Published February 6, 2012 by missunev

We just had our Choral reading today, and i’m glad my classmates chose me as the best supporting actress. Some of us do not know what Choral reading is. So let me give you an idea what it is.

Choral Reading

Choral reading is reading aloud in unison with a whole class or group of students. Choral reading helps build students’ fluency, self-confidence, and motivation. Because students are reading aloud together, students who may ordinarily feel self-conscious or nervous about reading aloud have built-in support.

Why use choral reading?

  • It can provide less skilled readers the opportunity to practice and receive support before being required to read on their own.
  • It provides a model for fluent reading as students listen.
  • It helps improve the ability to read sight words.

How to use choral reading

  1. Choose a book or passage that works well for reading aloud as a group:
    • patterned or predictable
    • not too long; and
    • is at the independent reading level of most students
  2. Provide each student a copy of the text so they may follow along. (Note: You may wish to use an overhead projector or place students at a computer monitor with the text on the screen)
  3. Read the passage or story aloud and model fluent reading for the students.
  4. Ask the students to use a marker or finger to follow along with the text as they read.
  5. Reread the passage and have all students in the group read the story or passage aloud in unison.

How Choral Reading Can Foster Fluency in Struggling Readers

Choral reading provides support for students who may ordinarily feel self-conscious or nervous about reading aloud in class. Reading along with more fluent readers enables less proficient readers to be successful with a shared text. Choral reading may provide the support necessary to encourage struggling readers to take risks and build their confidence. When students participate in choral reading on a regular and repeated basis, students will internalize the fluent reading of the text being read and begin to transfer their developing fluency to other texts.


OMG! Impromptu Speech..

Published January 18, 2012 by missunev

How to have a successful Impromptu speech?

If you are known as an experienced presenter or as an expert on a particular subject, you will certainly be asked to give an impromptu speech at one time or another. Rather than declining or becoming tongue-tied, you should view this with enthusiasm as a great opportunity to shine as a speaker. How can you make sure that this will be the successful outcome? 

Be prepared with a second presentation. We have heard and read that Mark Twain said “It usually takes me more than three weeks to prepare a good impromptu speech.” But, you ask, how can I prepare if it is impromptu? If you are already presenting as part of a program or seminar, there is always the chance that one of the other speakers may not show up. Check to see what other topics are going to be covered, and if you have background in these areas, be prepared to give a second presentation. If not, have a second presentation ready that you could offer as a substitute. You would be surprised at how often this situation arises due to travel problems.

Be willing and able. You just arrived for an evening or afternoon of listening to a presentation in the area of your field of expertise, when the chairman rushes up to you panicked. The speaker isn’t going to get there, could you help out by taking his or her place? If you say “no” you will be thought of an “uncooperative” but if you say “yes” and do a poor presentation, it could hurt your reputation as a speaker and expert. I suggest saying, “yes” but also asking the person who is introducing you to stress “what a good sport you are to fill in.” Again, however, it doesn’t hurt to be prepared if you will be attending a program in your field of expertise. And, it should be a habit to dress well for every occasion, as if you might end up in front of the group. There is always the possibility that you will be asked to fill in for someone else.

Organize your thoughts. Hopefully, you will have some time to organize your presentation before you are “on stage.” If it is not too obvious, take a walk to a secluded area where you can think through your opening remarks (usually a good story that you’ve told many times will suffice); what three major points you will make (there are different structures that work well, for example, the past, present, and future); and what will be your conclusion (a strong closing story or a call to action will both work to your advantage). If you can’t slip away, think of these while sitting in the audience.

Take the platform with enthusiasm and confidence. Even though it is understandable that you will feel some apprehension in an impromptu experience, visualize yourself as confident and excited about the opportunity to present to a group who will be so happy and receptive that you have agreed to “save the day.” Remember that, on the whole, most audience members want you to succeed, and if the introducer has done his or her job you will be greeted with relief and pleasure. Take a moment to breathe and establish rapport. Once you start and have the audience with you, your nerves will vanish.

Never, never apologize or make excuses. The minute a presenter starts to apologize and make excuses, he or she robs him or herself of credibility, and the audience prepares for a mediocre or average presentation. Think of yourself as the hero or heroine and give the very best speech you can give on such short notice. You wouldn’t have been asked if you weren’t up to it.

Avoid the common blunders. If you haven’t had sufficient time to prepare, you must be careful not to ramble or stray from the main subject. A good practice when giving any presentation, impromptu or not, is to decide what your main point or view is, support it with facts and arguments, and stick to it. We’ve all heard speakers who talk on and on without saying anything important.

Enjoy the appreciation! Once you are finished, let the audience have time to clap and show their appreciation for a job well done. I have seen so many speakers so eager to get back to their seats, they don’t give us time to let them know how happy we are that they have shared their knowledge with us. And, appreciate yourself too! If you forgot to say something you planned to say, or think of something you should have said, no one else knows that. Be happy with what you did! We are all too hard on ourselves!

How to learn English (Tips)

Published January 18, 2012 by missunev

How To Learn English

My cat speaks English.

Sometimes my cat comes to me and tells me that she is hungry. Or that her leg hurts. How does my cat tell me these things? I don’t speak pussy-cat language.

Tips and ideas on the best ways to learn English faster.

Tips for Beginners

  1. You are like a new baby
    Babies learn their language slowly.
    First they learn to listen.
    Then they learn to talk.
    Finally, they can read and write.
  2. Listen to English every day
    Listen to English radio.
    Watch English TV.
    Go to English movies.
    Use online lessons.
  3. Make an English/ESL friend
    Make up conversations.
    Practise dialogues.
    Use beginner textbooks.
  4. Read English stories
    Start with children’s storybooks.
    Try ESL readers.
    Read advertisements, signs and labels.
    Try EnglishClub.com for Young Learners.
  5. Write down new words
    Start a vocabulary (new word) notebook.
    Write words in alphabetical order (A…B…C…).
    Make example sentences.
    Always use an English-English dictionary first.
  6. Keep an English diary
    Start with one sentence.
    How do you feel?
    How is the weather?
    What did you do today?
    Write another sentence tomorrow.
  7. Visit an English speaking country
    Learn English more quickly.
    Stay with an English family.
    Hear native speakers talk.
    Have a fun experience.

More TIPS for learning English

Don’t be afraid of grammar

  • Grammar is for communication
    Sometimes students get obsessed with grammar. This is especially true for students who grew up with strict grammar schooling. Remember that you only study grammar in order to communicate. Practise with a few exercises, then write an essay or have a conversation and try to use your new tools.
  • Isolate your weak points
    Don’t waste time on grammar exercises that you already understand just because they are easier for you. Concentrate on grammar that is difficult for you. If you are unsure of where your problems are, write a few short essays or paragraphs and ask a teacher to circle repeated errors. Then you can look up your problem and practise it.
  • Teach grammar points to a friend
    Find a friend who studies at a lower level than you. Teaching will force you to remember the rules and to understand them properly. Try preparing a worksheet for your friend.

A short history of ( Educational Technology)

Published January 18, 2012 by missunev

Educational technology in way could be traced back to the emergence of very early tools, e.g., paintings on cave walls. But usually its history is made to start with educational film (1900’s) or Sidney Pressey’s mechanical teaching machines in the 1920′.

First large scale usage of new technologies can be traced to US WWII training of soldiers through training films and other mediated materials. Today, presentation-based technology, based on the idea that people can learn contents trough aural and visual reception, exists in many forms, e.g., streaming audio and video, PowerPoint presentations + voice-over. Another interesting invention of the 1940’s was hypertext, i.e., V. Bush’s memex.

The 1950’s led to two major still popular designs. Skinners work led to “programmed instruction” focusing on the formulation of behavioral objectives, breaking instructional content into small units and rewarding correct responses early and often. Advocating a mastery approach to learning based on his taxonomy of intellectual behaviors, Bloom endorsed instructional techniques that varied both instruction and time according to learner requirements. Models based on these designs were usually referred to as computer-based training” (CBT), Computer-aided instruction or computer-assisted instruction (CAI) in the 1970’s through the 1990’s. In a more simplified form they correspond to today’s “e-contents” that often form the core of “e-learning” set-ups, sometimes also referred to as web-based training (WBT) or e-instruction. The course designer divides learning contents into smaller chunks of text augmented with graphics and multimedia presentation. Frequent Multiple Choice questions with immediate feedback are added for self-assessment and guidance. Such e-contents can rely on standards defined by IMS, ADL/Scorm and IEEE.

The 1980’s and 1990’s produced a variety of schools that can be put under the umbrella of the label Computer-based learning (CBL). Frequently based on constructivistand cognitivist learning theories, these environments focused on teaching both abstract and domain-specific problem solving. Preferred technologies were micro-worlds (computer environments were learners could explore and build), simulations (computer environments where learner can play with parameters of dynamic systems) and hypertext.

Digitized communication and networking in education started in the mid 80s and became popular by the mid-90’s, in particular through the World-Wide Web (WWW), eMail and Forums. There is a difference between two major forms of online learning. The earlier type, based on either Computer Based Training (CBT) or Computer-based learning (CBL), focused on the interaction between the student and computer drills plus tutorials on one hand or micro-worlds and simulations on the other. Both can be delivered today over the WWW. Today, the prevailing paradigm in the regular school system is Computer-mediated communication (CMC), where the primary form of interaction is between students and instructors, mediated by the computer. CBT/CBL usually means individualized (self-study) learning, while CMC involves teacher/tutor facilitation and requires scenarization of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks. It also provides tools for student and curriculum management.

In addition to classroom enhancement, learning technologies also play a major role in full-time distance teaching. While most quality offers still rely on paper, videos and occasional CBT/CBL materials, there is increased use of e-tutoring through forums, instant messaging, video-conferencing etc. Courses addressed to smaller groups frequently use blended or hybrid designs that mix presence courses (usually in the beginning and at the end of a module) with distance activities and use various pedagogical styles (e.g., drill & practise, exercises, projects, etc.).

The 2000’s emergence of multiple mobile and ubiquitous technologies gave a new impulse to situated learning theories favoring learning-in-context scenarios. Some literature uses the concept of integrated learning to describe blended learning scenarios that integrate both school and authentic (e.g., workplace) settings.

Philippines is owned by one family!!! Yes!!

Published December 13, 2011 by missunev

Fantastic!! great!! wow!! really?? Is it true? It’s not possible, many say. How was the land title secure? Who kept and secured the title? Why did it take so long to stake their claim? Its 2011, Is this a scam? these are all the questions surfaced and come to public attention.

But it is a story with full factual support – titles, documents, court decisions, writs of execution, sheriff’s return, annotations at the back of the titles, certifications of government officials and agencies attesting to the existence of the titles in their files and genuineness of the said titles. One document may be fabricated, especially because this is Philippines. But twenty-one (21) volumes of court documents certainly cannot be manufactured even by the smartest con artist on the face of this planet.

This is a story that will change the history of this country rewriting our textbooks, which give primacy to the tale that our country was discovered by foreigners. This country has been here long before the foreigners came to shores. The Tagean Tallano clans just happened to be royal families that ruled the land which we now call the Philippines.

How did it begun?

you can read this or watch this video –> click this





MAHARLIKA. Long before the Spaniards came to Philippines shores, the Philippine archipelago consisting of 7,169 islands with an area of 1,049,212,962 nautical square miles, including Guam and Hawaii was known as Maharlika. It was populated by Malays and ruled by the Tagean Tallano clans from the ninth to the fifteenth century. When the Spaniards started ruling the Philippines archipelago, they renamed it Hacienda Filipina.

Of the many kingdoms in Asia, Maharlika was one of them under King Luisong Tagean Tallano, the father of Raja Lapu-Lapu and Raja Soliman, the successors of King Marikudo of the Sri Vishayan Empire. Its principal products at that time were peanuts (mani) exported to Mexico and European countries and Herbal plants known as “Nilad” with some medicinal qualities which were exported to Mainland China. With the passage of time, the Chinese traders changed the name Maharlika to Maynilad or Maynila.

As in olden days, the kings and their families own their kingdoms and distribute portions to their subjects, especially to the members of the royal clans. This is exactly what happened to the Philippine archipelago, it was owned by the Tagean Tallano clans.

THE SPANIARDS. When the Spaniards came, full control of the islands remained with the descendants of King Luisong, specifically Raja Lapu-Lapu and his successors for Visayas and Mindanao and Raja Soliman and his successors for Luzon. Like conquerors of all kinds, the Spaniards started grabbing lands and distributed them to favored members of the conquering group, thereafter named Haciendas. Because of the land grabbing activities of the Spanish conquistadores, the descendants of King Luisong

brought these questionable activities of the conquering armies of Spain to the attention of the Spanish Queen leading to the setting aside of many royal land grants and the issuance of titulo possessorio to become titulo de compra embracing the whole Philippine archipelago in favor of the Tallano clans.

THE BRITISH. In 1762, the British Royal Armies came to Manila with the purpose of defeating the abusive Spanish armies. Finally, in 1764 the British won over the Spaniards. The British Royal Government then issued a Royal Decree, Protocol 01-4 based on the Laws of the West Indies, amending the property rights of King Philip of Spain over the Philippines and granting ownership of the Philippine archipelago to the Tagean Tallano clans. After the signing of the peace accord between the royal governments of Spain and Britain, the Queen of Spain recognized the property rights over the Philippine archipelago based on the Maura Law.

THE TREATY OF PARIS. With the defeat of the Spanish Armada to the forces of the United States of America in the Battle of Manila Bay, Spain and America concluded the end of the War by signing the Treaty of Paris where the Philippines was sold for $20 Million U.S. Dollars. The winning bidder who paid the said amount in U.S. gold coins was DON ESTEBAN BENITEZ TALLANO, the predecessor in interest of PRINCE JULIAN MORDEN TALLANO. By virtue of the said payment, the Oficina de Cabildo recognized and affirmed Royal Decree 01-4 Protocol and registered as TITULO DE COMPRA in favor of PRINCE LACAN ACUNA ULRIJAL BOLKIAH (TAGEAN) TALLANO.

TORRENS TITLE. With the American administration in the Philippines, the ownership of the TALLANO CLANS was strengthened further by the passage of Act No. 496 which gave rise to the Torrens Title. Land registration proceedings based on the said law were undertaken which affirmed the ownership and title of the Tallano Clans over the Philippine archipelago on October 3, 1904 as Original Certificate of Title (OCT) 01-4. Furthermore, when Cadastral Act No. 2259 of 1913 was passed, again the cadastral court recognized the ownership and title of the TALLANO CLANS over the whole Philippine Archipelago, still as OCT 01-4.

A Torrens title is indefeasible which means it cannot be defeated by any claimant who has no title or whose title is issued later. It is also imprescriptibly which means that it does not prescribe. Even if a person who has no title or a fake title occupies a land duly titled for a million years, the titled owner of the land concerned can drive away any occupant who has no title or a later title over the land.

In the Philippines, there is no titled issued earlier than OCT 01-4.

DOCUMENTS ATTESTING TO THE EXISTENCE AND GENUINENESS OF THE TITLES OF THE TALLANO CLANS OVER THE PHILIPPINE ARCHIPELAGO. The following are the official documents duly certified attesting to and confirming the genuineness and validity of the TALLANO ownership and title over the lands embracing the Republic of the Philippines:

Registration of Decree 01-4 protocol by virtue of the Supreme Order of the Royal Crown of England was done through Case No. 571 of the Royal Audiencia decreeing that PRINCE LACAN ACUNA TALLANO TAGEAN is the owner in fee simple of certain lands known as HACIENDA FILIPINA on January 17, 1764 at 10:45 in the morning, by authority of King George III of the Royal Crown of England, signed by GOVERNOR GENERAL DOWNSSONE DRAKE, British Governor, Philippine Islands.

Among the revealing annotations denoted as “Memorandum of Encumbrances Affecting the Property Described in this Certificate” are the following:


EDC Deed of 000-S Occu- 1565 pation


EDC 004 S-1608


EDC 003 S-10-25


BRA 022 S-1762



Forcible occupation by Miguel

De Legazpi renamed to Philip II of Spain




Partially cancelled

by the Royal Order of the

King of Spain in favor of King Luisong T agean as symbol of friendship

on January 5, 1566


allegiance to King George III of the Royal Government of England with Order from the King the absolute cancellation of OCT NO. 01-4 in the name of King Philip II of Spain, the same Land Title should be issued anew to and in the name of Prince Lacan Acuna Tallano (Tagean).

Date of Inscription: October 25, 1762

(SGD) SIMON DE ANDA Y SALAZAR Governor General of the

Royal Crown of Spain xxxx xxxx

British Royal Squadron led by British Governor Downssone Drake, through this Land Title, they registered their strong words and proclamation over the repossession of the Isla Filipinas (HACIENDA FILIPINAS) through the Royal


The whole Mahar- lika islands Drafted Document of OCT-01-4 by Father Andres


12-7-1565 12-12-1565


Annotation: King Philip, in respecting Christianism and Humanitarian Policy of the Royal Crown of Spain, issued a Royal Decree Stopping abuses of the Spanish Authorities in the islands of Hacienda Filipina and ordering to revert land ownership

to the Heir of King Luisong Tagean and objected the unjust levies to the inhabitants.

Date of Inscription: October 25, 1608 (SGD) RODRIGO DE VIVERO

Governor General Royal Crown of Spain

xxxx xxxx

Annotation: The Spanish Government Officials and the residents of the Philippine Islands are compelled to take the oath of

3Xxxx xxxx


EDC 029 S-10-16 1762

RAM- 031 S-10-25 1764

RAM 006 S-1784

Annotation: Registered on this Land Title OCT 01-4, the fall of Manila, Cavite, Laguna and Province of Morong to the

British Forces that caused the Spanish Government Indemnified the troops for P 4,000,000.00 the same year The subject land and its ownership, by the order of the Royal King of England, had reverted of Prince Lacan Acuna Tagean Tallano, the cousin of the British Lord, Alfred Dent.

Date of Inscription: October 6, 1672 (Sgd) SIMON DE ANDA Y SALAZAR

Governor General Annotation: British Royal Crown ordered the cancellation of Titulo OCT

Entry No. ED 000-S 1565 was cancelled by this entry RAM-031 S-10-25 1764

01-4 in the name of King Philip II and ordered registered a new OCT to the original landowner’s heir, Prince Lacan

Acuna Tallano, in lieu of the previous one, on January 9 1764, and implement the order of Justice of Real Audiencia de Manila, Simon de Anda affirmed the land (HACIENDA

FILIPINA) ownership in favor of the heir of King Luisong Tagean, Prince Lacan Acuna Tagean (Tallano), who won the case embodied in R.A.M. 571 on January 22, 1761 in

accord with the Perace Treaty between the Royal Crown of England and Spanish Government on October 23, 1764, as Implemented by the British Governor to the Philippines, Downssone Drake.

Date of Inscription: January 7, 1764

(Sgd) GOVERNOR JOSE RAON Proprietary Governor

Order of their King in this OCT 01-4 reverted the subject land to the real owner, Prince Lacan Acuna Tallano (Tagean), the cousin of the British Lord Alfred Dent. The Stronger force of the British squadron supported by heavy artilleries demand for the immediate surrender of the Spanish Government in as much as they occupied the church of Malate, Ermita, San Juan de Bagumbayan, Santiago and strategic Spanish Military Camp.

Date of Inscription: September 23, 1762

(Sgd) ARCHBISHOP MANUEL ROJO DE RIO Governor General of the

Royal Crown of Spain

Annotation: Upon the recognition of the Roman Catholic Church Hierarchy in the P.I. over the lawful rights of King Luisong Tagean Tallano and his heir over HACIENDA FILIPINA, Bishop Salazar sent a message to the King of Spain containing the account of tyranny, oppression and

forfeiture of the land of the inhabitants by encomienderos the King of Spain issued an order directing the colonial government to prevent such conduct to the Filipinos and the confiscated land by the Friars should be reverted to the Tagean-Tallano clans.

Date of Inscription: September 17, 1583

(Sgd) GONZALO RONQUILLO DE PINALOZA Governor General of the

Royal Crown of Spain

NUMBER OF ANNOTATIONS: There are about 19 pages of annotations describing the transactions involving the land registered under OCT T-01-4. Other than the ones quoted in the preceding paragraphs you have the following interesting annotations:

Entry ODC-074, S-2-7, 1899 confirms the previous mortgage of U.S. $20,000,000.00 and later paid with the money of General Miguel Malvar who paid the amount of U.S. $3,300,000.00 for the area of Tanauan, Batangas; General Antonio Luna acquired the whole San Miguel and La Paz, Tarlac and paid U.S. $2,000,000.00 for it and giving the land as a gift to his sweetheart Miss Luisita Cojuangco; Don Mariano Tayag acquired 1,500 hectares of Kuliat and Mabiga, Pampanga and paid U.S.$3,300,000.00 for it; Don Francisco Macabulos acquired the area of Sta. Ignacia, Tarlac and paid U.S. $2,400,000.00; Don Juan Ejercito acquired the area of San Juan del Monte Hacienda embracing up to Sitio, Manduluyong consisting of 3,154 hectares for U.S. $3,154,000.00 and the remaining un-acquired areas were retained by Don Esteban Benitez Tallano and paid the amount of U.S. $6,600,000.00 for the remaining balance of the loan. This was inscribed on February 7, 1899 by Benito Legarda, Ad Interin. Land Registrar.

Entry EDC-096, S-1900 Real estate mortgage by Don Esteban Benitez Tallano of a commercial lot of 250 hectares in Centro Intramuros in favor of Banco-Filipino Español for P1,500,000.00 for the establishment of the Manila Daily Bulletin which sum was received by Messrs. H. G. Farris and Carson Taylor Date of document is February 3, 1902 and inscribed on November 13, 1902 by H. K. Sleepper, Land Registration Officer.

5Entry PLA-061, S-6-1, 1903. Deed of Assignment made by Don Esteban Benitez Tallano in favor of the Sultanate of Sulu under Jamalul Kiram heirs, relatives of Don Esteban Benitez Tallano, the whole lands of the provinces of Sulu, Lanao, Cotabato, and Zamboanga to prevent the escalation of hostilities in the South.

There are many more interesting annotations at the back of OCT 01-4 like Entry CLRO-01123, S-1904 regarding the yearly rental paid by the US Government to Don Esteban Benitez Tallano in Baguio City for the site now known as Camp John Hay.

OCT NO. 01-4 was certified true, correct and genuine and existing at the Office of the Register of Deeds of Pasig, Rizal with the caveat that the original document was forwarded to the Office of the Register of Deeds of Manila in 1960 for jurisdictional purpose. The certification was issued by JOSE D. SANTOS, Register of Deeds of the Province of Rizal at Pasig on March 4, 1965.

DERIVATIVE TITLES AND CERTIFICATION OF GENUINENESS AND THEIR EXISTENCE IN OFFICIAL FILES: There are two Transfer Certificates of Title based on OCT 01-4 they are TCT NO. 498 issued in the name of DON ESTEBAN BENITEZ TALLANO on June 7, 1932 by Register of Deeds TEODORO GONZALEZ of the Province of Rizal and TCT NO. 408 issued in the name of DON GREGORIO MADRIGAL ACOP on June 7, 1932 by Register of Deeds of the Province of Rizal, TEODORO GONZALEZ.

Certification issued by LAND REGISTRATION COMMISSIONER ANTONIO NOBLEJAS of the Land Registration Commission on January 3, 1964 in reply to a request of Solicitor General Felix Makasiar certifying that OCT-01-4, TCT Nos. 408 and 498 are in their files and genuine Torrens Titles and all other titles issued after OCT 01-4 and not derived from it are fake and fraudulent.

Certification of Acting Register of Deeds VICTORIANO S. TORRENS of the Province of Rizal dated December 10, 1980 in response to a subpoena duces tecum issued by request of Solicitor General FELIX MAKASIAR in relation to LRC/Civil Case No. 3957-P, before Branch 28 of the Court of First of Pasay City (now RTC Branch 111) stating that OCT 01-4 and TCT Nos. 408 and 498 are in their files, genuine and issued in accordance with law and with probative value.

TAX DECLARATIONS AND TAX PAYMENTS: The Tallano heirs declared the properties indicated in their titles and paid taxes for them, namely: 1) Tax Declaration No. 00111212-69 for OCT 01-4 in the names of Prince (Lacan) Tagean (Tallano) Ul Rijal Bolkiah with Don Esteban Benitez Tallano as Administrator, 2) TD No. 002-4450-69 in the name of Don Esteban Benitez Tallano with Benito Agustin Tallano as administrator for TCT No. 498; and 3) TD No. 003 (illegible) in the name of DON GREGORIO MADRIGAL ACOP. All real estate taxes were paid from 1948 up to 1969 when there was a request for a moratorium due to the pendency of the case.

COURT DECISION AND ACTIONS: There are two cases to talk about – the escheat proceedings, meaning for the government to take back the lands under OCT NO. 01-4 because of the absence of heirs and LRC/Civil Case No. 3957-P. The Government represented by the Solicitor General and the Tallano heirs entered into a compromise agreement. Not being contrary to law, the same was embodied in a decision of Judge Enrique Agana of Branch 28 of the Court of First Instance of Pasay City dated February 4, 1972. The same became final and executory. It was partially executed as shown by a number of sheriffs’ returns.


After a series of motions, Judge Agana rendered a clarificatory decision dated January 19, 1976. The same also became final and executory. On representation of the Solicitor General and some private parties affected by the decision, in 1991 a moratorium of the enforcement of the un-enforced portion of the decision was entered into by the parties to operate within a period of 15 years ending in January 2006.

In the meanwhile, the Pasay City Hall was burned including the records of this case. The Tallano filed for reconstitution. The Solicitor General and the other private parties were represented in the reconstitution case. The Regional Trial Court of Pasay City, Branch 111, decided in favor of the Tallano heirs. The decision also became final and executory because nobody appealed including the government.

Long after the decision became final and executory, the Government, surprisingly represented by the Office of the Solicitor General wants the partially executed decision declared null and void in a case filed before the Court of Appeals under CA-GR. No. 70014. This case is already submitted for final resolution before the said Court.




English Originated from (“Land of the Angles”) England

Published December 12, 2011 by missunev

English is a West Germanic language that originated from the Anglo-Frisian and Old Saxon dialects brought to Britain by Germanic settlers from various parts of what is now northwest Germany, Denmark and the Netherlands.Up to that point, in Roman Britain the native population is assumed to have spoken the Celtic languageBrythonic alongside the acrolectal influence of Latin, from the 400-year Roman occupation.

One of these incoming Germanic tribes was the Angles,whom Bede believed to have relocated entirely to Britain.The names ‘England’ (from Engla land“Land of the Angles”) and English (Old English Englisc) are derived from the name of this tribe—but SaxonsJutes and a range of Germanic peoples from the coasts ofFrisiaLower SaxonyJutland and Southern Sweden also moved to Britain in this era.

Old English was later transformed by two waves of invasion. The first was by speakers of the North Germanic language branch when Halfdan Ragnarsson and Ivar the Boneless started the conquering and colonisation of northern parts of the British Isles in the 8th and 9th centuries (see Danelaw). The second was by speakers of theRomance language Old Norman in the 11th century with the Norman conquest of England. Norman developed into Anglo-Norman, and then Anglo-French – and introduced a layer of words especially via the courts and government. As well as extending the lexicon with Scandinavian and Norman words these two events also simplified the grammar and transformed English into a borrowing language—more than normally open to accept new words from other languages.

Modern English, which includes the works of William Shakespeare and the King James Bible, is generally dated from about 1550, and when the United Kingdom became a colonial power, English served as the lingua franca of the colonies of the British Empire. In the post-colonial period, some of the newly created nations which had multiple indigenous languages opted to continue using English as the lingua franca to avoid the political difficulties inherent in promoting any one indigenous language above the others. As a result of the growth of the British Empire, English was adopted in North America, India, Africa, Australia and many other regions, a trend extended with the emergence of the United States as a superpower in the mid-20th century.

Checkmate! “Life is a Chessgame”

Published December 12, 2011 by missunev

I am a busy bee and i want to compare life to game of chess, White and black represent rocky roads, i have to overcome in order to achieve my goals. I understand that it is me who controls the movements of  pawns; how they step and what happens to them rather than thinking that youare the pawn. If u can establish the thinking that you are responsible for anything that happens in your life.with each move you open up a diffrent path to take. No matter what you do ,always think twice before you move. Or you will find out the hard way how to play life without your most important pieces.

In this game you predict what your opponent is going to do and each move has its consequence, the same in life, if you can predict what is going to happen in the future when u do certain actions and how it affects everything else, just like life you need to remember that there is always someone better than you and you should always be trying to improve

But the difference between a chess game is that in chess you know all the rules and how everything   works. while in life you start as a child with out a manual how to live. It is not easy and some things can be very hard.I think we should give full control of our lives to the Grandmaster of Life… and that is God Himself.

Checkmate: sunev ❤