Olympics did not have as great an effect on these events as it had on the women's. The U.S.S.R. collected their third Olympic Gold Medal in men's volleyball with a 3-1 victory over Bulgaria (the Soviet women won that year as well, their third gold as well). With the U.S.S.R. boycotting the 1984 Olympic Games in Los Angeles, the U.S. was able to sweep Brazil in the finals for the men's gold medal. Italy won its first medal (bronze in the men's competition) in 1984, foreshadowing a rise in prominence for their volleyball teams.

At the 1988 Games, Karch Kiraly and Steve Timmons led the U.S. men's team to a second straight gold medal. In 1992, underrated Brazil upset favourites C.I.S., Netherlands, and Italy in the men's competition for the country's first Olympic gold medal. Runner-up Netherlands, men's silver medalist in 1992, came back under team leaders Ron Zwerver and Olof van der Meulen in the 1996 Games for a five-set win over Italy. A men's bronze medalist in 1996, Serbia and Montenegro (playing in 1996 and 2000 as the Federal Republic of Yugoslavia) beat Russia in the gold medal match in 2000. In 2004, Brazil won its second men's volleyball gold medal beating Italy in the finals.

Rules of the game

Volleyball court

The court

The game is played on a volleyball court 18 meters long and 9 meters wide, divided into two 9 x 9 meter halves by a one-meter wide net placed so that the top of the net is 2.43 meters above the center of the court for men's competition, and 2.24 meters for women's competition (these heights are varied for veterans and junior competitions).

There is a line 3 meters from and parallel to the net in each team court which is considered the "attack line". This "3 meter" (or 10 foot) line divides the court into "back row" and "front row" areas. These are in turn divided into 3 areas each: these are numbered as follows, starting from area "1", which is the position of the serving player:

After a team gains the serve (also known as siding out), its members must rotate in a clockwise direction, with the player previously in area "2" moving to area "1" and so on, with the player from area "1" moving to area "6" (see also the Errors and faults section).

The team courts are surrounded by an area called the free zone which is a minimum of 3 meters wide and which the players may enter and play within after the service of the ball.[10] All lines denoting the boundaries of the team court and the attack zone are drawn or painted within the dimensions of the area and are therefore a part of the court or zone. If a ball comes in contact with the line, the ball is considered to be "in". An antenna is placed on each side of the net perpendicular to the sideline and is a vertical extension of the side boundary of the court. A ball passing over the net must pass completely between the antennae (or their theoretical extensions to the ceiling) without contacting them.

The ball

Main article: Volleyball (ball)

The volleyball is made of leather or synthetic leather and inflated with compressed air. According to FIVB regulations:

· Its circumference is 65-67 cm and its weight is 260-280 g.

· Its inside pressure shall be 0.30 to 0.325 kg/cm2 (4.26 to 4.61 psi) (294.3 to 318.82 mbar or hPa).[11]

Game play

Each team consists of six players. To get play started, a team is chosen to serve by coin toss. A player from the serving team (the server) throws the ball into the air and attempts to hit the ball so it passes over the net on a course such that it will land in the opposing team's court (the serve). The opposing team must use a combination of no more than three contacts with the volleyball to return the ball to the opponent's side of the net. These contacts usually consist first of the bump or pass so that the ball's trajectory is aimed towards the player designated as the setter; second of the set (usually an over-hand pass using wrists to push finger-tips at the ball) by the setter so that the ball's trajectory is aimed towards a spot where one of the players designated as an attacker can hit it, and third by the attacker who spikes (jumping, raising one arm above the head and hitting the ball so it will move quickly down to the ground on the opponent's court) to return the ball over the net. The team with possession of the ball that is trying to attack the ball as described is said to be on offense.

The team on defense attempts to prevent the attacker from directing the ball into their court: players at the net jump and reach above the top (and if possible, across the plane) of the net in order to block the attacked ball. If the ball is hit around, above, or through the block, the defensive players arranged in the rest of the court attempt to control the ball with a dig (usually a fore-arm pass of a hard-driven ball). After a successful dig, the team transitions to offense.

The game continues in this manner, rallying back and forth, until the ball touches the court within the boundaries or until an error is made.

Errors and faults

  • The ball lands out of the court, in the same court as the team that touched it last, under the net to the opposing team's court, or the ball touches the net "antennas." The ball also may not pass over or outside the antennas even if it lands in the opponents' court.1
  • The ball is touched more than three times before being returned to the other team's court.2
  • The same player touches the ball twice in succession.3
  • A player "lifts" or "carries" the ball (the ball remains in contact with the player's body for too long).
  • A player touches the net with any part of his or her body or clothing while making a play on the ball (with the exception of the hair).
  • The players of one team do not manage to touch the ball before the ball lands in their half of the court.
  • A back-row player spikes the ball while it is completely above the top of the net, unless he or she jumped from behind the attack line (the player is, however, allowed to land in front of the attack line).
  • A back-row player participates in a completed block of the opposing team's attack (completed means at least one blocker touched the ball).
  • The libero, a defensive player who can only play in the back row, attempts a block or makes an "attacking hit", defined as any shot struck while the ball is entirely above the top of the net.
  • A player completes an attack hit from higher than the top of the net when the ball is coming from an overhand finger pass (set) by a libero in the front zone.
  • A player is not in the correct position at the moment of serve, or serves out of turn. This type of foul is related to the position currently occupied by the players (see the table in the Equipment section). When ball is served, players can place themselves freely on the field (e.g. a "back-row" player can be close to the net) so long as they obey the following rules: The area "1" player must be behind the area "2" player and to the right of the area "6" player. The area "6" player must be behind area "3" player, to the left of area "1" player and to the right of area "5". The area "5" player must be behind the area "4" player and to the left of the area "6" player. Symmetric rules must be respected by the front-row players (those in areas "2", "3" and "4").
  • When hitting, a player makes contact with the ball in the space above the opponent's court (in blocking an attack hit, this is allowed).
  • A player touches the opponent's court with any part of his or her body except the feet or hands.4
  • When serving, a player steps on the court or the end line before making contact with the ball.
  • A player takes more than 8 seconds to serve.[12]
  • At the moment of serve, one or more players jump, raise their arms or stand together at the net in an attempt to block the sight of the ball from the opponent (screening).5
  • A player blocks the serve or attacks the serve when the ball is in the front zone and above the top of the net.

linko

Christian Living III 1st Qtr June 28, 2008

Items Used at Mass

Books

Book of the Gospel - contains only the Gospel readings; used on solemn occasions and is carried by the deacon, or in his absence, the reader.

Hymnal/Missalette - contains all parts of the Mass for a specific season in the liturgical year, including instructions on when to stand, sit, or kneel.

Lectionary - contains the scripture readings for Mass.

Sacramentary - contains the opening prayer, prayer over the gifts, prayer after communion, and solemn blessings, Eucharistic prayers and prefaces for all of the Masses, including special occasions.

Objects

Chalice (CHAL-is) - the large cup used to hold the wine that becomes the Blood of Christ.

Paten (PAT-en) - a saucer-like disk that holds the bread that becomes the Body of Christ.

Ciborium (si-BORE-ee-um) - a vessel used to hold the Hosts which will be used for communion; some are cup-like and others are bowl/plate like; they are also used to reserve the Blessed Sacrament in the tabernacle.

Decanter or Flagon (FLAG-un) - the bottle- or pitcher-like vessel used to hold the wine which will be consecrated at Mass for the communion of the people; it is brought forth with the gifts.

Communion Cups - chalice-like vessels used at communion when the people receive from the cup; they are kept on the Credence Table and brought to the Altar at communion time.

Pall (PAHL) - the stiff, square, white cover that is placed over the paten when it is on the chalice.

Purificator - a white cloth used to cleanse the chalice.

Vestments


Alb - a long, white garment that can be used by all liturgical ministers; it is a reminder of the baptismal garment worn when the new Christian "puts on Christ."

Cincture (SINGK-sure) - a long cord used for fastening some albs at the waist; it holds the loose-fitting type of alb in place and is used to adjust it to the proper length; it is usually white, although the liturgical color of the day may be used.

Stole - a long, cloth scarf; according to the manner in which it is work, it is the mark of the Office of the priest or deacon. A priest wears it around the neck, letting it hang down in front. A deacon wears it over his left shoulder, fastening it at his right side.

Chasuble (CHAZ-uh-buhl) - the sleeveless outer garment, slipped over the head, hanging down from the shoulder covering the alb and stole of the priest; it is the proper Mass vestment for the main celebrant and its color varies according to the feast.

  • Green - worn during "Ordinary Time." Ordinary does not mean ordinary in the sense of common or normal. Ordinary means counting, as in the 15th Sunday in Ordinary Time.
  • Red - worn on Passion (Palm) Sunday, Pentecost Sunday, and on the Feast Days of Martyrs, including the Apostles and Evangelists.
  • White - worn during the Christmas and Easter seasons and celebration of Mary, the Angels, the Saints who were not martyrs, All Saints, Birth of John the Baptist, Chair of Peter, Conversion of Paul, and St. John the Evangelist.
  • Violet - worn during Advent and Lent
  • Rose - worn on the Third Sunday of Advent (Gaudete Sunday) and the Fourth Sunday of Lent (Laetare Sunday).

Dalmatic (dahl-MAT-ik) - a loose-fitting robe with open sides and wide sleeves worn by a deacon on more solemn feasts; it takes its color from the liturgical feast as listed above.

Cassock (KASS-uhk) - a long, black garment worn by altar servers under the surplice; also worn by diocesan priests (black); monsignors (rose); bishops (violet), cardinals (red), and the Pope (white).

Surplice (SIR-plis) - a wide-sleeved garment, slipped over the head. Covering the shoulders, and coming down below the hips; it is worn over the cassock.

Cope (KOPE) - a cape-like garment that is put over the shoulders and hangs to the ankles; it is open in the front and worn by a priest or deacon in processions at Benediction and in other services.

Benediction Veil - also called the humeral veil; a long, narrow shawl-like vestment used at Benediction.

linko

Monday, June 23, 2008

Christian Living June 19, 2008 1st Qtr

Sisters of St. Paul of Chartres
Founded in Levesville
Pere Louise Chauvet
St. Paul of Chartres
1696
17th Century, France
Region of Beauce
heart of the wheat fields
wars brought misery

Prominent evils in Beauce:
1. Misery of sickness and poverty
2. Ignorance
3. Religious Indifference

Peasants = farmers

Daughters of the School
- Marie Micheau
- Barbe Foucault
- Marie-Anne de Tilly
first recruits

Goal:
-Regain the faith of the peopel

Le Berceau (The Cradle)
> the first home

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VISION: St. Paul College Pasig, is a Catholic Educational institution committed to the integral formation of the young to become living witnesses of Christ and agents of social transformation.
MISSION: Impelled by the Charity of Christ, and in dynamic partnership with its competent, committed and principled stakeholders, the institution will become the premier centre academically prepared, morally upright, and socially responsible Paulinians in the service of the family, church, and society.

premier centre - we strive to be # 1 in God's eyes

integral formation - holistic, development

social transformation - social beings

charity of Christ - help, serve, LOVE

formula - The charity of Christ impels us..." - everything we do is motivated by God

service - service, help, gift, commitment, love, selflessness

3 thrusts:
> Academically Prepared (academics) doctrines
> Morally Upright (values) morals
> Socially responsible (service) worship

5 CORE VALUES:
1. Christ-Centeredness
"...for me life is Christ..." Philippians 1:21
Paschal Mystery of Jesus Christ (Passion, Death, Resurrection, Ascension)
2. Charity
"...for the love of Christ, Impels us..." 2 Corinthians 5:14
formula (motivation)
3. Charism
"...there are different kinds of spiritual gifts but the same spirit; there are different forms of service but the same Lord..." 1 Corinthians 12:4-11
"Charis" (Greek word) which means "GIFT"
4. Community
"...as a body is one though it has many parts, and all the parts of the body, though many, are all the parts of the body, through many, are one body, so also Christ..."
all our actions as one community can affect one another (community forming)
5. Commission
"...he said, 'The God of our ancestors designated you to know His will, to see the Righteous one, and to hear the sound of His voice; for you will be His witness before all to what you have seen and heard..." Acts 22:14-15
Living witnesses of Christ...

SPCP Identity

Charism - Spirituality - Mission

Identity - is the manner we live at our mission, charism and spirituality as Paulinians

We are called to be living witness of Christ...to carry out the mission of making the Church present.

Sacrafice -> out of love

Christian Living June 16, 2008 1st Qtr

Rosary
> 20 mysteries
Light, Glorious, Joyful, Sorrowful
decade = 10

Connections...
The head of Jesus on the cross and his feet represent the connection with the human individual and God. The open arms of Jesus represents the connection with the human individuals and his/her neighbors.

All for You.
Oh my God
O my Jesus
All for You.
Amen.

14 Letters of St. Paul:
1. Romans
2. Corinthians 1
3. Corinthians 2
4. Galatians
5. Ephesians
6. Philippians
7. Colossians
8. Thessalonians 1
9. Thessalonians 2
10. Timothy 1
11. Timothy 2
12. Titus
13. Philemon
14. Hebrews

Saul's Conversion
Saul to Paul

Saul's parents = mother: Jewish + father: Roman

former occupation: persecutor of Christians

World History June 20, 2008 1Qtr

Pinoy Henyo items:

1. Renaissance
> focus on humans going back to the classics

2. Catholic Church
> provided security
> influential Middle Age - much power, learnings

3. Greek Civilization
> Roman & Greek Civilization, referred as Classical
> focused on 'Who the human person is?'

4. Exploration
> feature during the Middle Ages to the Modern times

5. Reformation
> new understanding who man is during civilization

6. Moslem Civilization
> Muslim, roots/organization, clash between Christians and Muslims
> Islam religion
> Muslims captured Israel

7. Crusades
> launched attacks against the Muslims

8. Mesopotamia
> now Iraq

Family -> Villages -> put technology -> food

Villages -> CITY -> Civilization

Features of Civilization:
1. government
2. development of urban society (civilized, from nomadic to settled)
3. technology (to manipulate better environment)
4. specialization of functions
5. Literacy
6. Recreation (arts, aesthetics, literature)
7. Religion
8. Time
9. Intellectual faculty (priests, monks...)

HISTORY
1. Ancient Civilization
2. Middle Ages
3. Modern Time/Age

Feudalism

Sunday, June 22, 2008

World History June 19, 2008 1Qtr

35 Million years ago we had Apelike Ancestors that roamed the earth

Prehistoric - old, middle, new stone
Historic - Ancient, Middle, Modern
WESTERN

35 M years ago - Apelike Ancestors - lived in forests - for food - diet: edible plants
10 M years ago - due to drastic temperature change apelike ancestors moved to Savannahs - predators - diet: leftover prey

Due to the change of diet from edible plants to meat
1. Bipedality
this is a pic of what eating meat did to us
2. Brain Size (increase)
3. Marital Faithfulness - family
> this is when a male recognises his mate as the bearer of his children

WOMEN - child rearing (bearing)

M Erectus Sapiens
> to walk erect

Nomadic (10, 000)
> Neolithic Stone Age:
Agricultural Revolution

Ancestors had a nomadic nature, following the flow of food

Nomads to Settlers

Nomads vs. Settlers

Nomads - win due to instant food, they were stronger than settlers

Settlers - would have access to food during a certain period of time

more harvest = larger population
Catal Huyuk

families to Village (7000-6000 BC)
Jericho - first traces of villages

Villages - food production
1. Government - oversee food production through specialization, organized system
2. Stratification - functions (specialization of functions) - organized notion of the divine


Chemistry June 20, 2008 1st Qtr

CHEMISTRY

ORGANIC CHEMISTRY
> chemistry of Carbon (C) Compounds
(N, P, S, H)
> carbon produces the greatest numbers of different compounds on earth (= 1, 000, 000)
i.e. acetone, ethyl alcohol

INORGANIC CHEMISTRY
> chemistry of all elements except C.
Inorganic Chem <<< Organic Chem (larger amount on earth)
H2O, salt, ammonia, NH3, NaCl

ANALYTICAL CHEMISTRY
>
concerned with the composition of substance

QUALITATIVE
>
size, color, texture i.e. yellow, soft, rough, wet, sticky

QUANTITATIVE
> w/ numbers/ exact compositions i.e. Biogesic contains 0.5 mg of Paracetamol
Dolfenal contained 0.3 mg of Mefanamic Acid

PHYSICAL CHEMISTRY
>
properties and behavior of materials
> principles that underlie the structure of matter
i.e. How fast will a particular reaction, occur?
Why do some substances react with one another but others don't?

BIOCHEMISTRY
>
chemistry of living organisms
i.e. DNA, RNA, carbohydrate, protein, fat/lipid

Chemistry June 20, 2008 1st Qtr

Matter
Does it have a definite/uniform composition?
Is it pure?

If yes, it's a Substance which is only 1 kind of matter (i.e. iron, sodium (NaCl), ethyl alcohol) and has 2 classifications:
Element - it is composed of one element
Compound - composed of 2 or more elements

If no, it's a Mixture which has more than one kind of matter and also has 2 classifications:
Homogenous - uniform in composition & properties through out a given sample but variable from 1 sample to another
(i.e. sea water, saliva, sweat, urine)
Heterogenous - not uniform & with distinct phases
(i.e. potato chips, cereal, salted nuts, spaghetti, mushroom soup)


Chemistry June 20, 2008 1st Qtr

Scientific Measurements
Measurement - consist of a number and its corresponding unit
i.e. 2 minutes, 8000 millilitres, 4.5 light-years

I. English System of Measurement
i.e. inches, miles, gallons, pounds

II. Metric System, SI
> common language of all scientists

INCONVENIENT UNITS to use at all times
* meter, second, gram, etc.
Why?
i.e.
length of hair - meter is is too long for measuring length of hair
distance from Manila to Laguna - meter is too short for this distance

Metic Prefix - can make the base unit larger or smaller by adding the prefix before the base unit

link to metric prefix



3 units of Temperature:

1) Degrees Fahrenheit (°F)
2) Degrees Celsius
3) Kelvin (K)

Formulae for conversion

°C to °F (°F = 9/5 °C + 32 )

K to °C ( K = °C +273)

°F to °C (°C = 5/9 [°F-32])


i.e. a recipe calls for roasting a cut of meat at 350 degrees Fahrenheit. What is the temperature in (a) Celsius and (b) Kelvin?

formula for (a) : °F to °C (°C = 5/9 [°F-32])
F = 350

C = 5/9 (350 - 32)
C = 5/9 (318)
C = 176.67


formula for (b) : K to °C ( K = °C +273)

K = 176.67 + 273
K = 449.67

2) O C to F
F = 9/5 C + 32
F = (9/5) 0 + 32
F = 0 + 32
F = 32

3) 300 K to F
K = 300

K = C +273

300 = C + 273
300 - 273 = C
27 = C

F = 9/5 C + 32

F = 9/5 (27) + 32
F = 48.6 + 32
F = 80.6

4) 273 K to C
K = 273

K = C + 273

273 = C + 273
273-273 = C
C= 0

Thursday, June 19, 2008

Geometry June 19, 2008 1st Qtr

Are the ff. statements true? Justify.
1) If a student scored higher than 95%, then the student earns an A.
FALSE, 95% and up is equivalent to an A+.


2) If 12+3=15, then 15-12=3.

TRUE, APE.


3) If 3x-7=3, then x=4.

FALSE, x=10/3.


4) If a person gets measles vaccination, then that person will not get measles.

FALSE, measles vaccination prevents a person to have measles, but not entirely measles-free.

CONDITIONALS
>
statements written in " if - then " form
If - hypothesis
then - conclusion

e.g.
If you live in a mansion, then you have a big heating bill.

EXERCISES:
A. Change to "if-then" form. Encircle the hypothesis & underline the conclusion
1. All right angels are congruent.

"If all angles are right, then they're all congruent."

2. Vertical Angels are congruent.


"If all angles are vertical, then they're all congruent."

3. The sum of 2 even numbers is even.


"If 2 even numbers are added, then the sum would be even."

4. The measure of an obtuse angle is greater than 90 degrees, but less than 180 degrees.


"If it is an obtuse angle, then the measure of the angle is greater than 90 degrees but less than 180 degrees."

B. Add info to the hypothesis in order to make the conditional true.

1. If a number is a perfect square, then the square root is even.

"If an even number is a perfect square, then the square root is even."

2. If 2 angles are supplementary, then one is acute & one is obtuse.

If 2 angles are supplementary which is equal to 180 degrees, then one is acute & one is obtuse.
TRUTH TABLE

Hypothesis : T F T F


Conclusion: T T F F

Condition: T F F T
"If 12+3 = 15, then 15-12=3"

"If 12+3>< 12="3" style="color: rgb(51, 102, 255);">"If measurement of angle P (90 degrees), then measurement of angle P is obtuse."

"If 12+3><15,><>
Kinds of Conditionals


CONVERSE
- formed by "interchanging the hypothesis & the conclusion"

e.g.
before : If the moon is full, then the vampires are prowling.
after: If the vampires are prowling, then the moon is full.

BICONDITIONAL
- conditional & converse both true
- uses 'if and only if' statement instead of if-then

e.g.
before: If points are collinear then they are contained on the same line.
after: Points are collinear if and only if they are contained on the same line.

INVERSE
- formed by negating the hypothesis & the conclusion
-Not, ><

e.g.
before: If it rains, then I do not go fishing
after: If it does not rain, then I go fishing

CONTRAPOSITIVE
- formed by negating the hypothesis & the conclusion of its converse
- negate a converse


e.g.
before: If you understand logic, you will be a good consumer.
after: If you're not a good consumer, the you don't understand logic.


* STATEMENTS: If angles are right, then they are congruent.
CONVERSE: If the angles are congruent, the angle's are right.
BICONDITIONAL: Angels are right if and only if they are congruent.
INVERSE: If angles are not right, then they are not congruent.
CONTRAPOSITIVE: If they are not congruent, then angles are not right.

Tuesday, June 17, 2008

Filipino III Hunyo 16, 2008

Teoryang PampanitikanOct 17, '07 11:52 PM
for everyone

Teoryang Klasismo/Klasisismo

v Ang layunin ng panitikan ay maglahad ng mga pangyayaring payak, ukol sa pagkakaiba ng estado sa buhay ng dalawang nag-iibigan, karaniwan ang daloy ng mga pangyayari, matipid at piling-pili sa paggamit ng mga salita at laging nagtatapos nang may kaayusan.

Teoryang Humanismo

v Ang layunin ng panitikan ay ipakita na ang tao ang sentro ng mundo; ay binibigyang-tuon ang kalakasan at mabubuting katangian ng tao gaya ng talino, talento atbp.

Teoryang Imahismo

v Ang layunin ng panitikan ay gumamit ng mga imahen na higit na maghahayag sa mga damdamin, kaisipan, ideya, saloobin at iba pang nais na ibahagi ng may-adka na higit na madaling maunawaan kaysa gumamit lamang ng karaniwang salita. Sa halip na paglalarawan at tuwirang maglalahad ng mga imahen na layong ilantad ang totoong kaisipan ng pahayag sa loob ng panitikan.

Teoryang Realismo

v Ang layunin ng panitikan ay ipakita ang mga karanasan at nasaksisan ng may-akda sa kanyang lipunan. Samakatuwid, ang panitikan ay hango sa totoong buhay ngunit hindi tuwirang totoo sapagkat isinaalang-alang ng may-akda ang kasiningan at pagkaefektibo ng kanyang sinulat.

Teoryang Feminismo

v Ang layunin ng panitikan ay magpakilala ng mga kalakasan at kakayahang pambabae at iangat ang pagtingin ng lipunan sa mga kababaihan. Madaling matukoy kung ang isang panitikan ay feminismo sapagkat babae o sagisag babae ang pangunahing tauhan ay ipimayagpag ang mabubuti at magagandang katangian ng tauhan.

Teoryang Arkitaypal

v Ang layunin ng panitikan ay ipakita ang mga mahahalagang bahagi ng akda sa pamamagitan ng mga simbolo. Ngunit hindi basta-basta masusuri ang mga simbolismo sa akda. Pinakamainam na alamin muna ang kabuuang konsepto at tema ng panitikan sapagkat ang mga simbolismong napapaloob sa akda ay magkaugnay sa isa’t isa. Ang lahat ng simbolismo ay naaayon sa tema at konseptong ipinapakilala ng may-akda sa mga mambabasa.

Teoryang Formalismo/Formalistiko

v Ang layunin ng panitikan ay iparating sa mambabasa ang nais niyang ipaabot gamit ang kanyang tuwirang panitikan. Samakatuwid, kung ano ang sinasabi ng may-akda sa kanyang panitikan ang siyang nais niyang ipaabot sa mambabasa – walang labis at walang kulang. Walang simbolismo at hindi humihingi ng higit na malalimang pagsusuri’t pang-unawa.

Teoryang Saykolohikal/Sikolohikal

v Ang layunin ng panitikan ay ipaliwanag sa pamamagitan ng pagpapakita ng mga salig (factor) sa pagbuo ng naturang behavior (pag-uugali, paniniwala, pananaw, pagkatao) sa isang tauhan sa kanyang akda. Ipinakikita sa akda na ang tao ay nagbabago o nagkakaroon ng panibagong behavior dahil may nag-udyok na mabago o mabuo ito.

Teoryang Eksistensyalismo

v Ang layunin ng panitikan ay ipakita na may kalayaan ang tao na pumili o magdesisyon para sa kanyang sarili na siyang pinakasentro ng kanyang pananatili sa mundo (human existence).

Teoryang Romantisismo

v Ang layunin ng teoryang ito ay ipamalas ang iba’t ibang paraan ng tao o sumasagisag sa tao sa pag-aalay ng kanyang pag-ibig sa kapwa, bansa at mundong kinalakhan. Ipinakikita rin sa akda na gagawin at gagawin ng isang nilalang ang lahat upang maipaalam lamang ang kanyang pag-ibig sa tao o bayang napupusuan.

Teoryang Markismo/Marxismo

v Ang layunin ng teoryang ito ay ipakita na ang tao o sumasagisag sa tao ay may sariling kakayahan na umangat buhat sa pagdurusang dulot ng pang-ekononiyang kahirapan at suliraning panlipunan at pampulitika. Ang mga paraan ng pag-ahon mula sa kalugmukan sa adka ay nagsisilbing modelo para sa mga mambabasa.

Teoryang Sosyolohikal

v Ang layunin ng panitikan ay ipakita ang kalagayan at suliraning panlipunan ng lipunang kinabibilangan ng may-akda. Naipakikita rito ang pamaraan ng mga tauhan sa pagsugpo sa suliranin o kalagayan ng lipunan na nagsisilbing gabay sa mga mambabasa sa magpuksa sa mga katulad na suliranin.

Teoryang Moralistiko

v Ang layunin ng panitikan ay ilahad ang iba’t ibang pamantayang sumusukat sa moralidad ng isang tao – ang pamantayan ng tama at mali. Inilalahad din nito ang mga pilosopiya o proposisyong nagsasaad sa pagkatama o kamalian ng isang kilos o ugali ayon sa pamantayang itinakda ng lipunan. Sa madaling sabi, ang moralidad ay napagkakasunduan ayon na rin sa kaantasan nito.

Teoryang Bayograpikal

v Ang layunin ng panitikan ay ipamalas ang karanasan o kasagsagan sa buhay ng may-akda. Ipinahihiwatig sa mga akdang bayograpikal ang mga bahagi sa buhay ng may-akda na siya niyang pinakamasaya, pinakamahirap, pinakamalungkot at lahat ng mga “pinaka” na inaasahang magsilbing katuwang ng mambabasa sa kanyang karanasan sa mundo.

Teoryang Queer

v Ang layunin ng panitikan ay iangat at pagpantayin sa paningin ng lipunan sa mga homosexual. Kung ang mga babae ay may feminismo ang mga homosexual naman ay queer.

Teoryang Historikal

v Ang layunin ng panitikan ay ipakita ang karanasan ng isang lipi ng tao na siyang masasalamin sa kasaysayan au bahagi ng kanyang pagkahubog. Nais din nitong ipakita na ang kasaysayan ay bahagi ng buhay ng tao at ng mundo.

Teoryang Kultural

v Ang layunin ng panitikan ay ipakilala ang kultura ng may-akda sa mga hindi nakakaalam. Ibinabahagi ng may-akda ang mga kaugalian, paniniwala at tradisyon minana at ipasa sa mga sunod na salinlahi. Ipinakikita rin dito na bawat lipi ay natatangi.

Teoryang Feminismo-Markismo

v Ang layunin ng panitikan ay ilantad ang iba’t ibang paraan ng kababaihan sa pagtugon sa suliraning kanyang kinakaharap. Isang halimbawa nito ay ang pagkilala sa prostitusyon bilang tuwirang tugon sa suliraning dinaranas sa halip na ito’y kasamaan at suliranin ng lipunan.

Teoryang Dekonstraksyon

v Ang layunin ng panitikan ay ipakita ang iba’t ibang aspekto na bumubuo sa tao at mundo. Pinaniniwalaan kasi ng ilang mga pilosopo at manunulat na walang iisang pananaw ang nag-udyok sa may-akda na sumulat kundi ang pinaghalu-halong pananaw na ang nais iparating ay ang kabuuan ng pagtao at mundo.

http://filipino3zchs.multiply.com/journal/item/24