¹ Put on the full armor of God, so that you can take your stand firm against schemes of the devil’s ¹² For our struggle is not against flesh and blood, but against the rulers, against the authorities, against the powers of this dark world and against the spiritual forces of evil in the heavenly realms.
Metacognitive Skills¹Metacognition refers to learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes.2 Metacognitive skills are important not only in school, but throughout life. For example, Mumford (1986) says that it is essential that an effective manager be a person who has learned to learn. He describes this person as one who knows the stages in the process of learning and understands his or her own preferred approaches to it - a person who can identify and overcome blocks to learning and can bring learning from off-the-job learning to on-the-job situations.

As you read this section, do not worry about distinguishing between metacognitive skills and some of the other terms in this chapter. Metacognition overlaps heavily with some of these other terms. The terminology simply supplies an additional useful way to look at thought processes.

Metacognition is a relatively new field, and theorists have not yet settled on conventional terminology. However, most metacognitive research falls within the following categories:

1. Metamemory. This refers to the learners' awareness of and knowledge about their own memory systems and strategies for using their memories effectively. Metamemory includes (a) awareness of different memory strategies, (b) knowledge of which strategy to use for a particular memory task, and (c) knowledge of how to use a given memory strategy most effectively.
2. Metacomprehension. This term refers to the learners' ability to monitor the degree to which they understand information being communicated to them, to recognize failures to comprehend, and to employ repair strategies when failures are identified.
   
   Learners with poor metacomprehension skills often finish reading passages without even knowing that they have not understood them. On the other hand, learners who are more adept at metacomprehension will check for confusion or inconsistency, and undertake a corrective strategy, such as rereading, relating different parts of the passage to one another, looking for topic sentences or summary paragraphs, or relating the current information to prior knowledge. (See Harris et al., 1988; - add more)
3. Self-Regulation. This term refers to the learners' ability to make adjustments in their own learning processes in response to their perception of feedback regarding their current status of learning. The concept of self-regulation overlaps heavily with the preceding two terms; its focus is on the ability of the learners themselves to monitor their own learning (without external stimuli or persuasion) and to maintain the attitudes necessary to invoke and employ these strategies on their own. To learn most effectively, students should not only understand what strategies are available and the purposes these strategies will serve, but also become capable of adequately selecting, employing, monitoring, and evaluating their use of these strategies. (See Hallahan et al., 1979; Graham & Harris, 1992; Reid & Harris, 1989, 1993.)  

In addition to its obvious cognitive components, metacognition often has important affective or personality components. For example, an important part of comprehension is approaching a reading task with the attitude that the topic is important and worth comprehending. Being aware of the importance of a positive attitude and deliberately fostering such an attitude is an example of a metacognitive skill.

In the preceding paragraph, metacognition has been described as a conscious awareness of one's own knowledge and the conscious ability to understand, control, and manipulate one's own cognitive processes. This is not quite accurate; but it's difficult to define metacognition more accurately. (It's easier to point out examples of metacognitive activity than to define what it is.) It would be more accurate to say that metacognitive strategies are almost always potentially conscious and potentially controllable (Pressley, Borkowski, & Schneider, 1987). For example, good readers automatically (unconsciously) employ metacognitive strategies to focus their attention, to derive meaning, and to make adjustments when something goes wrong. They do not think about or label these skills while performing them; but if we ask them what they were doing that was successful, they can usually describe their metacognitive processes accurately. In addition, when serious problems arise - as when there is a distraction, when they encounter extremely difficult or contradictory text, or when they have to advise someone else regarding the same skill - they slow down and become consciously aware of their metacognitive activity.

While it is occasionally useful to consciously reflect on one's metacognitive processes and while it useful to make learners aware of these processes while they are trying to acquire them, these skills become most effective when they become overlearned and automatic. If these skills were not automatic and unconscious, they would occupy some of the effort of the working memory; and this would have the result of making reading, listening, and other cognitive activities less efficient. Therefore, like any other skill that becomes automatic and requires minimal activity in the working memory, metacognitive skills work best when they are overlearned and can operate unconsciously.

Learners with good metacognitive skills are able to monitor and direct their own learning processes. Like many other processes, metacognitive skills are learned by applying principles from almost every other chapter in this book. When learning a metacognitive skill, learners typically go through the following steps (Pressley, Borkowski, & Schneider, 1987):

1. They establish a motivation to learn a metacognitive process. This occurs when either they themselves or someone else points gives them reason to believe that there would be some benefit to knowing how to apply the process. (Motivation is discussed in chapter 5).
2. They focus their attention on what it is that they or someone else does that is metacognitively useful. This proper focusing of attention puts the necessary information into working memory (Chapter 6). Sometimes this focusing of attention can occur through modeling (Chapter 12), and sometimes it occurs during personal experience.
3. They talk to themselves about the metacognitive process. This talk can arise during their interactions with others, but it is their talk to themselves that is essential. This self talk serves several purposes:
• It enables them to understand and encode the process (Chapter 6).
• It enables them to practice the process (Chapter 3).
• It enables them to obtain feedback and to make adjustments regarding their effective use of the process (Chapters 3 and 12).
• It enables them to transfer the process to new situations beyond those in which it has already been used (Chapters 3 and 6).
4. Eventually, they begin to use the process without even being aware that they are doing so.

Metacognition is defined as "cognition about cognition", or "knowing about knowing."^[1] It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving.^[1] Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition."^[2] Differences in metacognitive processing across cultures have not been widely studied, but could provide better outcomes in cross-cultural learning between teachers and students.^[3] Some evolutionary psychologists hypothesize that metacognition is used as a survival tool, which would make metacognition the same across cultures.^[3] Writings on metacognition can be traced back at least as far as De Anima and the Parva Naturalia of the Greek philosopher Aristotle.^[4]

jay

Israel Ty Gomez Jr.

BEED II-B

                                                                                                                       

Sociology

 is the study of society. Sociology, the scientific study of human social behavior. As the study of humans in their collective aspect, sociology is concerned with all group activities: economic, social, political, and religious. Sociologists study such areas as bureaucracy, community, deviant behavior, family, public opinion, social change, social mobility, social stratification, and such specific problems as crime, divorce, child abuse, and substance addiction. Sociology tries to determine the laws governing human behavior in social contexts.

Anthropology 

 is the study of humanity. It has origins in the humanities, the natural sciences, and the social sciences The term "anthropology" is from the Greek  "man", understood to mean mankind or humanity, and -logia 

Sociology and anthropology

Sociology and anthropology are separate, but related, branches of the social sciences that study humans and society. Once anthropology and sociology were similar in how they studied humans, but in the early part of the 20th century, their methodologies and foci diverged.

Difference

The study of human beings can be the study of a lifetime. Trying to understand human behavior has been a task that has occupied some of the greatest thinkers of our race for thousands of years. Disciplined study of the human race has been taking place since the Renaissance. Today there are many fields and sub-fields of study. While humankind is the subject matter of all these fields the philosophical approach to study varies from discipline to discipline. It may not be apparent at first, but there are some differences between anthropology and sociology.

Relevance

In anthropology, there are four major branches- one of them being cultural anthropology.Cultural anthropologists strive to understand and record the behaviors, beliefs, customs, rituals, and kinship patterns among people of different nations or groups.Because sociology studies the interactions among and between people in a group, sociology can easily supplement cultural anthropology in understanding how and why people in other groups form the kinds of relationships they do, believe what they do, and can help to predict how people may react to particular changes introduced into their environment.

role of computers in education

Role of Computers in EducationThe computer technology has a deep impact on education. Computer education forms a part of the school and college curricula, as it is important for every individual today, to have the basic knowledge of computers. The advantages of computers in education include an efficient storage and rendition of information, quick information processing and very importantly the saving of paper. Know more about the importance of computer education.

Computer teaching plays a key role in the modern systems of education. Students find it easier to refer to the Internet than searching for information in fat reference books. The process of learning has gone beyond learning from prescribed textbooks. Today, aspirers can satiate their thirst for knowledge by means of the Internet. It is easier to store information on computers than maintaining hand-written notes. To know more on the subject, read about textbooks versus computer teaching.

Online education has revolutionized the education industry. The computer technology has made the dream of distance learning, a reality. Education is no more limited to classrooms. It has reached far and wide thanks to the computer technology. Physically distant locations have come close to each other only due to computer networking.

Computers facilitate an efficient storage and effective presentation of information. Presentation software like PowerPoint and animation software like Flash and others can be of great help to the teachers while delivering information. Computers can turn out being a brilliant aid in teaching. Computers facilitate an audio-visual representation of information, thus making the process of learning interactive and interesting. Computer-aided teaching adds a fun element to education.

Internet can play an important role in education. As it is an enormous information base, it can be harnessed for the retrieval of information on a wide variety of subjects. The Internet can be used to refer to information on various subjects to be taught to the students.

Moreover, computers facilitate an electronic format for storage of information, thereby saving paper. Homework and test assignments submitted as soft copies save paper. Electronically erasable memory devices can be used repeatedly. They offer a robust storage of data and reliable data retrieval. The computer technology thus eases the process of learning.

A life without computers would seem almost unimaginable for many. The importance of computers is evident today and having the perfect know-how of computers can only propel one’s career in the right direction. Today, computers are a part of almost every industry. They are no more limited to the software industry. They are widely used in networking, information access, data storage and the processing of information. So why not introduce computers early in education? Introducing computers early in education lays the foundation of most of the major competitive careers. Computers play a significant role in one’s personal and professional life.



Advantages of Computers
Because of the many advantages of a computer, it has become an important household item. A computer operated by an individual without any specific computer operator is called a personal computer (PC). A PC can be a desktop or a laptop computer and can be used at home or at office. As per the requirement of the user, software is installed in a PC. Let's discuss the advantages of computers.

PANANALIKSIK SA FILIPINO (PART 5)

Kabanata 5

Lagom, konklusyon at rekomendasyon

Lagom

Sang-ayon sa ating pag iisip at sa pagsusuring ito. Ang pagpasok sa paaralan ng regular ay mahalaga sa pananatili ng matibay na pundasyon ng pagkatuto. Kadalasang napaloob sa panahong pang-elementarya ang simula ng ating pagkalap na impormasyong pang sosyal at pang akademikong kasanayan na nagbubunga ng pagbuo ng ating pagkatao maliban na lamang kung tayo mismo ang nagiging hadlanng sa ating sariling kapakanan.

Dahil sa pananaliksik na ito, nakaranas kami ng ibat ibang karanasan, emosyon at saloobin. Natuklasan naming ipilit ang aming mga oras at isaayos ito upang magawa naming kapaki paki nabang ang pagsusuring ito. Dala ang napaka raming Gawain at dahil na rin sakop ang aming oras sa midterm, naging napakalaking suliranin ito sa aming oras at lakas ngunit, mabawi lahat ng ito sa iba’t ibang kadahilanan, nagkaroon kami ng pagkakataong mas makilala pa ang isa’t isa sa oras na kami ay magkikita kita para sa tisis na ito. Ikalawa, napawi rin ang aming pagod ng maranasan naming magsalita at magsarbey sa harap ng mga batang estudyant.noo’y ang kinakaharap naming propesyon kung kami ay magpapatuloysa kursong aming kinuha at higit sa lahat nakahonga kami ng maluwang nang matapos namin sa oras ang “thesis” na ito. Tila kami ay nabubunutan ng tinik. At dahil sa mga yaon ay lalong mas nakilala naming ang aming sarili, an gaming kasnayan, an gaming paniniwala, at an gaming kakayahan

Ang pagaaral na ito ay nagbigay ng mahalagang kaisipan higgil sa lumalalang sitwasyon at sa mga maaring solusyon nito. Hindi man ganun karami ang aming nasaliksik ngunit tuluyan nga itong nakapagbigay ng malawak na impormasyon higgil sam nasabing usapin.

Konklusyon

Sa gitna ng pagpapaunlad ng kalidad ng edukasyon at pagbabago ng pamamaraan sa pag aaral ay dapat na patuloy na itatak sa isipan ng bawat isa ay tayo mismo bilang mismo bilang magaaral ang may pinakamalaking parte sa pagtulong sa ating mga sarili upang mapunan an gating nais na matuto. Kaya naman na tunay ngang nakagugulat ng libulibo nang magaaral lalo na sa elementarya ang nasa kalagitnaan na lamang sa pagtamang patuloy na pagkatutodahil sa malimit na pagliban.

Dahil sa pagsusuring ito, natuklasan naming ang mga sumusunod;

a.kung susumahin, marami pa ring ang malimit lumiban sa mga klase sa paaralan ng KAES

b. karamdaman ang kadalasang nagiging dahilan ng pagliban sa klase. Ngunit marami pa rin iba pang dahilan tulad na lamang sa problema sa pampinansyal, problema sa pamilya, bullying, pagkatakot sa guro at pagtakas sa mga oblogasyon sa paaralan.

c. dahil sa karamdaman ang kadalasang dahilan ng pagliban, dahilan na rin ng pagbago-bago at abnormal na kundisyon ng panahon. Gayundin ang marurumi at di maayos na lugar.

d. hindi nakakatulong ang malimit na pagliban sa pagunlad ng kaisipan ng mag-aaral.

e. hindi rin ito nakakatulong sa pagtuturo ng mga guro apti na rin sa kabuuan ng klase.

f. marami ang mga epekto kung kasanayan na ang pagliban, tulad na langf ng kawalan ng pagkakataong matuto at pagiging matamlay ng klase.

Rekomendasyon

Kaugnay sa mga naging konlusyon ng pag-aaral na ito, buong pagkumbabang nirerekomenda ng mga mananliksik ang mga sumusunod. Hinati namin ang mga rekomendasyon para sa mga magulang, guro at mag-aaral.

Magulang:

-Patuloy na paggabay sa mga anak para sa mas epektibong pag-aaral.

-kailangan din ng buong pusong suporta sa mga anak at iparamdam sa kanila ito.

-mas mabuti rin kung panatilihin ang kalinisan ng kapaligiran upang hindi magsakit.

-makatutulong rin ang pagpili at pagpatnubay sa mga kaibigan ng mga anak.

Guro:

-Gawing mas maayos at mas mabuti ang pagtuturo sa paraang makapagbibigay ng interes na mag-aral ang mga mag-aaral.

-Huwag masyadong maging mahigpit o malupit dahil ang pagkatakot sa guro ay dahilan din ng palgliban ng mga mag-aaral.

-Suportahan din ag mga mag-aaral di lamang sa pang- akademiko kundi pati na rin sa iba pang-aspeto tulad ng pansosyal, pangemosyonal at iba pa.

Magaaral:

-Tulungan ang sarli dahil ikaw rin ang makikinabang nito

-Isipin at pahalagahan ang suporta at gabay ng mga magulang at guro.

THE SMALL KEY by Paz latorena

 was very warm. The sun, up above a sky that was all blue and tremendous and beckoning to birds ever on the wing, shone bright as if determined to scorch everything under heaven, even the low, square nipa house that stood in unashamed relief against the gray green haze of grass and leaves. It was a lonely dwelling, located far from its neighbors, which were huddled close to one another as if for mutual comfort, it was flanked on both sides by tall, slender bamboo tress which rustled plaintively under a gentle wind. On the porch a woman past her early twenties stood regarding the scene before her with eyes made incurious by its familiarity. All around her the land stretched endlessly, it seemed, and vanished into the distance there were dark newly plowed furrows where in due time timorous seedlings would give rise to study stalks and golden grain, to a ripping yellow sea in the wind and sun during harvest time. Promise of plenty and reward for hard toil! With a sigh of discontent, however, the woman turned and entered a small dining room where a man sat over a belated midday meal. Pedro Buhay, a prosperous farmer, looked up from his plate and smiled at his wife as she stood framed by the doorway, the sunlight glinting on her dark hair, which was drawn back, without a relenting wave, from a rather prominent and austere brow. "Where are the shirts I ironed yesterday?" she asked as she approached the table. "In my trunk, I think" he answered. "Some of them need darning" and observing the empty plate, she added, "do you want some more rice?" "No" hastily, "I am in a hurry to get back. We must finish plowing the south field today because tomorrow is Sunday." Pedro pushed the chair back and stood up. Soledad began to pile the dirty dishes one on top of the other. "Here is the key to my trunk" from the pocket of his khaki coat he pulled a string of nondescript red, which held together a big shiny key and another small, rather rusty - looking one. With deliberate care he untied the knot, and, detaching the big key, dropped the small one back into his pocket. She watched him fixedly as he did this. The smile left her face and strange look came into her eyes as she look the big key from him without a word together they left the dining room. Out on the porch, he put an arm around her shoulder and peered into her shadowed face. "You look pale and tired", he remarked softly. "What have you been doing all morning?" "Nothing," she said listlessly, "but the heat gives me a headache." "Then lie down and try to sleep while I am gone." For a moment they looked deep into each other's eyes. "It is really warm," he continued. "I think I will take off my coat." He removed the garment absent-mindedly and handed it to her. The stairs creaked under his weight as he went down. "Choleng" he turned his head as he opened the gate, "I shall pass by Tia Maria's house and tell her to come, I may not return before dark." Soledad nodded. Her eyes followed her husband down the road, noting the fine set of his head and shoulders, the ease of his stride. A strange ache rose in her throat. She looked at the coat he had handed to her. It exuded a faint smell of his favorite cigars, one of which he invariably smoked, after the day's work, on his way home from fields. Mechanically, she began to fold the garment. As she was doing so, a small object fell o the floor with a dull, metallic sound. Soledad stooped down and picked it up. It was the small key! She started at it in her palm as if she had never seen before. Her mouth was tightly drawn and for a while she looked almost old. She passes into the small bedroom and tossed the coat carelessly on the back of a chair. She opened the window and the early afternoon sunshine flooded in. On a mat spread on the bamboo floor were some newly washed garments. She began to fold them one by one in feverish haste, as if seeking in the task Of the moment a refuge from painful thoughts. But her eyes moved restlessly around the room until they rested almost furtively on a small trunk that was half concealed by a rolled mat in a dark corner. It was a small, old trunk, without anything on the outside that might arouse one's curiosity. But it held the things she had come to hate with unnecessary anguish and pain, and threatened to destroy all that was most beautiful between her and her husband! Soledad came across a torn garment. She threaded a needle but after a few uneven stitches she pricked her finger and a crimson drop stained the white garment. Then she saw she had been mending on the wrong way. "What is the matter with me?" she asked herself aloud as she pulled the thread with nervous and impatient fingers. What did it matter if her husband chose to keep the clothes of his first wife? "She is dead now, anyhow, she is dead." She repeated to herself over and over again. The sound of her own voice calmed her. She tried to thread the needle once more. But she could not, for the tears had come unbidden and completely blinded her. "My God," she cried with a sob "make me forget Indo's face as he put the small key back into his pocket" She brushed her tears with a sleeve of her camisa and abruptly stood up. The heat was stifling, and the silence in the house was beginning to be unendurable. She looked out of the window. she wondered what was keeping Tia Maria Perhaps Pedro has forgotten to pass by her house in his hurry. She could picture him out there in the south field gazing far and wide at the newly plowed land, with no thought in his mind but work. Work. For. To the people of the barrio whose patron saint, San Isidro Labrador, smiled on them with benign eyes from his crude altar in the little chapel up the hill, this season was a prolonged hour of passion during which they were blind and deaf to everything but the demands of the land. During the next half hour, Soledad wandered in and out of the rooms, in an effort to seek escape from her own thoughts and to fight down an overpowering impulse. Tia Maria would only come and talk to her to divert her thoughts to other channels! But the expression of her husband's face as he put the small key back into his pocket kept torturing her like a nightmare, goading her beyond endurance. Then, with all resistance to the impulse gone, she was kneeling before the small trunk. With a long drawn breath she inserted the small key. There was unpleasant, metallic sound for the key had not been used for a long time and it was rusty. II That evening Pedro Buhay hurried home with the usual cigar dangling from his mouth, please with himself and the tenants because the work in the south field has been finished. He was met by Tia maria at the gate and was told by her that Soledad was in bed with a fever. "I shall go to town and bring Dr.Santos," he decided, his cool hand on his wife's brow. Soledad opened her eyes. "Don't Indo," she begged with a vague terror in her eyes which he took for anxiety for him because the town was pretty far and the road was dark and deserted by that hour of the night. "I shall be all right tomorrow." Pedro returned an hour later, very tired and rather worried. The doctor was not at home. But the wife had promised to send him to Pedro's house as soon as he came in. Tia Maria decided to remain for the night. But it was Pedro who stayed up to watch over the sick woman. He was puzzled and worried - more than he cared to admit. It was true that Soledad had not looked very well when he left her early that that afternoon. Yet, he thought, the fever was rather sudden. He was afraid it might be a symptom of a serious illness. Soledad was restless the whole night. She tossed from one side to another, but towards morning she fell into some sort of troubled sleep. Pedro then lay down to snatch a few winks. He woke up to find the soft morning sunshine streaming through the half opened window, playing on the sleeping face of his wife. He got up without making any noise. His wife was now breathing evenly. A sudden rush of tenderness came over him at the sight of her - so slight, so frail. Tia Maria was nowhere to be seen, but that did not bother him for it was Sunday and work in the south field was finished. However, he missed the pleasant aroma which came from the kitchen every time he woke up early in the morning. The kitchen looked neat but cheerless, and an immediate search for wood brought no results. So, shouldering an ax, Pedro descended the rickety stairs that led to the backyard. The morning was clear and the breeze soft and cool. Pedro took in a breath of air. It was good - it smell of trees, of the rice fields, of the land he loved. He found a pile of logs under the young mango tree near the house, and began to chop. He swung the ax with rapid clean sweeps, enjoying the feel of the smooth wooden handle in his palms. As he stopped for a while to mop his brow, his eye caught the remnants of a smudge that had been built in the backyard. "Ah!" he muttered to himself. "She swept that yard yesterday after I left her. That coupled with the heat must have given her a headache and then the fever." The morning breeze stirred the ashes and a piece of white cloth fluttered into view. Pedro dropped his ax. It was a half - burnt panuelo. Somebody had been burning clothes. He examined the slightly ruined garment closely. A puzzled expression came into his eyes. First it was doubt groping for truth, then amazement, and finally agonized incredulity passed across his face. He almost ran back to the house. In three strides he was upstairs. He found his coat hanging from the back of a chair Cautiously he entered the room. The heavy breathing of his wife told him that she was still sleep. As he stood by the small trunk, a vague distance to open it assailed him. Surely, he must be mistaken. She could not have done it, she could not have done that…that foolish… Resolutely he opened trunk. It was empty. It was nearby noon when the doctor arrived. He felt Soledad's pulse and asked questions which she answered in monosyllables. Pedro stood by listening to the whole procedure with an expression when the doctor told him by the gate that nothing was really wrong with his wife although she seemed to be worried about something. The physician merely prescribed a day of complete test. Pedro lingered on the porch after the doctor had mouthed his horse and galloped away. He was trying not to be angry with his wife. He hoped it would be just an interlude that could be recalled without bitterness. She would explain sooner or later, she would be repentant, perhaps she would even try to convince him that shi had done it because she loved him. And he would listen and eventually forgive her for she was young always remain a shadow in their lives. How quiet and peaceful the day was! A cow that had strayed by looked over her shoulder with a round vague inquiry and went on chewing her cud, blissfully unaware of such things as a gnawing fear in the hear of a woman and a still smoldering resentment in a man's

Gabi na Isang Piyon by Lamberto Antonio

Paano ka makakatulog?
Iniwan man ng mga palad mo ang pala,
Martilyo, tubo’t kawad at iba pang kasangkapan,
Alas-singko’y hindi naging hudyat upang
Umibis ang graba’t semento sa iyong hininga.
Sa karimlan mo nga lamang maaaring ihabilin
Ang kirot at silakbo ng iyong himaymay:
Mga lintos, galos, hiwa ng daliri braso’t utak
Kapag binabanig na ang kapirasong playwud,
Mga kusot o supot-semento sa ulilang
Sulok ng gusaling nakatirik.
Binabalisa ka ng paggawa —
(Hindi ka maidlip kahit sagad-buto ang pagod mo)
Dugo’t pawis pang lalangkap
Sa buhangin at sementong hinahalo na kalamnang
Itatapal mo sa bakal na mga tadyang:
Kalansay na nabubuong dambuhala mula
Sa pagdurugo mo bawat saglit; kapalit
Ang kitang di-maipantawid-gutom ng pamilya,
Pag-asam sa bagong kontrata at dalanging paos.
Paano ka matutulog kung sa bawat paghiga mo’y
Unti-unting nilalagom ng bubungang sakdal-tayog
Ang mga bituin? Maaari ka nga lamang
Mag-usisa sa dilim kung bakit di umiibis
Ang graba’t ‘semento sa iyong hininga...
Kung nabubuo sa guniguni mo maya’t maya
Na ikaw ay mistulang bahagi ng iskapold
Na kinabukasa’y babaklasin mo rin. 

http://tagaloglang.com/Philippine-Literature/Tagalog-Poems/tula-sa-gabi-ng-isang-piyon.html

the way we live

Bang the drum, baby,

let us roll tremors

of sound to wake

the Lord God of motion

sleeping under the skin.

Of choosing what to wear

this Saturday night:

cool, sexy black

or simply fuck-me red?

Should I gel my hair

or let it fall like water?

Of sitting on the sad

and beautiful face of James Dean

while listening to reggae

at Blue Café.

Of chatting with friends

at The Library

while Allan Shimmers

with his sequins and wit.

Of listening to stories at Cine Café:

the first eye-contact,

conversations glowing

in the night,

lips and fingers touching,

groping for each other’s loneliness.

Of driving home

under the flyover’s dark wings

(a blackout once again plunges

the city to darkness)

Summer’s thunder

lighting up the sky

oh heat thick

as desire

Then suddenly the rain:

finally falling,

falling everywhere:

to let go, then,

to let go and to move on,

this is the way it seems

to be. Bang the drum, baby.