National University Merged PPTs Midterm PDF

Learning Outcomes 1. Appreciate the importance of Nationalian culture and traditions 2. Exhibit the five NU core values 3. Exhibit mastery of the vision-mission, core values and hymn of the University 4. To be familiarized with the campus and its services LESSON 1 UNIQUE NATIONALIA...

Learning Outcomes 1. Appreciate the importance of Nationalian culture and traditions 2. Exhibit the five NU core values 3. Exhibit mastery of the vision-mission, core values and hymn of the University 4. To be familiarized with the campus and its services LESSON 1 UNIQUE NATIONALIAN CULTURE AND TRADITIONS Pre-Activity How could you relate to the video as a Nationalian?  VISION MISSION Graduate Attributes Intended for Nationalians (GAINs) We are Guided by the core values and Leadership and Teamwork National University, characterized by our cultural Responsible Citizenship Innovative, Creative and a dynamic private heritage of Dynamic Critical Thinker institution committed to Filipinism, National University Academic and Professional nation building, recognized is committed to providing Competence internationally in education relevant, innovative, and Effective Communication and research. accessible quality education Whole Person Character and other development Life and Career Skills programs. Orientation Technological Literacy  We are committed to our: STUDENTS, by molding them into life-long learners, ethical and spiritual citizens and self- directed agents of change. FACULTY and EMPLOYEES, by enhancing their competencies, stimulating their passions, cultivating their commitment, and providing a just and fulfilling work environment. ALUMNI, by strengthening their sense of pride through engagement, loyalty, and love for their alma mater. INDUSTRY PARTNERS and EMPLOYERS, through active collaborations, providing them Nationalians who will contribute to their growth and development. COMMUNITY, by contributing to the improvement of the life conditions and well-being of its members. Core Values As an educational institution, NU must inculcate values to its students to forge its own identity once they graduate and face the real world. The core values are the ones being expected of every Nationalian once they finished their studies. It is also the main reason why this course is very important to every Nationalian individual.  This is a reflection of who and what we are as individuals. We are honest, we are fair, we are just, and we will do right by everybody at all times. It means we do things right even when there is an opportunity to do otherwise.  This shows how much we value people. We can feel what they feel and we can treat each one with care and understanding regardless of any situation. We tend to put ourselves in the situation of people who are struggling and provide solutions if we can.  We continuously introduce creative change in something established not for the sake of change itself, but with the purpose of constantly improving and being responsive to the times. Innovation is always related to learning.  An evidence of the strength of our character. We are not easily discouraged by trials and tribulations, but we know how to roll with the punches and spring back into action.  Nationalism is rightfully at the center of our institution and community. We display undying and devoted love for our country and everything that it stands for.  “One NU, One Culture” The BULLDOG CHARACTER A squat, smooth-haired breed of dog His ugly mug belies his courage, stable disposition His tenacity and resilience are incomparable despite all odds Though the head is bloody, it remains unbowed Has shown a good disposition And has always come out victorious in defeat  “One NU, One Culture” The BULLDOG PRIDE The Bulldog is NU’s mascot since the beginning of the UAAP, in 1938 For having a strong heart, the NU Bulldog has been tagged as the ‘Mighty Bulldogs’ A picture of strength and determination  “One NU, One Culture” The BULLDOG CHARACTER Courageous & loyal companion… more than willing to take on opponents bigger than themselves Tough and tenacious, originally used to compete in a bloody sport called bull- baiting  “One NU, One Culture” The BULLDOG PRIDE During the Roman Empire, the bulldog was pitted against the bull in the gladiator arena.  “One NU, One Culture” The BULLDOG PRIDE With its wide mouth and massive jaws, the bulldog locks its teeth on the bull, grabbing the bull at its snout Shakes it wildly without let up The angry bull tosses the dog with its horns  “One NU, One Culture” The BULLDOG PRIDE The bulldog is wise. Creeps under the angered bull’s belly. Its horn is unable to get under the dog’s body. The bulldog catches the bull again and firmly holds it. Its short, snubbed nose enables the bulldog to breathe while biting the bull’s snout really hard, never to let go, no matter how the bull shakes him off… its tenacity is legendary. The bulldog’s high tolerance for pain makes it fit for the grueling sport. He is resilient!  “One NU, One Culture” The BULLDOG PRIDE The strong grip on the bull would have shut the lights out of the bulldog’s eyes, but the wrinkles on its head direct the blood to flow away from its eyes so it does not get blind. The dog will let go only when the bull falls on its feet. Due to the excruciating pain of the bite, the bull lies flat on its belly, unable to get up! The bulldog is a Winner!  “One NU, One Culture” The BULLDOG PRIDE The bulldog embodies the spirit of Resilience! Strength! Determination! It adapts to challenges and wins hearts  “One NU, One Culture” The BULLDOG PRIDE The bulldog, a hallmark of transformation The fierce bulldog, coming off from the grueling bull-baiting (England prohibited it in 1835; Rome banned walking the bulldog on the streets for it was ferocious)  “One NU, One Culture” The BULLDOG PRIDE Through time, its character mellowed into a new breed: Calm and dignified Friendliest and most tranquil dog Despite its appearance: A loving dog, tame and sociable Courageous, bouncing back in times of adversity Dignified rather than lively With a kind disposition Gentle and loyal From bull-baiting to a loveable dog, a source of inspiration to athletes  “One NU, One Culture” The BULLDOG PRIDE NU’s Bulldog symbolizes: dignity and integrity kindness and compassion transformation and innovation tenacity and resilience loyalty and patriotism  “One NU, One Culture” The BULLDOG PRIDE The pet of Mrs. Remedios Jhocson- Custodio, called ‘Butch’, she graced the UAAP opening games in the 1950s.  “One NU, One Culture” GRAPHICAL IMAGE of the NU BULLDOG MONIKER  NU HYMN I pledge my life, my honor To thee my Alma Mater, Who made me grow in wisdom Gave me love and made me strong. I shall defend thy good name. I’ll strive to bring thee more fame I shall wave the Gold and Blue, the colors of National U. I shall wave the Gold and Blue, the colors of National U. (Repeat)  EVOLUTION OF NU LOGO The logo of National University evolved through the years. Since its establishment in 1900 until 2008, it carried the woman which symbolized the Mother country-the Philippines. Woodcarving of Crispulo Jhocson The original seal of NU was a gift of Crispulo to Mariano in 1903 in appreciation for the establishment of Colegio Filipino. Mother Philippines PH Coat of Arms Globe symbolizing Arts Books symbolizing letters Caduceus as symbol of science  In 2009, upon the partnership with the Sy As NU evolved as a university, the family, a new logo was unveiled. This logo was enhanced with a curved time the inscription “Legally incorporated octagonal border. Within the and duly accredited” at the bottom part of border is a bold spelling of the border was removed and the National University and the year background of Mother Country was of its establishment. patterned after the Philippine flag with the three stars. The official colors became Royal Blue and Yellow Gold. Royal blue symbolizes royalty while Yellow Gold The logo had some revisions symbolizes intellect and success. The through the years. It adopted a foundation year 1900 was also restored. golden curved hendecagonal border with the royal blue dominant interior background. A harp-shaped shield In 2017, the University Council decided to was added behind Mother change the University logo with a more Country. It included the corporate look. This time, from the words “Legally incorporated traditional circular logo, it shifted to and duly accredited”. the shield-like shape of the nation’s coat- of-arms with a royal blue silhouette. The In the latter years, “Legally incorporated and duly accredited” lettering of NU this time was added while was replaced with Philippines. Mother Country was omitted and the year 1900 was retained. PROGRAM OFFERINGS  National University-Manila ACCOUNTANCY, BUSINESS & ALLIED HEALTH MANAGEMENT HEALTH SCIENCES BS Accountancy BS Medical Technology / Medical BS Accounting Information System Laboratory Science BS Management Accounting BS Pharmacy BS Real Estate Management BS Business Administration major in NURSING Financial Management BS Nursing BS Business Administration major in Marketing Management Human Resource Management  National University-Manila ARCHITECTURE COMPUTING & INFORMATION BS Architecture TECHNOLOGIES BS Environmental Planning Associate in Computer Technology BS Information Technology BS Computer Science Master in Information Technology Master of Science in Computer Science Doctor of Philosophy in Computer Science Doctor of Information Technology  National University-Manila TOURISM AND HOSPITALITY ENGINEERING MANAGEMENT BS Computer Engineering BS Hospitality Management BS Electronics Engineering BS Tourism Management BS Electrical Engineering BS Civil Engineering BS Mechanical Engineering BS Environmental and Sanitary Engineering Master of Science in Computer Engineering with specialization in Applied Artificial Intelligence Master of Science in Civil Engineering with specialization in Construction and Cost Management Master of Science in Sanitary Engineering  National University-Manila EDUCATION, ARTS & SCIENCES MA in Education major in English BS Psychology Language Education Bachelor of Secondary Education MA in Education major in Filipino major in English MA in Education major in Special Bachelor of Elementary Education Education Bachelor of Physical Education MA in Education major in Educational Management BA Communication Doctor of Education major in BA English Language Studies Educational Management AB Political Science ORGANIZATIONAL CHART  Mr. Hans T. Sy Chairman of the Board  Mr. Teodoro J. Ocampo Vice Chairman of the Board Dr. Renato Carlos H. Ermita, Jr. President/CEO  Marilen F. Pacis, RN, RM, MAN Dean, College of Nursing Edison D. Ramos, RMT, MPH, MSMT OIC Dean, College of Health Sciences  Ellery D. De Leon, CPA, MBA Dean, College of Business and Accountancy Medelene Forbes Dean, College of Tourism and Hospitality Management  Avonn Nova Dean, College of Computing and Information Technologies Engr. Dale Cataquis Assistant Dean, College of Engineering  Ar. Chona Ponce Dean, College of Architecture Dr. Leo S. Del Rosario Dean, College of Education, Arts and Sciences  FOR THE FACILITIES https://national-u.edu.ph/nu-manila/facilities CAMPUS VIRTUAL TOUR https://www.youtube.com/watch?v=ZUyXbTf2bGc  OUR WEBSITE https://national-u.edu.ph/ GUIDANCE SERVICES OFFICE  NATIONAL UNIVERSITY How did you feel when you were invited by a Guidance Counselor?  NATIONAL UNIVERSITY Guidance Office is….. A place where students are given sanctions. A place where students’ wellness is supported, such as emotional, academic, and career concerns.  NATIONAL UNIVERSITY GUIDANCE SERVICES Office YES! YOU MAY REACH OUT TO US ONLINE!  NATIONAL UNIVERSITY How to book for an ONLINE appointment? 1. Search NU GUIDANCE SERVICES OFFICE on Facebook. 2. Click “Book now”. 3. Choose your most convenient schedule. 4. Wait for the reply of the designated guidance counselor for confirmation of the schedule.  NATIONAL UNIVERSITY SEMINARS/WEBINARS  NATIONAL UNIVERSITY GUIDANCE SERVICES Office Programs and Services SWAP STUDENT WELLNESS ASSESSMENT PROGRAM  NATIONAL UNIVERSITY Support Group Management LINGAP WAIS i-LEAD PWERSA HOPE  NATIONAL UNIVERSITY RSO under GSO Sexuality and Gender Alliance (SAGA)  NATIONAL UNIVERSITY RSO under GSO NU PEER FACILITATORS  NATIONAL UNIVERSITY GUIDANCE SERVICES Office Programs and Services SDEP STUDENT DEVELOPMENT PROGRAM (SDEP) ❑ Academic and School Adjustment Program (ASAP) ❑ Career Development and Planning Program (CDAPP) ❑ Values, Social, and Personal Development Program (VASOPED) ❑ Home and Family Relationship Program (HAFREP) ❑ Holistic Enhancement of Student Leaders Program (HELP)  NATIONAL UNIVERSITY We are encouraging everyone to participate on our services. You may check our social media accounts for updates NU GUIDANCE SERVICES OFFICE NU PEERS- NATIONAL UNIVERSITY NU SAGA - National University Sexuality and Gender Alliance @NationalUPeers [email protected] [email protected] NATIONAL UNIVERSITY Education that Works. Post-Lesson Thoughts and Activities: 1. What are NU’s 5 core values? If you will rank from 1 to 5 the core values according to your personal preference (where 1 is the most favored), what will it be and why? 2. Create a personal montage or collage where you observed and exhibited the 5 core values. 3. Memorize and sing the Alma Mater song either as a group or as an individual. 4. Watch examples of NU cheers and perform 1 of these. Then as a group, create your own NU cheer and present this in class. You may use Tiktok or the likes if you wish. 5. Imagine you’ve been given the opportunity to design a new logo for NU. Sketch/Draw your design and explain. 6. Read and understand the student handbook. 7. Watch all videos in the digital folder “LESSON 1”. 8. Is your current course your chosen program? Why? 9. Other than your current course, are you interested in some of the programs NU is offering? If so, what and why? 10.Study all files in our digital folder “LESSON 2” in preparation for our succeeding lesson. Do you have any questions?  NATIONALIAN COURSE Course Materials No part of this material may be reproduced, stored in a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without prior permission of the copyright owner/s. THE NU LEGACY OFFICE Reviewed and edited by Rc Argonza God bless, guys!!! Stay safe and healthy!!! ☺ Learning Outcomes 1. Understand the foundational principles of Dynamic Filipinism and analyze its historical context and cultural significance. 2. Apply the principles of Dynamic Filipinism in contemporary settings to promote cultural pride, social responsibility and national development. 3. Put into practice the three pillars of Dynamic Filipinism of Nationalism, Internationalism and Democracy in real-life scenarios, Nationalian pride and community engagement. LESSON 2: DYNAMIC FILIPINISM Dynamic Filipinism is internalizing all that is best in the Filipino, with the time-honored values and deep spirituality stamped upon our education for Philippine citizenship that is compatible with global progress, kinship, and universal culture guided by intense nationalism, democracy and evolving internationalism.  Origins Camilo Osias, the 1st NU President, coined the term Focal point of his inaugural speech as NU President in 1921: “In the National University I shall be connected with elementary education, which is essentially the basis of a democracy, and with higher education, which is the laboratory and training ground for leaders - leaders who lead, not drive; leaders who minister rather than expect to be ministered unto; leaders whose source of authority is not position but reason.”  I shall be able to show better the validity of my belief in the need of putting a stamp of intense Filipinism and deeper spirituality upon the education for Philippine citizenship - a Filipinism that is compatible with world progress and a spirituality which admits of universal culture and kinship. CONCEPTUAL DIAGRAM OF DYNAMIC FILIPINISM LOCAL INNOVATION TRADITIONS FOREIGN NATIONALISM FILIPINO IDEAS CULTURE DYNAMIC FILIPINISM DEMOCRACY INTERNATIONALISM EDUCATION Internalizing all Osias (1974, 151) argued that the that is best in “nationalization” of education should neither be “exclusivist” nor “anti-foreign”. “It does not,” he the Filipino emphasized, “mean a discarding of subject matter and method of education which is not distinctly local”. ~ NU Pres. Osias’ Speaking before fellow educators at the Philippine Inaugural Address Women’s University in 1967, Osias emphasized the inherent diversity of Filipino culture, citing the various European, American and Asian influences on Filipino identity. The Philippines, Osias (1967, 13) noted, was “one country that has received the impacts of the greatest cultural streams, the best streams of civilizations in the world”. Time-Honored Values and Deep Spirituality “One of the most important educational functions in obedience to the principle of nationalism is the conservation of the stability of Philippine family life, for we have here an asset of incalculable worth. Family instability is a liability and family disruption is a calamity. We can hasten our progress by furthering our cultural advancement and by creating a strong social determination to want no other earthly form of national existence except a free, happy, efficient and independent existence”. Since the Philippines is a bulwark of Christianity in Asia, spirituality along with religiosity is evident to the people.  Education for Philippine Citizenship “This principle, applied to education, seeks a re-definition of Filipino character and analysis of it in terms of our virtues and our weaknesses. It calls for a systematic program for the reduction of illiteracy and the promotion of general culture. It means continuous adaptation of the course of study to the individual and social conditions of the Filipinos. It advocates the inclusion in many of our texts of a reasonable proportion of Philippine subject matter with due regard to matters of universal import. It does not do away with the welcoming of foreign co-workers in our administrative and teaching staff, but at the same time it insists upon the necessity of identity with, or at least a sympathy for the people, their ideals, their interests, and their aspirations”.  Compatible with Global Progress, Kinship and Universal Culture Osias revisited the link between peace and internationalism by speculating on new global systems of governance that would create international solidarity. Emphasis on world brotherhood and “friendship for other nations,” deprived of a “firm foundation of nationalism,” would result in Filipinos becoming “the willing dupes (victims) of predatory foreigners”.  Intense Nationalism “Educational institutions, public and private, must consecrate themselves to the principle of nationalism. Sane, disciplined, humanized patriotism will ever and always be a virtue. The modern conception of patriotism is contrary to the narrow, bigoted sectional feeling on the one hand, and supranationalism on the other”. “The nationalization of our education is by no means an anti-foreign movement. It is not an expression of antagonism to anything that is not indigenous in the country. It is not an exclusivistic (sic) tendency. It does not mean a discarding of subject matter and method of education which is not distinctly local. It is not an ungovernable tendency on the part of the Filipinos to seek office or post regardless of merit. And certainly, it does not mean sacrifice of efficiency at the altar of narrow and superficial nationalism”. 11  “Dynamic Filipinism can and must be nurtured in our educational institutions. Perhaps there could be no fixed time for recitation as there might be for an ordinary subject lesson. The time for teaching Filipinism is practically all the time and the place to teach it is practically everywhere. Filipinism is a faith in the essential principles of nationality, in the sacredness of our ideals, and in the perpetuity of our institutions. It is respect for law and constituted authority. It is devotion to liberty and justice. It is belief in truth and right. It is recognition of the inevitable victory of merit and reason. It is love of country where sanity and breadth of view loom large. It is service to the people where patriotic citizens do not worship false gods and pursue selfish and ignoble ideals.”  Democracy “I believe in the principle of democracy as a guide in school administration. Our education must function to bring about greater democracy”. “If we are to be democratic as a people, our young men and young women must have democracy ingrained in their character. If we are to make democracy a reality in our country, every potential citizen must be schooled to share in the duties, sacrifices, and responsibilities which democratic life entails. Our students must be habituated to cooperative national service”.  Evolving Internationalism “We are living in a world groping anxiously for a freer, happier and more efficient existence. New world relations are being sought. New readjustments in international dealings are being made. Progressive educational thought and practice must be in harmony with the dominant tendencies and aspirations of the times. I believe in the principle of internationalism as a guiding principle in educational administration”. ~ NU Pres. Osias, Inaugural Speech  “The traditional policy of ‘splendid isolation’ so popular in bygone days has now been practically discarded. Leaders and educated citizens now see clearly the interdependence of nations. People around the world over are inter-bound. They are interrelated and interpenetrating in matters of sanitation, commerce, industry, transportation, production, customs, morals, religion, and education”. “The youth of our land must be trained to look beyond our national borders. The early Filipinos had trade relations with their neighbors. Political ties were established between our country and Europe, and more recently the fortunes of war brought us in touch with the English-speaking nations. Already, we have had active participation, in a certain, in world relations. It is proper that we accentuate world consciousness especially now that the prophecy of the Pacific becoming the theater of momentous international events has become a reality”.  “The education of the Philippine islands has attracted wide attention. Commissions after commissions have visited these shores to study and investigate the Philippine educational system. The Philippines in Far Eastern athletics has taken the lead not only in the organization of the Far Eastern Athletic Association but in her achievements. The last championship games staged in our neighboring republic witnessed the Filipinos establish their athletic superiority among Far Eastern nations”. ~ NU Pres. Osias, Inaugural Speech  Summing Up Camilo Osias’ vision of Dynamic Filipinism is all about innovation combined with patriotism: “Our very definition of education must be nationalized, democratized and internationalized. The aim, content and method of education must likewise be humanized. Education to be all that it should be must make for the development of a national mind and a national spirit, a democratic mind and a democratic spirit, and an international mind and an international spirit. In this generation, we should not forget our timeless values and cultures while we are in the period of globalization.” Our identity as Filipinos remains the same while time, technological trends and practices evolve. Being dynamic means that we are always prepared for whatever challenges life may bring and remain resilient until the end. Post-Lesson Thoughts and Activity… 1. Based on the pillars of Dynamic Filipinism, how can we apply it to the current political, economic, socio-cultural, and educational situation of our country? 2. Create a photo essay or a photo collage interpreting the pillars and applications of Dynamic Filipinism. 3. Study all files you will see in our digital folder “Lesson 3” for our next lesson. Do you have any questions?  NATIONALIAN COURSE Course Materials No part of this material may be reproduced, stored in a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without prior permission of the copyright owner/s. THE NU LEGACY OFFICE Reviewed and edited by Rc Argonza God bless, guys!!! Stay safe and healthy!!! ☺ Learning Outcomes 1. Discuss how the founder was able to begin a school that eventually evolved into a university. 2. Appreciate how the founder’s children and grandchildren continued his legacy in running NU. LESSON 3: THE FOUNDER’S LEGACY  Educational Highlights toward the End of the 19th Century before the Founder Was Born A school of mercantile accounting and modern languages patterned after the Commercial School of Barcelona was inaugurated on July 15, 1840. It offered accounting, mercantile correspondence, mathematics, French, English and other subjects. Offered by premiere schools in Manila. THE FOUNDER AND HIS CLAN  Oral tradition within the family has it that a Hoc-Sung from Amoy, China was the progenitor of the Jocson clan in the Philippines. Mariano Fortunato Jhocson’s lineage has been traced back four generations to Tomas Jocson, Jhocson likely born in the late 18th century, who married Juana Francisca de los Reyes. Marriage certificates were found in the Origin archives for Tomas’s son, Feliciano, who married Florentina Velasco on February 28, 1824. Feliciano’s son, Remigio, married Marta Papa on February 15, 1846. Remigio’s son was the father of Mariano. Hoc-Sung to Jocson/Jhocson Lineage Juana Francisca de los Tomas Jocson Reyes Feliciano Jocson Florentina Velasco Remigio Jocson Marta Papa Crispulo Jocson Marcela Dela Cruz Mariano Fortunato Jocson/Jhocson  Crispulo Jhocson Birth date: June 9, 1850 Birthplace: Manila Profession: Sculptor and wood carver Awards: Honorable mention by the Ministerio de Ultramar Honorable mention by the Jurado Internacional de Premios Wife: Marcela Dela Cruz Alegrado No. of children: 8, Mariano was the third child Mariano Fortunato Jhocson (Jocson Y Cruz) Birth date: October 14, 1877 Birthplace: Sta. Cruz, Manila Atoy, as he was fondly called in the family. He learned by example the value of honest work from Crispulo. Mariano Fortunato Jhocson Primary and secondary education: Ateneo Municipal de Manila Character as a young child: Practical, business- minded First work: Bookkeeper at Bazar Filipino Secondary education: 1891-1892; 1895-1897 Degrees: Bachiller en Artes (today's high school) and a certificate as Perito Mercantil (Expert in Business, equivalent to today's business administration courses) in 1897 with a grade of Aprobado (passed).  Mariano Jhocson’s Academic Record in Ateneo Subject/Course Year Taken Grade Arithmetic and Algebra 1894-1895 Bueno (Good) Elements of Geography 1891-1892 Notable (Very Good) French 1896-1897 Mediano (Fair) English 1894-1895 Notable (Very Good) Business Math 1895-1896 Mediano (Fair) Notions of Geography 1896-1897 Mediano (Fair) and Business Statistics Political Economics 1895-1896 Mediano (Fair) Bookkeeping 1896-1897 Mediano (Fair) Business Corespondence 1895-1896 Mediano (Fair) and Operations Mercantile/Business Law 1896-1897 Mediano (Fair) 9 Work during the revolution: Schoolteacher Character during the revolution: Pacifist Marriages  Mariano and Consuelo Mariano married his first wife, Consuelo Luciano, from Cavite in 1901. They had two children: Domingo Ramon Consuelo died in 1908 Mariano and Miguela Mariano married Miguela Martin with whom he had eight children: Florencia Recaredo Remedios Leticia Teodoro Jesus Mariano Pacita Death: March 17, 1928 In his last days, Mariano enjoined his wife Miguela and eldest son Domingo to continue the task that he had dedicated his life to – that of educating the young men and women of his country. Former UP President Rafael Palma described Mariano as an untiring worker, bold but prudent, with an energetic and appealing personality.  Doña Miguela Martin Vda de Jhocson Took over as NU’s comptroller Inculcated in her children the values of respect for authority and deep religious faith Closed NU during the Japanese Occupation Reopened the school after the liberation in 1945 Assigned her children to serve in the NU administration The Founder’s Children and Grandchildren By the time National University celebrated its golden jubilee in 1950, the second generation Jhocsons had collectively brought the Founder’s vision to fruition such that the Jhocsons of Sampaloc were deeply entrenched in their Manila community. National University, being one of the first schools to reopen after the war, had quickly gained a huge enrollment. For the Jhocsons, life revolved around the university. Domingo L. Jhocson President of National University (1945-1987) PACU President, 1962-1963​ Married to Josefa Lim; they had 13 children. First alumnus of National University to graduate from Columbia University. Upon his return from his studies abroad, he taught Accounting at National University, and a year later, was appointed Acting Dean of the College of Commerce.​ He and Josefa brought several deserving student scholars from Marinduque to study in NU. Most of them went on to become successful in their respective districts.​ 20 Florencia Jhocson-Javier Bachelorate of Science in Education Married Major Melchor M. Javier of the Philippine Medical Corps. Taught Spanish subjects and helped manage the NU Girls’ Dormitory, and later became Treasurer. 21 Recaredo “Danding” Jhocson BS Commerce, 1933 He was a member of the underground guerilla movement during the Japanese occupation and was incarcerated at Fort Santiago. He served as Registrar. 22 Remedios Jhocson-Custodio Bachelor of Arts Married Eligio Custodio in 1931. She served as Treasurer and Secretary of the Board of Trustees. 23 Leticia Jhocson-Paguia BS Commerce, 1949 Taught at the College of Commerce and served as Registrar. Director of the Physical Education Department. President of the Manila Bay Baseball League and was called the “Czarina of Philippine Baseball”. First woman President of the UAAP for its 1952-1953 season. Fondly called “Mommy” by everyone. All of her six children—Celerino Jr., Roberto, Teresita, Arline, Carla, and Elaine—served in various significant roles in the administration of the school. 24 Teodoro Jhocson Chairman of the Board of Trustees and Comptroller until his death in 1999. He and his wife, Lourdes “Nelly” Intengan, devoted their lives to the service of the University. While his brothers Domingo and Jesus served as presidents of the University, Teddy inherited the post of comptroller from his mother, Doña Miguela, thus making him the head of the Jhocson clan after her death. 25 Jesus Jhocson He is the 6th son of Mariano Jhocson and Miguela Martin Husband of Alma Tavanlar Board of Trustees, 1959-1962​ Treasurer, 1948-1966 Vice President, 1967-1987 Highschool Principal and Faculty Member​ PACU President, 1974-1978 26 Mariano Jr., “Naning” BS Commerce Property Custodian and as member of the Board of Trustees. 27 Pacita Jhocson-Ocampo Property Custodian and Head of the Purchasing Department. Mother of former NU President Teodoro Ocampo, current VP for Administration Jose Nilo Ocampo, and Musical Director Louie Ocampo. 28  The grandchildren of Mariano and Miguela grew up seeing their parents, uncles and aunts a closely knit, family- oriented clan. They saw them as good people in loving relationships with one another and with strong religious fervor. Yet, in the eyes of the third-generation Jhocsons, they were almost rigid in their traditionalism and old- fashioned respect for authority. When a sibling made a wrong decision or was in error, there were no recriminations. It was always important not to offend the other’s feelings. Even sentiments were kept suppressed lest the other take offense. But it kept the Jhocsons together. When the third-generation Jhocsons became involved in running the University, they too subjected themselves to the authority of the second generation in true Jhocson fashion, even when they recognized red flags emerging from the dearth of progress and change. Consuelo Jhocson Miguel Eldest daughter of Domingo and Josefa Jhocson. Graduated with a Commerce degree from National University and Library Science from National Teachers’ College. Chief Librarian at NU for close to two decades. 30 Emmanuel J. Javier Son of Dr. Melchor Javier and Florencia Jhocson-Javier. Graduated with a Bachelor of Science in Chemistry from National University. Faculty and Head of Laboratories. 31 Celerino J. Paguia, Jr. The eldest son of Leticia Jhocson and Celerino Paguia, Sr. Long-time coach of the NU Bullpups and the NU Bulldogs, as well as football games of the Philippine Youth Football Team. 32 Dr. Arline Paguia-Asensi-Royo Second child of Leticia Jhocson and Celerino Paguia, Sr. Bachelor of Science in Commerce and a Doctor of Education from NU. Served NU for 50 years from 1959 to 2009 as Secretary of the Board of Trustees, High School Principal, University Registrar, Vice President for Academic Affairs and UAAP Board Member. 33 Engr. Carla P. Falconit Fifth child of Leticia Jhocson and Celerino Paguia Sr. Served as Dean of Student Affairs, Vice President for External Affairs and Engineering Acting Dean. Organized and united the different fraternities, sororities and other “samahan” groups into one brotherhood called the United Students Organization of the National University (USONU). Technical Panel Member on the Engineering Education of the Commission of Higher Education. PRC commended her “for contributing to the enhancement not only of the Chemical Engineering profession but also of the entire engineering academic program”. 34 Dr. Gabriel T. Jhocson Third child of Jesus Jhocson and Alma Tavanlar. Served as Director of the NU Graduate School, which experienced an influx in terms of student enrollees during the SM Partnership period. 35 Teodoro J. Ocampo The eldest son of Pacita Jhocson and Benigno Ocampo. NU President, 2003-2018. Vice-Chairman of the Board, 2018- present. 36 Jose Nilo Jhocson Ocampo Son of Pacita Jhocson and Benigno Ocampo. Industrial Engineering degree from National University. He is the current Vice-President for Administrative Services and a member of the UAAP Board. 37 Pauline A. Paggao Oldest daughter of Arline Paguia and Nestor Asensi. Had BS in Banking and Finance, and MA in Educational Management from NU. University Registrar for 42 years. 38 Other Family Members and Relatives Jose Ricardo SA Ocampo Son of Teodoro Ocampo. Served as High School Principal and Dean of Student Affairs in NU Manila. Administrative Director of NU Laguna, 2018-2024. Executive Director of NU Las Piñas, 2024- Present. 40 Remigio Jocson The Founder’s younger brother. A Spanish writer and poet, taught at the Colegio Mercantil and later at National University, and headed its Spanish Department. Published his textbook at the NU Press which was used not just in NU but also in institutions within the University Belt. 41 Isabelo Tampinco The husband of the Founder’s aunt, Victoria Jocson. A sculptor and a classmate of Rizal at the Academia de Dibujo y Pintura. His works included the Manila Cathedral's famous facade, the high relief on Santo Domingo Church's molave door, the main altar of Laoag Cathedral, wood carvings in San Agustin Church, the interior of the Old Senate Session Hall of the National Museum, Malacañang’s entablature, and the façade of NU Pharmacy and Dentistry Building (now Camilo Osias Hall). A recipient of merito civil medal for his sculptures (1880), silver medal at the tercentenary celebrations of Saint Theresa of Avila (1882), silver medal and diploma of honor at the Philippine Exposition in Madrid (1887), gold medal at the Exposicion Universal de Barcelona (1888), gold medal at the Exposicion de Filipinas (1895) and gold medal at the St. Louis Exposition (1904). 42 Dr. Nora Jocson-Claravall The Founder’s grand-niece from brother Manuel Jocson’s family. Served as longtime University Chief Librarian. 43 Feliciano Jocson The Founder’s 2nd-degree uncle, a Chinese mestizo pharmacist who owned a drugstore in Escolta. A katipunero who became Secretary of Welfare of the Departmental Government of Central Luzon under Emilio Aguinaldo’s revolutionary government; he changed his name’s spelling to Hokson in nationalistic fervor. Opposed the signing of the Pact of Biak na Bato; executed at the hands of fellow Filipinos and disappeared. 44  The Jocson flag designer? (Accounts of Julio Nakpil and Artemio Ricarte) One argument that could support this narrative was that since Feliciano Jocson graduated from UST, the inspiration of the sun in the flag was inspired by the symbol on the chest of St. Thomas Aquinas. According to the Act of Proclamation of Independence in 1898, the sun symbolizes progress and civilization. Progress and civilization meant progress in education, and the key metaphor for enlightenment was the sun, the king of heavenly lights. Also, Aquinas was called the angelic doctor or teacher because of his reputation for learning and wisdom. Furthermore, two South American countries, Argentina and Uruguay, have the mythological sun on their flags as well. Summing Up Don Mariano had a wide “network” of professionals, i.e., his family, who helped him succeed in his quest for quality and accessible education. His hardships as a youth prompted him to establish a school for the Filipino masses. The Jhocsons are an underrated nationalistic clan. The Jhocsons are loved by many because they are family- oriented. Post-Lesson Thoughts and Activity… Out of love for his country, the founder’s concept of nationalism is pacifist thru education. How can we continue his legacy and show our… appreciation for our education? love for country? Study all files you will see in our digital folder “Lesson 4” for our next lesson. Do you have any questions?  NATIONALIAN COURSE Course Materials No part of this material may be reproduced, stored in a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without prior permission of the copyright owner/s. THE NU LEGACY OFFICE Reviewed and edited by Rc Argonza God bless, guys!!! Stay safe and healthy!!! ☺