naiintindihan ko naman na pagod ka e. Alam kong kulang ka sa tulog. kaya lang, hindi ko talaga maintindihan kung bakit kelangan mo akong sungitan. Pwede mo namang sabihin ng maayos e. Hindi naman ganun kakitid ang utak ko para hindi makaintindi, di ba? Tinawagan lang naman kita dahil gusto kong kamustahin kung ano nangyari sau. Ako nga hindi ma na manlang nagagawang kumustahin e. HIndi mo na manlang alam kung ano talagang nagyayari sa kin dito sa office. hindi naman sa nagrereklamo ako pero alam mo, these past few days, napapansin ko, lagi na lang para sau...choice kong intindihin ka. Choice kong gawin lahat ng ginagawa ko para sau...sana lang alam mo...basta...iintindihin kita hanggat kaya ko. susundin ko lahatng sinasabi mo...sana lang hwag dumating sa point na burnt out na ko talaga....inalik mo naman sana kahit konte ng pagmamahal ko sau...kahit konte lang.

rather
Mood:  hug me
"awayin mo na ako ng awayin, wag mo lang akong iwanan."

nagreresound pa rin sa utak ko line na to. Sana sincere ka nung sinabi mo ito. It's not that enjoy the thought that you can't leave without me. Certainly, you can. Actually, don't really expect you to be around forever. don't expect you to love me for the rest of your life. will be very grateful if you will but am not you to do so...But please do...But if you must leave, just tell me so...
But you saying those words in my face, makes me very happy knowing that you will choose the difficult way with me than having it the easy way alone or with other person. sana totoo...But you know what bhe, what can promise is that, if ever na hindi nga magiging tau, i'll make sure na maghihiwalay tau sa panahong hindi mo na ako kelangan. will let you go safe and happy...even if it costs my own happiness. Ganyan kita kamahal...sana malaman mo.

tenk u
Mood:  happy
"Ayan ha, ang ayos na ng kwarto mo."
"Salamat."
"Marunong ka na magpasalamat ngayon a"
"Ayaw mo?"

Alam ko, medyo nahihiya ka pa nung sinabi mo yun kahapon. Kilala kita e, you're not use to that word. Parang big deal. Parang "i love you." Antagal mo rin bago nasabi sa kin in person yun. Pero natutuwa ako dahil alam kong nung nagpasalamat ka sa akin kahapon, you really mean it. At alam ko hindi lang yun thank you para sa pag aayos ko ng kwarto mo. I would take it more than that.
Ngayon alam ko na na naapreciate mo naman pala mga ginagawa ko para sa 'yo. Minsan kasi nasasaktan na ako dahil parang binabalewala mo lang mga ginagawa ko e...hindi ka kasi marunong mag thank you.
Pe3ro alam mo, last night, i'm more than thankful than you do. Thankful ako hindi lang dahil alam kong nakikita mo na ngaun ung mga ginagawa ko for you. Mas thankful ako for being able to let you say the words na mahirap mong basta sabihin. Ibig sabihin, malaking bagay yung nagawa ko ngayon para pasalamat mo ako...that must be for ecounraging you to go back to school, tama ba ako?...good luck sa studies bhe...i love you

lesson plan
TITLE: LOOKING INTO THE MIRROR
A Survey to Racial, Cultural and/or Socio-Economic Intolerance

AUTHOR: TONY L. TALBERT; CHINA SPRING HIGH SCHOOL
CHINA SPRING, TX.

GRADE LEVEL: 7-12

OVERVIEW: Students often fail to feel and understand the impact
of racial, cultural, and/or socio-economic intolerance in their own
lives in relation to other individuals. For this reason, this lesson
is intended to deliver a vivid portrayal of intolerance and inequality
as well as provoke a response to the various types of intolerance that
exist in our multicultured society.

PURPOSE: The intent of this lesson is to provide various activities
that will provide the student with a deeper understanding of
relationships and intolerance that has existed in our society both
past and present. Because teachers should be story tellers, we must
provide education that can be seen, felt, tasted, heard, smelled, and
touched. It is only through a deeper understanding of the diverse
people around us will we begin to realize success in solving the
worlds most elusive problem- PEACE.

OBJECTIVES: After this lesson students should be able to...
1. Identify various racial, cultural, and/or socio-economic groups
that have been targets of inequality and intolerance.

2. Discuss the components which lead to intolerance through a cause
and effect framework.

3. Offer written and oral proposals to solve inequality and
intolerance on a local, state, national, and global scale.

4. Identify and seek to end inequality and intolerance in their
own personal lives and racial, cultural, and socioeconomic circles.

RESOURCES/MATERIALS:
poster board, markers, videos, "Animal Farm", guest speakers.

ACTIVITIES AND PROCEDURES:
1. Students should be asked to orally list several incidences
in which they have been the recipients or the perpetrators of
racial, cultural, and/or socioeconomic intolerance.

* Students should be asked to discuss why they were recipients
or perpetrators of this intolerance.

2. Discuss with students how they felt during and after their
experience with intolerance or injustice.

3. Show video clips of individuals who have either been the
recipients or perpetrators of racial, cultural, and/or
socioeconomic intolerance.

* Discuss with students the scenes viewed during and after
the film clips.

4. List individuals or groups in history who have either been
the recipients or perpetrators of racial, cultural, and/or
socioeconomic intolerance.

5. Students should be encouraged to list and discuss the cause
and effect relationships for these incidences of intolerance
throughout history.

6. Using one or all of the following familiar tales, develop a
monologue, talk show, or a vignette (using students or not) and
discuss an incidence of intolerance due to racial, cultural,
and/or socioeconomic reasons.

* The dialogue in this activity can be taken from actual
speeches made by characters in history, literature, or personal
information.

A. Three Little Pigs:
Why did the Wolf seek to destroy the pig species? What does
the wolf have to say and what do the pigs have to say? What would
be the result of the destruction of the pig species? How could the
issue be resolved peacefully? (Create your own questions)

B. Cinderella:
Why was Cinderella the object of her families abuse? Why did she
not feel comfortable attending the dance (with all the aristocrats)
in one of her own dresses?

What problems might arise as she develops a relationship in a new
socioeconomic group?
(Create your own questions)

C. The Ugly Duckling:
What physical difference or deformities cause the duckling to be an
outcast?
What positive and negative aspects of the ducklings physical
differences can we find?
How can the physical differences be used for the ducklings benefit?
Was the ducklings final transformation into a beautiful swan
physical or mental?
(Create your own questions)

7. Read or discuss George Orwell's Animal Farm.

* Before beginning the reading or discussing, tell the class
that you all are going to make some rules for the class that
everyone must obey. After making the rules and mutually agreeing
on each of them, select a group of students that will be exempt
from the rules. This group of students can be selected for any
heterogeneous reason. The group selected, should be talked to
privately and informed that no other member of the class is to be
informed of the experiment.

* The experiment will allow this selected group to gradually
disobey the selected rules. When other students complain they
are to be reprimanded and informed not to question the central
authority figure. (WORD OF ADVICE: DISCUSS YOUR PLANS WITH THE
ADMINISTRATION PRIOR TO THIS EXPERIMENT.)

* Begin to read or discuss Animal Farm. After a period of
time various class members will begin to discover the secret of
your experiment.
(OPTION:)
A) You can call them aside and make them apart of the chosen group.
B) You can isolate them from the rest of the class.)
*Discuss the effects of this experience with the class upon completion
of the experiment.

8. Students can make posters with themes or racial, cultural, and/or
socioeconomic intolerance. (Penn State has recently distributed a
poster with racial slurs and derogatory language on it to provoke a
response to this type of language with the student body.)

* A time line of intolerance can be developed in class and
displayed for all to see. (The events, people, places, and cause
and effect of racial, cultural, and/or socioeconomic intolerance
throughout history can be displayed.) This project allows for
students to see the similarity of events.

9. Guest Speakers to discuss various levels and areas of racial,
cultural, and/or socioeconomic intolerance.

10. Students should be encouraged to write a proposal, develop a
hypothesis and conjecture a conclusion on how to:
A. Stop one culture from dominating another.
B. Ways to encourage racial, cultural, and/or socioeconomic harmony
in our city, state, nation, world.

* Any problem or issue is acceptable. The problem(s) or issue(s)
should be placed on the board and left for the entire year. Accept
proposals at any time during the year.

* The proposals should be written and then orally delivered to
allow class discussion and debate on the solutions raise
* Students should be asked to develop and take a survey among
their peers, family, and community on various issues discussed in
class. These surveys and their results should be reported and
discussed in class.

TYING IT ALL TOGETHER:

1. Constant discussion and debriefing of issues after the monologues,
guest speakers, proposals, etc. are necessary for the instructor to
monitor progress and reaction to the lesson.

2. Display the posters, time line, and written proposals at all
times to remind students of the need to solve issues of intolerance
in our society and around the world.

3. Oral presentation of written proposals and discussion of issues
and survey are necessary for the sharing of the diversity of ideas in
the class.

4. Encourage students to always seek to end racial, cultural,
and/or socioeconomic intolerance through peaceful measures.

that i promise...
Mood:  lyrical
i will be true to the promise i have made...
to you......and to the one
who gave you to me...


I didn't promised to put a smile on your face all the time. i know i've hurt you several times, even caused you tears. I don't intend to do that. Why will i if every time your heart aches, mine sheds most of the tears?

I didn't promised to give you everything you want, i may fall short of your expectation. But i will if i can.

I am not even saying that i will be around forever. I may leave you or i may let you go if that will be the best for you.


I didn't promised to love you the way you want me to...WHAT I WILL DO IS LOVE YOU THE BEST WAY I CAN DO.

text
bhe, sorry hindi ako makapagtext, naubusan kasi ako load e. nakakainis nga e. gusto ko pa naman makipagkita sau. hinihintay nga kita tumawag e. sana po itry mo magdial...dinala ko kaya sa work station tong phone kahit bawal. baka kasi bigla ka magdial, takbo na lang sana ako sa cr...antay ko tawag mo mamaya. if ever my bukas pa, papaload ako mamaya...ha!...miss na kita...hindi pa ako naga i lav you sau the whole day...i love you so much!

chakra
History of the
Chakra System
http://www.sacredcenters.com/articles/chakrahistory.html


Now that the chakras have become New Age parlance, there are many interpretations of their meaning and function being bandied about. While this popularity is making the chakras a household word, it is also spreading a lot of confusing, conflicting, and often erroneous information. It is important to realize the chakras come from an ancient tradition, which many New Age teachers have barely explored. Here is a brief summary of the development of the chakras historically.

The Vedas, which are the oldest written tradition in India, (2,000 - 600 B.C.) were written largely by the Aryans, who were said to have entered India on chariots. The original meaning of the word chakra as "wheel" refers to the chariot wheels of the invading Aryans. (The correct spelling is cakra, though pronounced with a ch as in church.) The word was also a metaphor for the sun, which "traverses the world like the triumphant chariot of a cakravartin." (ruler) and denotes the eternal cycle of time called the kalacakra, or wheel of time. In this way, it represents celestial order and balance.

It is said the cakravartins were preceded by a glowing golden disk of light, much like the halo of Christ, only this spinning disk was seen in front of them (perhaps their powerful third chakras?). The birth of a cakravartin was said to herald a new age. It is also said that the god Vishnu descended to Earth, having in his four arms a cakra, a lotus flower, a club, and a conch shell. (This may have referred to a cakra as a discus-like weapon.)

There is some mention of the chakras as psychic centers of consciousness in the Yoga Upanishads (circa 600A.D.) and later in the Yoga Sutras of Patanjali (circa 200 B.C.). Patanjali's tradition was largely dualistic, however, stating that nature and spirit were separate, and that the goal of yoga was to rise above nature.

The chakras and Kundalini came to be an integral part of yoga philosophy in the non-dual Tantric tradition, which arose in the 7th century, in reaction to the dualist philosophy which preceded it. This tradition advised being in the world rather than separate from it. Tantra is commonly thought of in the West as primarily a sexual tradition, as Tantrism does put sexuality in a sacred context. Yet this is actually only a small part of a broad philosophy which includes many practices of yoga, worship of deities, especially the Hindu goddesses, and integration of the many polaric forces in the universe.

The main text about chakras that has come to us in the West is a translation by the Englishman, Arthur Avalon, in his book,The Serpent Power published in 1919. These texts: the Sat-Cakra-Nirupana, written by an Indian pundit in 1577, and the Padaka-Pancaka, written in the 10th century, contain descriptions of the centers and related practices. There is also another 10th century text, called the Gorakshashatakam, which gives instructions for meditating on the chakras. These texts form the basis of our understanding of chakra theory and Kundalini yoga today.

In these traditions, there are seven basic chakras, and they all exist within the subtle body, overlaying the physical body. Through modern physiology we can see that these seven chakras correspond exactly to the seven main nerve ganglia which emanate from the spinal column. There are two minor chakras mentioned in the ancient texts, the soma chakra, located just above the third eye, and the Anandakanda lotus, which contains the Celestial Wishing Tree (Kalpataru) of the Heart Chakra.



Coming of Age
in the Heart

by Anodea Judith

http://www.sacredcenters.com/articles/ageinheart.html


The six-pointed star, made of two interlacing equilateral triangles, is the central image within the lotus of the heart chakra. The appearance of this symbol within the astrological configuration of January 23, 1997 may have much significance in terms of socio-cultural planetary changes occurring at this time. The following is a further explanation of the chakras, their evolutionary significance, and the meaning of the heart chakra in particular.

The heart chakra is the middle chakra in a system of seven. It symbolizes the two polarities of body and spirit as interpenetrating in perfect balance. The upward pointing triangle symbolizes matter rising into spirit. The downward triangle (similar to the ancient female symbol for birth) represents spirit descending into manifestation. To fully open the heart chakra we need to bring into balance the various aspects of our existence, such as male and female, light and shadow, mind and body, practicality and spirituality.

It is my belief that the dawning Age of Aquarius heralds a socio-cultural age corresponding to the heart chakra. This era marks the importance of balancing the polarities of human existence within the dominating paradigm of the collective conscious.

But first let us look briefly at the pattern of cultural evolution through the chakras that has occurred thus far:

The period of the Paleolithic cave dwellers relates to the consciousness level of chakra one. Here we were bound without recourse by the cycles of the earth. Tribes roamed across the earth, lived in caves made of earth. We hunted and gathered, taking what the earth freely offered. Worship was of a monotheistic mother goddess, who symbolized the miracle of birth and the fecundity of earth. The beginning of this age is hard to fathom -- perhaps it had no true beginning, but is grounded in the survival instincts of the animal kingdom from which we have all emerged.

The dawn of the age of chakra two, (element water, oriented to sexuality and procreation) coinciding with the astrological age of Cancer (a cardinal water sign) was marked by the agricultural revolution and the beginning of ship building and travel by water, circa 10-8,000 BCE. Control of water through irrigation allowed communities to settle in one place rather than nomadically migrate across the land, and this new found freedom created a giant leap in cultural creativity. There were cities with thousands of citizens; great temples were built, with a proliferation of art and ritual, and written language toward the end of this period. Archeaologists believe it to have been a period of relative peace and prosperity. Worship was of a polytheistic variety of nature gods, male and female, oriented toward the agricultural cycles (planting and reaping) and the life/death/rebirth cycle of human lives.

The age of the third chakra (element fire, oriented to power and energy) coincides with the astrological age of Aries (a cardinal fire sign), about 1500 BCE. At this time patriarchal forces controlled culture through warlike aggression and hierarchical domination, and with but few exceptions overthrew the peaceful agrarian communities that preceded them. With fire, we could forge metals, make tools, and make weapons. The male Sky Gods replaced the earth and vegetation deities, with the worship turning toward the sun, the storm (lightning), and war gods. The collective struggle of existence was oriented toward power and technology. Technology freed us up from survival demands one step further, allowing populations to continue to grow, with greater diversification of labor as well as class status. Patterns of domination and persecution created the need for both personal and collective power which played out in individuals, villages, cities, and countries. These patterns have persisted through the present day, with huge nation states, ever increasing technology, and simultaneous increase in "sophisticated" weaponry, such as nuclear warheads.

We have been in the latter parts of the third chakra stage through this century. Issues of power and domination, energy and control are central concerns on our planet. We are technologically advanced, but our technology is also destroying the earth. Energy resources are a premium issue in power dynamics, such as the Persian Gulf War fought essentially over oil reserves. Much is out of balance, with the mind favored over the body, technology favored over ecology, white over black, male over female.

The age of the heart chakra is an age where these archetypal elements come into balance. Here the warring agressive drives begin to wane and peace and ecological balance become the predominant concerns. Balance between the sexes, between races, and within the Self through our conscious and unconscious, active and passive, spiritual and material aspects of our existence, are also elements of the heart chakra's general orientation toward equilibrium. Increased focus on spirituality, with a simultaneous honoring of the body and the earth, is an example of this interpenetrating balance that is emerging today through New Age movements, therapeutic trends in psychology, and popular literature. As the heart chakra corresponds to the element air, so too does the sign of Aquarius, which is also dawning at this time, both in 97 (Jan 23 is the cusp of Aquarius) and as a larger era.

The actual moment that a new age begins is difficult if not impossible to pinpoint. These are larger cultural shifts that take place globally through many different activities, cultures and events over a broad span of time. Yet we are now, for the first time, conscious enough to see the patterns that emerge and watch for signposts that herald significant turning points. I believe the astrological configuration of January 23, 1997 is just one of those important signposts.



Copyright 1996 Anodea Judith

nakakainis ka
Mood:  irritated
sa totoo lang, may kakaiba na naman akong napifeel sa mga pinaggagawa at sa attitude mo. Pagod ka lang kaya, o busy, or may ibang dahilan...o baka naman napaparanoid na naman ako...hmm...teke...bakit hindi ka na naman nagtext o tumawag ngaun? Away na naman kaya ito?...sa totoo lang nakakasawa na....BAHALA KA!

dlema
Mood:  blue
i have this undying birthday wish...to be strong enough to hold on yet brave enough to let go...i'm either of the two... until now, i still shed tears over goodbyes yet i can't find the courage to beg someone to stay. Like now...my brother is about to go back to the province. I want to ask him to stay even for another day for me to cover up for the times that i wasn't able to espend with him. But what if he prefere to leave? What if he'll be more happy going back to our parents rather than staying for gimmick day with me? What if i just disappoint him?...i just wish that even we don't have much time to be with each other this vacation, he still balieve me when i say i want to be with him. I want to be with them, with my family, every minute of my life...if i only have a choice.

GONNA MISS YOU JOEMER...I LOVE YOU...
Be safe.

goddamn week
Mood:  down
anong nangyayari? simula nung tues, wala ng tamang nangyari sa kin. First day of work, late ako. And then nakatanggap ako ng -161 na qa.
Wednesday, sumabay ako kela nanay gloper para tipid sa pamasahe. 10:30 pa lang umalis na kami sa bahay. Pero as usual, si nanay gloper ung tuwing aalis ng bahay e maaalala lahat ng lakad nya ay hindi na nya pwedeng ipagpaliban yun kesihodang may ibang pupuntahan ang mga kasama nya. matapos umikot sa east avenue para maghanap ng landbank, inintertain nya fo a while yung idea na "saka na lang" muna ang pagpapapalit. Hindi pa naman talaga kelangan. E di ang saya ko na. Past 11 pa lang nun at alam kong maaga pa ako makakarating. But no, iikot na ulit kami sa edsa ng medyo na sight nya ung hinahanap na bangko. Less than one hour na lang shift ko na, for god's sake. nasa edsa pa ako. I expected na at least maiisip nya ung time ko. But no, more than thirty minutes sya sa bangko. Just about the time na bababa na ako para magtaxi na lang o magcomute dahil naiiyak na ako sa inis, dumating sya. Di sige, okay. About thirty minutes before my shift basa boni na kami. Abot pa sana e. Hindi pa sana ako late. Pero si tatay siosy naman ung driver na mukhang awang awa sa selinyador at hindi matapaktapakan. Sya rin yung tipo ng driver na sa sobrang tino e hindi aalis sa linya nya kahit nakahinto lahat ng sasakyan sa harap nya. In short, napagiwanan na kami ng mga kasabay namin at nakarating ako ng ofice, 12:15. Tumakbo pa ako nun ha.
hindi pa dun natapos ang MALAS KONG ARAW. After work, plano naming manuod ng sine nila ate gig, joemer, nalyn at joel. 10pm sa ortigas. Abot na abot since 9 ang labas ko. Bago pa mag 9 nakaabang na ako sa call master para makalog out kagad. At exactly 9pm, lumabas ako ng building. halos liparin ko na pababa. Sumakay kami ni joel sa unang bus na nakita namin. Yun ang pinakamaling ginawa namin sa oras na yun. Kapareho rin ng mali kong pagsakay sa kotse nung umaga. Awa ng dyos, after alsost 20 minutes naka 2 metro na ng natatakbo yung bus. At ayaw pa kaming suklian nung condoctor. Hinihintay na makalimutan namin yung sukli namin, malamang. after 45 minutes naman, nakalabas na kami ng ayala ave. pababa na sana kami ng buendia para lumipat sa mrt pero naisip namin na malapit na rin naman. Past ten kami nakarating ng robinson. Andun na sila ate gigi. Syempre mega takbo takbo pa kami pero pagdating namin sa taas, ayaw ng magbenta nung tamad na teller ng ticket, nagstart na daw ung movie. If i know gusto nya lang umuwi kagad. Inis na inis na ako nun. Lahat gusto ko ng sisihin. Simula sa driver at condoctor ng AC trans hanggang sa teller. pati pala guard na hindi kagad sumagot nung nagtanong ako, nagpalate sa amin. Akalain mong nilakad, hindi, tinakbo pala namin simula sa robinson hanggang sa sm megamall. Baka kasi umabot kami doon. Ang masama, 9:45 ang last full show ng all about love sa kanila. Dahil nahihiya ako dun sa tatlo at medyo naiinis sa mga nangyayari. Muntik na rin akong maasar sa mga hirit ni ate gigi. Pumunta pa kami sa gateway dahil baka may late night show sila tulad nung huli kaming nanoud ni joel. Pero wala pa rin. Exhausted, nagdecide na lang kaming umuwi.
Thursday, that was yester day. Maaga akong nagising, at hindi ko choice yun, this time, pero late pa rin ako.
Today, for a change, hindi ako late. Pero akalain mong hindi ako suklian nung driver ng fx na sinakyan ko kanina? Nakalimutan lang, hindi na manlang nagkusa. Nung bumili lang ako sa mercury, saka ko napansin. Bwisit sya. Nakakainis yung alam mong nalalamangan ka at wala kang kalabanlaban. SIGE, I LET IT PASS NGAUN, 80 PESOS LANG NAMAN E. WALA NA AKONG MAGAGAWA DUN. KASALANAN KO NA RIN.

ANO PA KAYANG KAMALASAN ANG MAPAPALA KO BUKAS?