Showing posts with label Creative Stuff. Show all posts
Showing posts with label Creative Stuff. Show all posts

How to Remove Credit Card/Payment Details from Facebook Ads Manager [Quick Fix: 11 Steps]

This trick will help you remove your credit card details or payment details from your Facebook Ads Manager account.

First Things First:

[1] Please read the following to see if you have the same problem I had in the past.
[2] Also, please note that this trick worked in January of 2015.
[3] I'm not sure if this still works the time you land on this site but I really hope it helps.
[4] Don't worry if you have remaining debt. This trick works with or without outstanding balance in your Facebook Ads Manager account.

The Problem:

[1] I tried Facebook Ads Manager for my blog. I wanted to promote the blog in my area and elsewhere in the Philippines.
[2] Facebook asked for billings details, including the payment method.
[3] I entered my credit card details.
[4] I found out that there's something wrong with Facebook Ads, i.e., it does not show accurate details of clicks.
[5] I discovered this when I compared the pageviews report of Google Blogger and the clicks report of Facebook Ads Manager.
[6] I stopped the running and delivery of all my ads campaigns due this apparent problem with Facebook Ads Manager.
[7] I tried removing my billing and payment details (payment method [credit card]) but it did not work.
[8] Facebook told me that my payment method details cannot be removed as of yet since it still has to review if there are remaining debts/issues that have yet to be resolved.
*Don't worry if you have remaining debt. This trick works with or without outstanding balance in your Facebook Ads Manager account.
[9] I was not able to remove my credit card payment details on the Ads Manager (Billing Details/Tools) even though I waited for more than 1 month.

The Solution:

Please following the following steps carefully.

[Step 1] Make sure "Login Approvals" are activated.
Settings>Security>"Require a security code to access my account from unknown browsers">Save

[Step 2] Logout of your Facebook account.

[Step 3] Try to login using your facebook username/email but with a wrong password for at least 3 times.

[Step 4] Login using the correct password.

[Step 5] Upon logging in successfully, Facebook will show a security tool that will help you determine if you were subjected to cyber hacking activities.

[Step 6] Answer that you do not know who tried to log your account in with a wrong password.

[Step 7] The security tool will help you change your password.

[Step 8] After changing your password, it will ask you to delete/undo certain changes on your Facebook account.

[Step 9] It will ask you to choose between "Timeline [?]" and "Billing Details."

[Step 10] Choose "Billing Details."

[Step 11] Remove your credit card payment details.

And, you're done.

Beginning Today

Beginning today I will no longer worry about yesterday.
It is in the past and the past will never change.
Only I can change by choosing to do so.

Beginning today I will no longer worry about tomorrow.
Tomorrow will always be there, waiting for me to make the most of it.
But I cannot make the most of tomorrow without first
making the most of today.

Beginning today I will look in the mirror and I will see a person worthy of my respect and admiration.
This capable person looking back at me is someone I enjoy spending time with and someone I would like to get to know better.

Beginning today I will cherish each moment of my life.
I value this gift bestowed upon me in this world and I will unselfishly share this gift with others.
I will use this gift to enhance the lives of others.

Beginning today I will take a moment to step off the beaten path and to revel in the mysteries I encounter.
I will face challenges with courage and determination.
I will overcome what barriers there may be which hinder my quest for growth and self-improvement.

Beginning today I will take life one day at a time, one step at a time.
Discouragement will not be allowed to taint my positive self-image,
my desire to succeed or my capacity to love.

Beginning today I walk with renewed faith in human kindness.
Regardless of what has gone before, I believe there is hope
for a brighter and better future.

Beginning today I will open my mind and my heart.
I will welcome new experiences. I will meet new people.
I will not expect perfection from myself nor anyone else: perfection does not exist in an imperfect world.
But I will applaud the attempt to overcome human foibles.

Beginning today I am responsible for my own happiness and I will do things that make me happy . . .
admire the beautiful wonders of nature, listen to my favorite music,
pet a kitten or a puppy, soak in a bubble bath . . .
pleasure can be found in the most simple of gestures.

Beginning today I will learn something new; I will try something different; I will savor all the various flavors life has to offer.
I will change what I can and the rest I will let go.
I will strive to become the best me I can possibly be.

Beginning today. And every day.

When I Die by Mark Angelo S. dela Peña

Teaching is the humblest profession but no one gets well off because of teaching. Teachers are not rich of material needs but they are rich in friends -- rich in love. They talk to different learners everyday, different learners every year. They are role models. They are second parents. They are guidance counselors. They are facilitators of learning. They are social relationship and social communication experts. They are teachers. 

Teaching is touching lives, they say. Yes, it is. Teachers affect eternity in unfathomable ways. Think of how many years have Aristotle, Plato and Socrates died. Think of how strong their impact is to us still.

These ideas are the things which made me compose a poem about the influence of teachers. What if teachers die? Will they still be remembered? Will their names remain in the hearts of their students? Will their teachings still be taught the way it was before?

The poem that I made is very simple. It goes like this:


When I die, don't go in front of my grave and cry;
I am not there, I'm not sleeping, I did not die
Don't mourn in the cemetery; I am not there, I did not die.
Remember I'm a teacher.
I live within the hearts and the minds of those whom I have scolded,
those who listened to my stories,
those who believed in all that I said
and those who stood up once more to face life
because I told them what living really is.
Don't cry over my grave;
I did not die -- I'm a teacher.

Top 10 Things Teachers Should Stop Doing to Their Students

10 Don'ts for Teacher

1. COMMANDING THEM TO DO SOMETHING YOU HAVE NEVER DONE OR ARE NOT GOOD AT

Please don't confuse the word "command" with "ask," "request" or "persuade."


Many teachers say "buy books," "don't be lazy in reading" or "try to finish reading a book" but most of these things they say, they haven't done yet. It's like asking them to pray when you don't believe in God.


Remember that students consider their teachers as role models. What they see is what they do. According to Albert Bandura's Social Learning Theory, they learn by imitating the deeds of the elders.


This means that it's more effective to show them that you have a book than to tell them to buy a book. It's more effective to show them you believe in God than to force them to believe in Him by forcing them to pray.


2. FORGETTING WHAT A STUDENT TOLD YOU


Now, anyone can say "well, I'm only human" -- yes but no. Teachers should always remember what a student said or commented. If a student knew that you forgot what he said, it will cause him to think that you don't listen to what he was saying or that you don't like him.


Students are sensitive. They only look at one side of the problem. We must be very careful not to hurt their feelings.


3. GIVING THEM ASSIGNMENTS & NOT COLLECTING THEM THE NEXT DAY


The teaching-learning process is a struggle of respect, trust and authority. The classroom setting itself is a pressure of this struggle. If you let your students know that you are just giving assignments but not collecting them, you will lose their respect and trust.


Next time you give an assignment will be a feeble request in the midst of wilderness.


4. NOT LETTING STUDENTS EXPLAIN


The classroom is a miniature of democracy itself and in any democracy, there should always be due process -- the right to be heard. The teacher as the parent, instructor, coach, judge, model, etc. is the person who decides whether this democracy shall sustain or fall.


The fall or restraint of democracy within a classroom will only lead to two things: revolt or demotivation. The students would either go against you or fold their wings. It's your choice. You hold their future.


5. NOT ADMITTING YOU ARE WRONG WHEN EVERYBODY THINKS YOU ARE


As I've said, the teaching-learning process is a struggle of respect. Respect cannot be earned through pride. It wouldn't chop off half of you life to admit you are wrong. It would actually bring your students closer to you and make them feel you respect their ideas.

Of course, admitting you are wrong is very risky. This is why there are certain arts in doing so.


6. TELLING THEM YOU ARE NOT PREPARED FOR THE LESSON


This is a sin, considering that students know that teachers do lesson plans. If the students knew you're not ready for the lesson, they would actually lose interest in the lesson. And, what the heck is the reason to tell the class you're not ready, anyway!?

7. CRITICIZING ANOTHER TEACHER

This doesn't only affect the concerned teacher but also the students and you yourself. If you criticize a specific teacher in front of them, you are modelling a bad attitude and the odds are that the student follow your example.

What if other students in that classroom idolize the teacher you criticize? What if he was one of the students' favorites?

8. GIVING THEM IRRELEVANT ACTIVITIES


Students are rational individuals. They know that square pegs wouldn't fit round holes. This will lead them to curse you at your back.

Unless your activity is enjoyable, think again. Think relevancy.


9. COMPARING YOURSELF TO THEM


First of all, this is ridiculous. I mean, we cannot compare two things different. The people you are talking to are students; you, a teacher. These learners are living in not the same environment, in not the same time, in not the same society and in not the same trends.

Doing this, you will only earn criticisms from your students.


10. THREATENING THEM

Teaching, like debate, is the science of persuasion -- the art of persuasion -- and, like debate, one should always avoid fallacies. Fallacies aren't good and they could make you lose the debate (in this case, the teaching-learning process).

One of the fallacies of debate is ARGUMENTUM AD BACULUM. This is the use of force to persuade the opponent. Not only is this very intimidating and very unnecessary but it's also very ineffective.

The purpose of teaching the learners is to let them believe in you because of trust. Not fear. Remember: Gandhi said that we can win anything without violence.

Cum Laude by Mark Angelo S. dela Peña

Many students in my university strive to study hard. When I say they study hard I really mean "hard". Some of them perfect all examinations and quizzes. Some literally forget to have fun. Some stay late until two in the morning  to review. Some study so much they could memorize all that is written in the books. 

All of these they do to graduate cum laude. All sleepless nights they toil to reach that dream. All back-pains they endure to accomplish that mission.

Unfortunately, education seems to interfere with their learning. Education seems to intercept its occurrence. Education seems to hinder thinking. It seems to cloud understanding.

What these students focus on and babble about are the things that are written in the books. They argue without passion and enthusiasm. They forsake self-reason. These are because they quote the articles, pages, chapters, sections and parts of the books they've read. They let the books speak for them and no genuine word can be heard from their artificial mouths. They argue with what the books says and with what the books dictates right.

They do not dispute the authorities of the books for, as they say, they are books. For these people, books have indisputable authorities to reason and understanding. No one of them dares to say contrarily.

The books are their gods and their conscience is replaced by verses of the books. Their understanding is strangled by the dark inks and their logic, choked by the thickness.

These people work hard to graduate cum laude. They exhaust every possible way of reaching that destination. They deny themselves of happiness. They forsake themselves of laughter. They devoted their lives to forcing something out.

I know they work hard and they can reach that goal, no doubt. What I doubt is the essence of a forced success -- a false achievement.

If I force myself to graduate cum laude, do I really deserve to bear the title that I only forced to be mine. I believe what is ours comes naturally. I believe a weed by any name is a weed.

A Teaching Reader, A Reading Teacher by Mark Angelo S. dela Peña

A reading teacher is someone who goes through an active, purposeful, organized cognitive process that is used to make sense of the world, such process being improve by:

Becoming aware of one's thinking process. A teacher must always be aware of the workings of his own mind. He must fully understand the way he thinks and the way he best learns.


Carefully examining the thinking process. A teacher is expected to be able to example how he thinks and how other people think.


Practicing one's thinking ability. A teacher should and must train body and, most especially, his mind. Mens sana encorpore sano: A health mind inside a health body. He must engage himself in continuous mental activities that will develop his cognitive skills to the fullest.



From Being a Child to Being a Man by Mark Angelo S. dela Peña

He wasn’t born the typical way. It was neither his head that first came out nor his feet. He was picked up from the open womb of his mother after nine hours of commotion and fear.

The boy whose name was never planned grew up like any other kid. Like any other kid, he played. Like any other kid, he got hurt. However, unlike any other kid, he became a man earlier than usual.

He had to face responsibilities at a very young age especially because his mother went abroad to work and earn money. He learned how to divide his very little time between studying and tending the household. As a result, he repeatedly flunked at school and later, he repeatedly experienced struggles in being a father to his little sister and little brother.

He was never interested in school; he was addicted to computer games and even tried stealing from his uncle and aunt. Many people said that he wouldn’t amount to anything and that he’ll just add up to the population of worthless brats.

He grew up believing all these belittlements and never tried to help himself. He started to neglect his life. He experienced not coming home and sleeping in burger vans. Undeniably, anyone who saw him thought that he is a good-for-nothing kid and will soon be a good-for-nothing man.

The things that happened to him can be traced from the fact that there was no one to guide him. No one was there to tell him what is right from wrong. His mother abroad, his uncle away, and his grandmother not always there for him, the child whose name was never planned grew up to be a pathless, hopeless person.

Nobody appreciated his attitude towards reading. Nobody understood his ideas and reasoning. No one saw his potential and no one paid attention to his talents.

A fateful incident happened when he was in his fourth-year high school. An unknown urge pushed him to talk to the adviser of the first section and to ask permission to join her class.

Because of his bad records, the teacher rejected him and he had to stay in the seventh section, accepting his fate. This served as his first challenge. He accepted the rejection and what he did next shocked many people around him.

He strived academically and even surpassed the performance of some students in the first section. He excelled in most of his subjects and then an offer came during the second grading of that school year.

Ironically, the teacher who rejected him at first is now offering him a seat in her class. Ironically still, the student who begged for the same seat rejected the offer. After that was his life in the university.

His passion for understanding helped him a lot in his college education. All the things he has read, he was able to use in the university.

He excels in many aspects. His enthusiasm for learning grows more and fast. He loves devouring books and writing things he keeps inside his mind. He loves arguing and sharing knowledge with people who share the same passion.

Amazement sweeps across his mind whenever he realizes where he is now and what he will be. From a kid who had had a lot of mistakes and regrets, he is now a man who pictures the future so brightly and vividly that it seems only a stretch of a hand away.

He is now taking up education. He sees himself as a teacher someday which is a little bit ironic. The place which he considered as a prison will be the place where his dreams are expected to come true.

Now an EFL tutor for Japanese students, he is now able to help his mother to earn money. He has never imagined that the day would come when he could earn for his family. He never thought life can be this good.

He is now happy for what he has. Dreams await him and he is now prepared to chase those dreams. He imagines that life will be good to him in the roads ahead.

The journey will be endless and bumpy. Life will offer trials and obstacles but at least, the days are brighter now.

Mark Angelo S. dela Peña is now a man. The child, whose name was never planned, grew up the way he did not expect.

Classroom: A Four-Wall Prison by Mark Angelo S. dela Peña

My teacher always gets angry at me when I look outside the window during lessons. She scolds me whenever I talk to my seatmate. She humiliates me when I didn't get the answer she wanted to hear or whenever I, allegedly, don't pay attention in her classes.

I do pay attention. I do listen to her.

I look outside the window every time I think about what she said that caught my attention. I look outside the window arguing facts in my mind and reaching through the stretches of my capacity. I look outside the window to sink what I have learned from her in my mind -- to bury it deep within.

I look outside the window and reflect on the new things I discovered inside the four corners of the classroom. I look outside the window to see the outer world and to think about how I can use what I just learned from her just then because I always believe that the application of what she said will sooner be outside those walls. I believe that the school is the training ground and the real world is the battle ground.

She got angry at me.

I talk to my seatmate to tell him that our teacher is correct; that he is wrong to say that she is wrong. I defend what my teacher said by utilizing all adjectives and adverbs that my young mind can describe and by exhausting all necessary available applicable persuasive linguistic arguments I have to let him realize that our teacher is correct. I talk to my seatmate and make the best out of that argument. I talk to my seatmate not to talk about nothing. I talk but I talk with matter. I believe what we talk about weighs more than what she reads from the book she holds.

She scolded me.

Sometimes, I answer not what she wanted to hear because I'm not fond of saying false things to soothe other people. I answer not what she wanted to hear because I answered what my basic mind can understand and what my fair judgment can conclude. She is a teacher, she knows many things and compared to her, I'm just writings on a leaf.

I believe superiority is an artificial defect. When one gets to stand in the high pedestals, one forgets to look down and ponder the heights and differences.

Many times, I answer not what she wanted to hear because she speaks of things that do not interest me. I'm an individual person and as such, I have different interests and inclinations. I also read. I also learn outside the walls of this social institution. I also know other things but she never asked me of them. I guess she only asked me of things of which she is interested in.

I believe that every person is a unique individual. One cannot force round pegs in square holes because it could cause trouble.

She humiliated me.

From then on I started to feel sympathy from the person who said "I will not let my education interfere with my learning."

***

I was in High School then. Now, I'm taking up Bachelor of Secondary Education -- English and Literature. I got to change what she did. I got to be a teacher.




A Brief History of the English Language for English-Major Students

As an English teacher, I find it helpful for me and my students to discuss the history of English. I always tell them that English has been developed for more than 1500 years (and is still developing) and could never be fully understood and grasped in just one sitting.

I always tell them that curiosity doesn't always kill the cat. Most of the time, it's stupidity that kills. Being curious about English doesn't give much trouble but ignorance of it and its use may lead to severe humiliation. This why I always start new meetings with the questions: HOW DID ENGLISH EMERGE AS A LANGUAGE? WHY THE HELL IS ENGLISH A UNIVERSAL LANGUAGE? HOW DID THAT HAPPEN? WHY DO PEOPLES OF THE WORLD SPEND MUCH MONEY, EFFORT AND TIME TO STUDY ENGLISH?

Answers to the above questions, as I believe, would lead to better understanding and better use of English. I always compare the use of English as a medium of communication to love relationships. If the boyfriend knows his girlfriend well, it can promise a smooth sail. Imagine how helpful it is to know her history.

LET'S START.

ROMANS

410 AD, the Romans occupied Britain and left it to reinforce their walls in Italy. They left considerable amount of Latin words. Some of these are used as affixes and maxims in Today's English: pro, quo, mater, maximus, sub, facio, exor, etc.

Ad astra per aspera! Ad optimum educans!

Unfortunately, most of these words weren't useful in day to day conversations.


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ANGLES, SAXONS & JUTES

After the Romans left, Germanic tribes started occupying Britain. The Angles, the Saxons and the Jutes came in and that is why we came to use the phrase Anglo-Saxon. The Jutes did not contributed much or made much influence so they had to blend in and adopt what seemed to prevail those times.

Tuesday, Wednesday, Thursday and Friday, four days of the week, are named after Anglo-Saxon gods. Useful words like man, wolf, bread and house can also be traced from the them.


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MODERN ROMANS

597 AD, they came back having Bibles and crosses in their hands. So began Christian missionaries. New words were brought by the Romans like church, candle, martyr, bishop, font, etc.


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VIKINGS

Around 800 AD, the Vikings made their influence. As we all know, Vikings were warrior-like, man-like and brawny human beings. Thus, they contributed tough words like, drag, ransack, thrust, die, rape, pillage, ax, enormous, etc.

Although these words are admittably tough, they also contributed the words give and take. No account of Viking contribution can be fully made without mentioning the kennings which are artfully played words they used in their literature. Most kennings can be found in the epic Beowulf: bent-neck wood, whale-road, war-cry, lightning storm, etc.

The Vikings contributed around two thousand words and phrases. The Church, since then started to use Latin as its official language until now, ad nauseam.




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THE FRENCH (NORMAN CONQUEST)

1066, William the Conqueror invaded England bringing new traditions, concepts and, of course, language to the land -- the French.

Opposite to the Vikings, the French language is a little loose and the French are soft, manner-conscious human beings who pronounce words in rather disturbing ways for early people.  Little did they know that these pronunciations have made enormous effects to Today's English.

Many spellings were gallicized: cuncile to council; parlement to parliament; souverain to sovereign; and clerc to clerk. New words arrived freshly French from France like judge, jury, evidence and justice.

The French language became the language of the nobles during while Latin stayed in the Church. Commoners spoke the language they knew, the language England developed by the contributions of the Romans, the Jutes, the Angles, the Saxons and the modern Romans -- English.

During times when three languages divided three aspects of the society, everyone had to speak slowly with actions in order to be understood.

The words, cow, sheep and swine came from the English-speaking farmers and the menu-words, beef, mutton and pork were, of course, French.

Proud, taste, music, melody, jewel and more than ten thousand new words were injected to the English language because of the Norman Conquest.


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ANGLO-GALLIC WAR

After a hundred and sixteen (116) years of war against the French, in 1453, the Brits finally won their  land back and English started to grow as a language of power.


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SHAKESPEARE

As it is a common knowledge to us all, more than two thousand words and phrases were coined and extended by William Shakespeare (1564-1616). He made elbow a verb from being just a noun. Now we can say "I elbowed my way through the crowd" without worrying about criticisms.

He specified and differentiated eyeball from eye. Because he had to maintain rhythm, meter and rhyme for his literary pieces, he had to invent puppy (dog), dauntless, besmirch and other words with affixes and extensions. One time, he had to invent alligator after using crocodile with Nile.

He also started catch phrases like green-eyed monster (jealousy), good-riddance, break the ice and many others because usual phrasings were "as dead as a doornail."

Because of Shakespeare, the world have known that English is a language by which one can limitlessly express the most extreme emotions.


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BIBLE

The first English translation of the bible was the Great Bible commissioned by King Henry VIII. The second was the Bishop's Bible in 1568.


1611, the King James Bible was finished from a long labor that started from 1604. King James VI of Scotland and I of England commissioned scribes to create a new English translation of the Scriptures to mend errors cited by Puritans.  Forty-seven scholars worked for this mission.


English translation of the scriptures was meant for all men to understand, for even the simplest man. Being so, the Bible has been given new readers.


The Bible presented new language styles like parallelism, metaphors, hyperbole and allusions. Words and phrases of this sexy new Bible took every corner of England.


The King James Bible taught us that a leopard can't change its spots, that a bird in the hand is worth two in the bush, that the wolf in sheep's clothing is far difficult to spot, etc. The Bible begot new glossaries and metaphors that are still spoken today.


Amen.



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SCIENCE


Before the seventeenth century, scientists started sprouting from England: scientists like Robert Hooke, Robert Boyle and other scientists not called Robert like Isaac Newton. In order to evade the restrictions of the Church, these scientists had to meet in secret. 1660, the Invisible College made way for the Royal Society.


These physicists stated to hold meetings in Latin but they realized that they can use their own language.


Science was discovering things faster everyday even before they could name them. Words like acid (1626), gravity (1641), electricity (1646), pendulum (1660), etc. had to be invented.


Scientists then started to get interested to the human body; thus, the start of anatomical words like cardiac, tonsil, sternum, ovary, vagina, penis, etc.



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ENGLISH EMPIRE


From 1583 to 1914, English as a language went on tour. Seeking for land, wealth, natural resources and obedience to the crown, English also acquired local words in return and gave words they could give to colonies.


The Brits went to the Carribean discovering the barbecue, the canoe, etc. The Brits went to India discovering yoga, bungalow, etc. In Africa, the Brits discovered voodoo, zombie, etc. From Australia, boomerang, nugget, etc. were discovered and taken into the new vocabulary.


Aside from those mentioned above, below is a list of more countries the British Empire colonized, ruled or controlled. Just imagine how they affected Today's English.



North America Canada, the U.S  
The Caribbean Antigua and Barbuda, Bahamas, Barbados, Belize, Dominica, Grenada, Guyana, Jamaica, St. Kitts & Nevis, St. Lucia, St. Vincent & the Grenadines, Trinidad & Tobago 
Sub-Saharan Africa Botswana, The Gambia, Ghana, Kenya, Lesotho, Malawi, Namibia, Nigeria, Sierra Leone, Somalia, Sudan, Swaziland, Tanzania, Uganda, Zambia, Zimbabwe, South Africa   
SW Asia and N. Africa Bahrain, Egypt, Iraq, Jordan, Kuwait,Palestine, Qatar, Sudan, UAE, Yemen  
South Asia Bangladesh, Bhutan, India, Maldives, Pakistan, Sri Lanka  
SE Asia Brunei, Burma, Malaysia, Singapore  
Australia and Oceania Australia, Fiji, New Zealand, Tuvalu
---


DICTIONARY

After spreading the seeds of the English language almost in all direction of the globe, English started to grow in all direction as well. Because of this, there came a new profession, lexicography. These people worried about what if we spell words in different ways and what if we use words differently.

To prevent this kind of anarchy, they thought of ways and among of the greatest are Doctor Johnson's Dictionary of the English Language and Noah Webster's Dictionary.  1746-1755, nine years passed before Doctor Johnson finished his dictionary. It contained 42773 entries.

Initially, the aim of these lexicographers is to standardize the language but it was futile. Almost everyday, people step into and invent new words to make conversations easier.

In 1857, a new book, The Oxford English Dictionary took 70 years to complete. In 1958, the book was completed but new words kept on being invented.

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AMERICAN ENGLISH

Due to their interest in empires, the Brits reached America. In 1607, they landed in America and had to borrow words from the natives for news plants and animals discovered. Raccoon, squash and moose are a few of them. 

Due to waves of immigrants flooding America, new words were imported from the Dutch (coleslaw and cookies), Germans (pretzels) and the Italians (pizza, pasta and mafia).

Through the progress that America acquired after they cast away the Brits, English picked up new words by and by. Words like subway and parking are manifestations of infrastructural progress. Words like downsize and merger are manifestations of economy.

The Americans kept on using words that are no longer used in UK.

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INTERNET

As it is common knowledge to us all, the internet is one thing that made a great leap for many things under the sun, including language. Many words were extended: cookie, mouse, tweet, etc. and many words were coined: blog, download, upload, reboot, etc.

Conversation became shorter in the advent of this technology. As we can see LOL is becoming known and TC is more preferred than its original.

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GLOBALIZATION

After successfully pilfering from over 350 languages, English has become the universal language. Unfortunately, all efforts to standardize the language were exhausted to no avail. The Chinese, The Korean, The Africans, The Filipinos, The Singaporeans and The Japanese speak notably different sounds and types of English.

English has gotten a long way after more than 1500 years. This is why it seems not to have something to do with England anymore. Some linguists propose that it shouldn't be called English anymore so others call it THE LANGUAGE.

Teachers: As I Understand Examinations

We'll be having our final examinations this week Wednesday. After several attempts, I still can't make myself review. This always happens to me but fortunately, I survived all examinations.

Examinations are papers that gauge what a student knows. A student must pass his examinations in order to prove himself competent in a particular subject.

In my country, examinations are very important. In fact, examinations, in our grading system composes 60% of a student's general average. Writing what one memorized in a paper has been considered, by many, as a reflection of one's intelligence and competence. Teachers in my country say that examinations reflect how good a student is and how far he can go.

I don't agree with most people in my country. I've seen people ready to memorize and to literally digest a book in order to pass or perfect an examination but I can't find intelligence in them. I've seen people able to recite the table of elements including their atomic masses but I can't see logic and practicality. I've seen people who memorized the constitution, code by code, but I'm disgusted to hear them reason and argue.

A piece of paper can never measure how broad I see the world, how far I can go, how deep I understand things and how good a person I am.

Teachers: Understanding Cheating in the Classroom

Cheating has been a negative word in all aspects. When you cheat in marriage, that's not good. When you cheat in a game of poker (even though some people consider gambling bad), it's bad.

We can't cheat in anything if we don't want to get negative feedbacks. Cheating has been an absolute negative. We can't cheat time, death, life, games, exams and I can't think of anything that is allowed to be  cheated. Cheating anything always leaves a mark of guilt.

Of course we CAN but the argument is that we SHOULD NOT. There's wall between life and cheating which was build by our society. This is a social restriction that everybody has to observe obedience to in all aspects of life and living.

***

In the classroom, cheating is, of course, disallowed. Two child philosophies govern this restriction in the classroom: the child-depravity theory and the innate-goodness theory.

The child-depravity theory states that children are naturally evil and teachers must nip their tails before it grows and lays eggs. One way, according to this theory, of nipping this evil in the bud is to discourage cheating. Because of this wisdom, it also followed that people who cheat are Satan's disciples.

The innate-goodness theory holds that children are, by birth, good people. Unpleasant behaviors are only caused by social pressure and confusion. This theory gives the teachers the responsibility of guiding them to discover their goodness inside. To prevent them from turning in the wrong side, teachers must discourage cheating.

***

Another educational philosophy states that the classroom should push through morale and spirituality. This educational philosophy is idealism. This philosophy is realized using the students' conscience. Some teacher actually lead a prayer before an examination or talk about Jesus to discourage cheating.

Cheating, in the eyes of idealism, is a form of stealing. Stealing is not good.

***

I remember my teacher in high school saying that cheaters will never amount to anything. She said that cheaters will never reach their dreams and will never succeed in life. Questions always flash in my mind whenever I remember these pieces of wisdom.

Has she not cheated when she was studying? Is cheating inevitable? How about other people who succeeded in life but cheated their exams in high school and in college? Is cheating an indication that one shall suffer poverty and disappointments in life?

I don't encourage cheating but saying that cheaters will never amount to anything, will never achieve their dreams and will never succeed in life seems to be over the fence since teachers can discourage cheating in many other ways.

The Evil Scientist by Mark Angelo s. dela Peña

Our professor in the Creative Writing class, Madam Cindy Abarabar, asked us to write something about an evil scientist. Here's the product:

I followed the evil scientist into a dark room. What I saw, I would never forget.

Not so many evil scientists live in our town. Roughly, evil scientists make up only 2 or 3% of our population. However, scientists are as famous as they are few.

The Schrouds and the Frixmitts are the three most famous families of evil scientists in our town. Other evil-science families are either dormant or broke.

The Schrouds are famous for having invented weapons that could kill anyone in the most painful way. One of their invented weapons could boil the brain inside the head and afterwards, make it explode, pushing blood and gray-flesh out of one’s ears, noses, eyes and mouth.

Another of the Schrouds’ famous evil invention is the gut-vomiter. When fired to anyone, it triggers the brain to send vomiting signals to the body so strong that the person would, after seconds, vomit his guts out.

Equally amazing as the Schrouds’ inventions are the Frixmitts’. The Frixmitts are famous for their potions. They invented the devourer and the stoner.

When anyone takes in even just a drop of devourer, he will eventually feel a very strong craving and hunger for flesh – his own flesh. The victim will eat his own body until he runs out of blood or suffers too much pain and dies.

The stoner makes even more mesmerizing effects. One drop of this potion to anyone’s drink will make him suffer the slowest, most painful death imaginable. Every tendon and tissue and all soft bones in his body will become hard bones in the course of 24 hours. This will hinder him from any movement whatsoever and will lead to death due to hunger, thirst and lack of blood circulation.

I would love to be an evil scientist but unfortunately, it should run in my blood. No one can be an evil scientist unless he was born as an evil scientist.

Evil scientists are expected to live by a single code of conduct – to be as evil as possible. They are expected to hatch diabolical plots, threaten everybody and cause heinous and cataclysmic disasters all over the world.

I have dreamed of becoming an evil scientist my whole life and I wish to be one so much that I constructed my mini evil-scientist lab in our home. Of course, mom doesn’t know anything about this.

Because I’m a big Frixmitt fan, I have always wished to discover a potion more evil and more damaging than what they have already done. I wish to be known as the one who bettered the Frixmitts.

One time, I was walking in the market, looking for stuff I could use for my lab and buying things to fill up my supply when I saw Transky Frixmitt hugging a paper bag. I immediately followed where he was headed.

Transky is the youngest member of the house of the Frixmitts. He is 24 – 5 years older than I am.

So far, Transky hasn’t contributed anything to their family’s fame yet. Everyone in their family has invented or discovered something evil but Transky hasn’t yet. There are rumors roaming around saying that Transky is working on something.

I followed him until we reached a small hut near under the bridge. I hoped he didn’t see me.
When he entered the big hut, I poked my eye on one of the holes to see through the dark inside. As I have expected, it was a laboratory. It has all the gadgets a rich scientist would have in his evil lab.

Transky set down the paper bag and immediately fished out all its contents. I was shocked because I didn’t see any laboratory apparatus from the paper bag. No flasks. No graduated cylinders. No scalpels. No whatsoever. I knew there was something fishy about hiding one’s lab under a bridge and disguising it as a lowly hut.

Instead, I saw trash – pieces of junk from the garbage truck. He fished out crumpled papers, half-eaten apples, foam plastics and the sorts you would throw into the garbage.

He seemed to have a lot of those things because he put each of the pieces of junk to a container. Afterwards, he skipped frantically to another table where there are boiling chemicals of green, red and black. I assumed chemicals were a potion he was trying to concoct.

In a cheerful motion, he took a droplet of the concocted potion using a dropper and picked up a trash from his container. He dropped the potion to the crumpled tissue trash and suddenly, there was a magical green glow.

He happily picked up the tissue after the green glow settled down and ate it. I was shocked! Why did he eat that piece of garbage?

Not long later, I heard a vomiting sound, as if he wanted to regurgitate the tissue he ate. Something went wrong. He groped for a glass of water and gulped all the water in a sprint. He stared blankly for a moment and then, went straight to his drawing board.

I thought he discovered or realized something. He changed some variables in the formulae written in the board and started revising each and every part. Then he shrieked excitedly.

He went to the table and dropped a chemical here and pinched an ingredient there when all of a sudden the brisk boiling of the potion halted and settled. It was done, I thought. He did it.

Once again, he took a drop of the potion using a dropper and picked up another trash from his container. Now, it’s a foam plastic. He dropped the potion to the trash and when the green glow stopped, he ate it.

At first, he was reluctant to taking the bite but when he smelled it and tasted it with his tongue, he gnawed it like a bun or something really delicious. The potion was a trash-food converter. I couldn’t believe it!

However amazed I was to having witnessed a Frixmitt cooking a potion right before my naked eyes, I kept wondering what evil the potion has. He is an evil scientist. Their code of conduct requires them to hatch diabolical plots, threaten everybody and cause heinous and cataclysmic disasters all over the world.

He dropped the potion to every trash he had and when all was done, he put them back to a clean sack and headed out. I maintained that I could not be seen.

I followed him until we reached the back of the market. I knew that place but I had never had the chance to go there because that was the place of very, very poor people.

As we entered the premises, kids started crowding him. Most of the kids didn’t have shoes nor slippers. If one had, it was probably ripped or unusable.

He knelt when the kids reached him and started fishing out the pieces of garbage from the sack. Children shouted “Is this what you promised us.” He nodded. The trace of untamed happiness was obvious in the tips of his smile.

What I saw, I would never forget. I would never forget how he could have done that. He was supposed to be an evil scientist. He wasn’t supposed to help little, dirty, poor children. He was supposed to invent destructive works of science. He was supposed to concoct deadly potions to threaten life and mankind.

I would never forget how he betrayed us. I would never forget how he bent the codes of conduct of being an evil scientist. He was supposed to be evil…

The Crocodile by Mark Angelo S. dela Peña

This poem was written by Jack Prelutsky. The discussion that follows was written by Mark Angelo S. dela Peña.

Beware the crafty crocodile

who beckons you with clever smile
to join him in the river Nile
and swim with him a little while.

His smile is not a friendly smile.

It springs from his dishonest guile
and treacherous reptilian style.
Beware the crafty crocodile.

Are crocodiles more dangerous to people or are people more dangerous to crocodiles? How do people endanger crocodiles?


There is only an average of 100 deaths per year caused by crocodiles and alligators. There are only 200000 to 300000 crocodiles in the world while there are 7000000000 people worldwide. This means that only 0.00000014% of our population dies because of crocodiles while we, 7000000000 people, devastate and deteriorate their habitat. Crocodiles are not the only ones affected but also other forms of water life.


Crocodiles use melee defense mechanisms – their teeth, their tails and their claws. However, we human beings use swords, knives, guns, rifles, grenades, dynamites and nuclear weapons to kill each other and other species.


Crocodiles have trodden the earth for more than two-hundred and fifty million years already yet our two-hundred-thousand years of existence and fifty-thousand years of behavioral modernity have caused a lot of damage to the environment in which the crocodiles have lived for two hundred fifty thousand decades. The crocodiles did not do any damage to the ecosystem.


Crocodiles are driven by the eat-fight-flight instinct which guides them every day. On the other hand, humans are driven by hatred, greed, lust, pride, envy and more so many to enumerate.


People more dangerous – to crocodiles and to people.

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"The Subway by George Tooker" by Mark Angelo S. dela Peña



My Creative Writing professor asked me to write about George Tooker's The Subway. Here's the result:


The painting describes a subway where there are many people. Tooker used white as a background to emphasize the weight of the other colors. Geometrical shapes emphasized the lack of space, uneasiness and crowdedness of the subway.

He used good perspectives and weights. These elements emphasized reality.


It is noticeable that faces portrayed therein are worried and sad. At a single glance, one could easily feel what the painting conveys – loneliness, fear and anxiety.


There are twenty-two people that can be seen in the painting. There are only twenty-two and yet the feeling of crowdedness overwhelms the atmosphere of the subway. This implies that the loneliness, fear and anxiety felt by the people therein are not brought by the physical characteristics of the subway. Something else is bothering them.


People in the subway seem not to know where to go or what to do. Most of them seem to be hiding something or hiding themselves.


Male features are dominant among the characters in the painting. The largest woman in the center-right is dressed as a woman; however, her hand, neck and facial features suggest contrarily. She has a hint of a bosom but aside from that and her dress, nothing distinguishes her from men.


A woman is also sitting in the farthest door of the subway corridor. She wears a bright red dress, has a black top and is wearing a headdress of some sort. She also has a hint of a bosom but overall, she seems to project characteristics of men.


Three men in the left side of the painting look like hiding and looking out for some unknown, imminent danger. This suggests fear. Another guy is crying while leaning his head on the wall which suggests failure or regret.


People on the right side seem to be waiting for something or someone. However, if they do, they must have waited for a very long time. Aging features are noticeable among their faces which suggest longing and grief over something lost or that never came.


The three men behind the largest woman in center right seem to be weary. Their sloped down shoulders suggest that they had been to a tiresome journey.


They seem to be professionals. They are holding file cases and schedulers which suggest white-collar jobs. Their weariness could not have been because of their job or profession. All distinctive men wear coats and pants to the neck, hiding almost everything. This suggests that they are weary of hiding.


We can infer that the painting is about homosexuality and gender discrimination. These people are hiding and have been hiding their sexual identity to the people above. The subway is an underground place.


They fear stereotyping, abuse and mistreatment. They are tired of hiding who they are. They are tire of staying in the dark, staying in the subway.