Ramay Ni Hesus free essay sample

KAMAY NI HESUS There are tranquil walkways and lush gardens for meditations, a magnificent array of life-size images of saints, rustling waterfalls and murmuring brooklets, and hills too. Angel’s Hill, Rosary Hill and Ascension Hill which at 292 steps above the ground is the world’s third highest grotto. Here you can pray, say the rosary or just reflect, or you can share in the holly masses at the chapels, or at the Healing Church. Impressive Retreat Center, Hall Infirmary with well appointed rooms are specially designed for visitors. Also there are souvenir shops selling religious articles and pasalubong. And for gastromic delight, there is Grotto’s Restaurant. Kamay Ni Hesus launches in the year 2010 another biblically inspired structure inside the 5-hectare property, along the designated Prophets Hill adjacent to the Garden of Eden, fronting the sea of Galilee. It will be called Noah’s Ark, measuring 9 meters in height, 48 meters in length and 9 meters in width, a unique retreat center ecologically protected with trees alongside and an experience of the cool breeze of the mountain air for would-be retreatants and guests in this 50-person capacity ark house. We will write a custom essay sample on Ramay Ni Hesus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Indeed, Kamay Ni Hesus is always throbbing with life, spiritual and otherwise, which makes it a perfect place to visit. To simply relax, to worship, to be healed and rejuvenated, to meditate or commune with nature and with our Lord. You can’t just drop by. Stay awhile. And be nourished in body, mind, and soul. Kamay Ni Hesus is an idyllic place of prayer and pilgrimage for thousands of faithful who flock to its pristine grounds to participate in the Holy Masses, pray the Holy Rosary and attend the healing masses to nourish the body, mind and soul. For some, it is a spiritual oasis where they can meditate and reflect amidst its serene surroundings and commune with nature and creator. For others, it is a hollowed place to give glory to God and honor to the Blessed Virgin Mary. Nestled at the foot of the mystical Mount Banahaw, Kamay Ni Hesus was established in 2002 on a five-hectare verdant field by men driven by an overwhelming faith and love for our Lord and His Mother. It is a shining example of what men of faith can achieve even against great odds. Today, it has become a center of religious devotion and one of the pilgrimage centers in the Philippines that is shaping spiritually in our contemporary society. Kamay Ni Hesus is located 125 kilometers southeast of Manila and his approximately a 3-hour drive away. The grounds are open to the public daily. While admission is free, charitable donation is greatly appreciated to defray the cost of its maintenance and finance ongoing improvements and developments.

Issac Singer essays

Issac Singer essays In 1851, Isaac Singer borrowed $40.00 to make a working sewing machine that would become the leader in the sewing machine industry and famous around the world. Isaac Merritt Singer was born on October 27, 1811 in Troy, New York to a large family of German immigrants. When he was twelve he left home and went to Rochester and worked all kinds of unskilled labor jobs until he was 19 years old. He found a job as an apprentice machinist in a machine shop. He didn't like this job, so after four months he left and for the next nine years moved from state to state and made a good living because of his natural mechanical ability. He got a lot of experience from doing this because he worked on anything that he could get paid for. In 1830 he quit working as a machinist and became an actor because he had a loud voice and thought he would be good at it. He really enjoyed doing this, but could not make enough money to keep him in the lifestyle that he enjoyed. He wasn't happy about giving up acting, but had to go back to the boring life of a machinist. Singer spent the rest of his life claiming great success as a stage actor. In 1931 he married Catharine Maria Haley. He was almost twenty years old and she was only fifteen. They lived with her family in New York. He wasn't happy with his home life and went around the countryside, working as a stage hand, advance man and as an actor. In 1836, he suddenly signed on as an advance man with another travelling group and left New York and went to Baltimore. While in Baltimore, he met eighteen year old Mary Ann Sponsler and fell in love with her. He asked her to marry him and they returned to New York in September of 1836. He knew he really couldn't marry her because he already had a wife, so he convinced her to wait to get married and to just live with him as Mrs. Isaac Singer. By the summer of 1837, Isaac Singer had a wife, a common-law wife, a son by Mary Ann and a son and daughte...

The Confederacys Defeat in the Civil War Essay Example | Topics and Well Written Essays - 2500 words

The Confederacys Defeat in the Civil War - Essay Example The Confederacy lost the civil war to the Union, which consisted of the Northern states, and there are many reasons that are considered as being explanatory for this. From the very beginning of the war, the North had a number of advantages over the South, and they basically had large amounts of everything while the South had hardly anything at all. The Union had large amounts of land, and an ever-growing industry, while the South basically had only one main cash crop: cotton. This is one of the most major reasons as to why the Confederacy suffered defeat in the Civil War - they made a serious mistake by believing that its thriving cotton industry would be enough to sustain itself throughout the war, and they soon realized that their assumptions had been far off. The North were much more successful in regards to their decision making and other strategies, and although the Civil War was absolutely a trying time for both the Confederacy and the Union alike, the fact is that the question of the outcome was quite obvious from the start. The South was very ill-equipped and not prepared enough, while the North was prepared to endure the deprivation of war, and not only that, but as well, just to further add on to the dilemma of the South, they were basically sucked dry of any semblance of economic formidability, while for the North the war was actually economically beneficial, as even after only the first year of the war they found that they were experiencing an enormous industrial boom. From this we can conclude several different things in particular, namely the fact that the main reason the Confederacy suffered defeat in the Civil War is because they were not prepared. They did not strategize properly, and they were not at all financially prepared before or during the time of the war. The South had actually originally counted on the North not being able to keep themselves in the war, and assumed that they would eventually give up and thus allow the South to secede, however this did not happen, and this was largely in part due to the resolve of Lincoln. It has been considered as well that the longer the war went on, the more and more the North's odds of winning increased, and eventually the South was doomed. Reconstruction: A Success or a Failure Reconstruction was an attempt that was made during and after the Civil War by the United States in order to attempt to resolve the issues that existed from the war when both the Confederacy and slavery were destroyed. It was truly an era of unprecedented and severe political conflict and of incredible change, and this reconstruction of the United States was carried on by President Johnson after the assassination of President Lincoln, during the years 1865 and 1866. The reconstruction period was - and still is - considered as being a time of great hardship for the United States, and President Andrew Johnson is considered as being one of the most major and key players during this time, as it was he who was faced with the task of having to reunite the North and South together after the drama and severity of the Civil War. Basically the reconstruction was a period when all people needed new and enforced human rights, even African Americans, as up to this point they were a minority group which had no rights and were still considered as being less than full people in a society that proclaimed and

How successful the Vietnamese people living in the United States are Research Paper

How successful the Vietnamese people living in the United States are today since they came to the United States after 1975 - Research Paper Example ounterparts who immigrated to the United States from East Asia mainly for economic interests, the Vietnamese are less accomplished both financially and academically. Even though the community of Vietnamese immigrants in the United States faces many challenges, their economic status has been reported to have improved dramatically, especially between the late 1980s and the early 2000. In 1989 for instance, the Vietnamese Americans who lived below the poverty line formed 34 percent of the entire Vietnamese American population while in 1999 the number had reduced by more than half to 16 percent (Bankston 213). On the social front, Vietnamese Americans have made notable steps ever since they came to the United States. According to Collette (57), a study carried out in 2008 showed that the Vietnamese community in the United States is one among the most assimilated immigrant communities in the country. Despite the lower rate of economic and cultural assimilation as compared to other immigrant groups, the rate of civic assimilation in the community was the highest among the relatively large groups of immigrants (Collette 59). The study attributed the slower rates of economic and cultural assimilation to the language difference with the American communities. The high rates of civic assimilation were attributed to the fact that, since most of them are political refugees, they expect to stay permanently in the United States and, therefore, have become more involved in politics than most of the other immigrant groups. Most of the Vietnamese Americans are anti-communism. This made most of them support the Republican Party, although the support has reportedly been eroded in the recent past. They preferred the Republican Party since they view the Democratic Party as not as anti-communist as the Republican Party is. However, the second generation of the immigrant group as well as the newer and poorer refugees has been reported to show support for the Democratic Party. Even then,

Shape Strategy Essay Example | Topics and Well Written Essays - 1250 words

Shape Strategy - Essay Example This kind of technology helps to improve effectiveness, efficiency, productivity, cost, elasticity and service quality of the business entity. IT enabled facilities of the organization help to build up the competitive advantage of the company by providing consumers with superior services. The successful deployment and adoption of IT will enable the company to accomplish success more easily. Five specific areas where IT represents a risk to a company’s competitive advantage: The five risks that the company has to consider during the course of its business are: â€Å"the bargaining power of buyers, the bargaining power of suppliers, the threat of substitute products or services, and threats from new entrants† (Mishra, 2012, par. 1). Threat of Entry: The entry of new firms to an industry bring new ability and a need to gain market share that puts stress on costs, prices and the price of investment essential to compete in the market. Microeconomics justifies that profitable industries attract new competition until the downward pressure on costs has forced our all financial profit from the industries. The most obvious sign of a company deteriorating is its failure to address to IT communications, which is the foundation for the break of the efficiency of IT generally. This vulnerability most frequently manifests itself in insufficient environment management tools, unreliable? old hardware etc. The power of suppliers: Powerful suppliers play a significant part in controlling the price of their products and services by charging high cost for limited services, high costs in general, or changing costs according to different customers. Suppliers are powerful if they are capable of charging differentiated price. Leading IT risk units have performed extensive research and have reached the conclusion that organizations which proactively deal with IT risks reap the most profits and benefits. The power of buyers: IT risk most frequently occurs during the breakdo wn of the enterprise business management to help with oversight of IT in some rational governance structure. The threat of substitutes: A substitute product functions similarly to that of the organization’s products but only by a different means. Positive IT risk management creates three competitive advantages for an organization. First, there is fewer firefighting. This permits the enterprise to concentrate on more strategic and productive work. Second, the base is better prepared thus freeing personnel, resources and dollars to focus more on efforts that can increase the price of the product. Third, the project is located in a stronger location than others to charge risk and? therefore? potentially employ chances that others would think too risky. Rivalry among existing competitors: Risk both downside and upside may happen from globalization, emerging technology, data growth, vendor chain complexities, economic ebbs and flows, client expectations as well as compliance suppl ies. Five specific areas in which IT may support or promote a company’s competitive advantage. Threat of new entrants: The increased usage of Information technology globally has many sides to it? one of which makes the threat of new entrants high. Mainly the entry of new firms has been made possible from the transition of wired technology to wireless? and such related facilities. The power of suppliers: Strategic systems have been used to give new facilities to

A Study on Kolbs Learning Cycle (1984)

A Study on Kolbs Learning Cycle (1984) David A. Kolb with Roger Fry created this famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. The principle of Kolbs learning cycle is that we all follow the following four stages of learning as we acquire knowledge, experience and skill. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations. All this may happen in a flash, or over days, weeks or months, depending on the topic, and there may be a wheels within wheels process at the same time. Forms of Knowledge and the Learning Cycle The four quadrants of the cycle are associated with four different forms of knowledge, in Kolbs view. Each of these forms is paired with its diagonal opposite. Four kinds of knowledge located in Kolbs scheme Kolbs model therefore works on two levels a four-stage cycle: Concrete Experience (doing/having an experience) The Concrete Experience is the doing component which derives from the content and process of the programme through attending the workshops or, in the case of the on-line module, your reading of the on-line learning materials together with your actual experience of teaching in the classroom plus your other teaching duties and practices. It may also derive from own experience of being a student. Reflective Observation (reviewing/reflecting on the experience) The Reflective Observation element stems from your analysis and judgements of events and the discussion about the learning and teaching that you engage in with your mentor and colleagues. This might be termed common-sense reflection. For example this might be through your own self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching (e.g. comments made by your mentor or colleague), moderation of assessments, external examiner comments, and discussions with your mentor. All of these can be brought together to give an overall reflection on your practice. Reflection in itself, though, is insufficient to promote learning and professional development. Abstract Conceptualisation (concluding/learning from the experience) In order to plan what we would do differently next time, we need in addition to our reflections on our experience to be informed by educational theory e.g. through readings of relevant literature on teaching and learning or by attending staff development or other activities. Reflection is therefore a middle ground that brings together theories and the analysis of past action. It allows us to come to conclusions about our practice Abstract Conceptualism. Active Experimentation (planning/trying out what you have learned) The conclusions we formed from our Abstract Conceptualisation stage then form the basis by which we can plan changes Active Experimentation. Active Experimentation then starts the cycle again when we implement those changes in our teaching practice to generate another concrete experience which is then followed by reflection and review to form conclusions about the effectiveness of those changes. Four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms: Diverging (CE/RO) Combination of Concrete Experience and Reflective Observation Feeling and Watching Like to gather information, good at brainstorming, interested in people, see different perspectives, prefer group work, open minded. Assimilating (AC/RO) Combination of Abstract Conceptualization and Reflective Observation Watching and Thinking Concise logical approach, ideas and concepts more important than people, prefer lectures, reading, time to think Converging (AC/AE) Combination of Abstract Conceptualization and Active Experimentation Doing and Thinking Solve practical problems; prefer technical tasks, like experimenting and simulation, less interested in interpersonal issues. Accommodating (CE/AE) Combination of Concrete Experience and Active Experimentation Doing and Feeling Hands on, attracted to new challenges and experiences, rely on others instead of doing own analysis, action oriented, set targets work hard in teams to achieve tasks. Kolbs learning styles matrix view Its often easier to see the construction of Kolbs learning styles in terms of a two-by-two matrix. The diagram also highlights Kolbs terminology for the four learning styles; diverging, assimilating, and converging, accommodating: Doing (Active Experimentation AE) Watching (Reflective Observation RO) Feeling (Concrete Experience CE) Accommodating (CE/AE) Diverging (CE/RO) Thinking (Abstract Conceptualization AC) Converging (AC/AE) Assimilating (AC/RO) Thus, for example, a person with a dominant learning style of doing rather than watching the task, and feeling rather than thinking about the experience, will have a learning style which combines and represents those processes, namely an Accommodating learning style, in Kolbs terminology. The Kolb Model and Subject Disciplines Broadly speaking, David Kolb suggests that practitioners of creative disciplines, such as the arts, are found in the Divergent quadrant. Pure scientists and mathematicians are in the Assimilative quadrant. Applied scientists and lawyers are in the Convergent quadrant. Professionals who have to operate more intuitively, such as teachers, are in the Accommodative quadrant.ÂÂ  There are also differences in the location of specialists within the more general disciplines This would suggest that different subject areas call for different learning styles, and raises the usual chicken and egg question as to whether the discipline promotes a particular learning style, or whether preferred learning style leads to adoption of a discipline, or of course, both. (All of the above assumes that there is some validity in this conceptualisation of learning styles.) Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference. My learning style is the converging and accommodating one. I think I have the ability to find solution to practical issues. I can solve problems and make decisions by finding solutions to questions and problems. I like challenges and carry out plans. I like experiment with new ideas and work with practical application. Studying is not just gaining greater knowledge and understanding of subjects but also more confidence, broader interests and more purpose in life. Well Im studying because I do have an objective in life which I want to achieve at any cost. It is very hard to study and to work at the same time which unfortunately I have to do, no choice! Kolb learning cycle is actually very effective way to study which just need to be followed. I like groups works, when discussing with other people I get different point of view for the topic discussed. One of the main problems I have is how to manage my study time. In fact I have two kinds of problems with time: finding enough of it and using it effectively. I do make plan about my time but its hard to stick to it, almost impossible. The only thing I need is to improve my time management skill and should take it serious now. Conclusion Kolbs learning cycle is a key model in current use relating to adult learning and development. Knowing your own and your teams learning style allows you to grow and develop more effectively, building skills and experience which allow you to meet your life goals. Thus the learning cycle can begin at any one of the four points and that it should really be approached as a continuous spiral. However the learning process depends on how the person is carrying out a particular action and then seeing the effect of the action in this situation.

Gender Equity in Education Essay -- Equality Feminism Science Mathemat

Gender Equity in Education Gender equity issues in mathematics and science have been the focus of many educators and researchers for years. Women have often been denied an equal education in math and science for many reasons. Parents and teachers must realize this fact and change their habits wherever necessary. Girls must be given the same opportunity as boys from the beginning, particularly in math and science where girls tend to lag behind. First of all, the term gender equity must be defined. Gender not only includes the concept of sex, but all the social and cultural meanings that go along with being either male or female. Every interaction that takes place is in relation to the sex of those involved in it, therefore sex may be considered central to those interactions. Equity is "justice, impartiality, the giving or desiring to give each person his or her due." Gender equity may then be defined as being free from any kind of discrimination based on sex; males and females considered equal in every possible way (Hilke & Conway-Gerhardt, 1994). Gender equity has been addressed in many schools, articles and books in the past and is still an issue today. One idea that must be considered is the difference that exists between girls and boys in the areas of math and science. Many ideas are involved in the issue of why girls are behind boys in math and science. The first factor is how parents treat their children. Parents have one of the greatest, if not the greatest influence, on their children’s lives and life choices. Their attitudes about such things as traditional jobs for women and treating girls differently than boys when dealing with school will often effect their children, especially their d... ...titt, B.A. (1988). Building Gender Fairness in Schools. Carbondale: Southern Illinois University Press. 4. The Mid-Atlantic Equity Consortium. (2000). Beyond Title IX: Gender Equity Issues in Schools. Retrieved March 20, 2001 from the World Wide Web: http://www.maec.org/beyond.html. 5. Advocates for Women in Science, Engineering and Mathematics. Gender Equity. Retrieved March 21, 2001 from the World Wide Web: http://www.awsem.com/gnature.html. 6. University Libraries, University of Iowa. (1998). Overview of Title IX. Retrieved March 20, 2001 from the World Wide Web: http://bailiwick.lib.uiowa.edu/ge/Title_IX.html 7. Salomone, R.C. (1997, October 8). Sometimes ‘Equal’ Means ‘Different’. Education Week. Retrieved March 20, 2001 from the World Wide Web: http://www.edweek.org/ew/1997/06salom.h17.