Only You :-)

       Only You

                        By; Angel Tecson         

Joy inside me is nothing but joy.

The colors are so bright and vivid,

And I am able to see everything clearly.

There were no dark times because seeing you
My day always shine.

No fear, no pain and there certainly is no doubt.

I will love you always, which are the word that I can only say. 
I will not live you

We all live as one and there is serenity for the two of us.

There is God and he has planned all of this for me.

Thinking to give you-up never happened.

There is you bhe, and you are everything.

There are no sorrows no tears for the hurt do not exist.

There is a woman who is ready to love.

There is nothing because loving you is joy for me.

I will love you for the rest of my life.

“Mag-kaisa” By: Rojan Sumayan

“Mag-kaisa”

By: Rojan Sumayan

I.

Tayo na’t pasukin ang masayang mga mithiin,

Halina’t salubungin, maunlad na layunin

Kabataang nangangarap,kabutihan ipalaganap,

Gawin ang makakaya, Upang  ang buhay sumarap.

Refrain:

Kung nababagot  ka sa iyong kalagayan,

Tinatamad pa at parang walang kalayaan,

Wagkang sumuko maghanap ng kaibigan,

Kayang-kaya mo yan basta’t lagi mong tandaan.

Chorus:

Mag-kaisa 2x

It’s good  kapag merong kasama,

Mag-kaisa 2x

Subukan mong makisama…

Ohhh…sa bawat problema

Merong pag-asa

Di mo kakayanin pag-ikay mag-isa,

Kaya’t wag kang sutil, making sa payo nila

At MGs ang iyong kasama!!!

Mag-kaisa

II.

Kami ang kabataan, Ang pag-asa ng Bayan,

Kabilang sa Vincentian, Samahan sating Lipunan.

Kayang-kaya makuha kasaganahan matamasa

Basta sipag at tiyaga siguaradong may nilaga.

Bridge:

Ang pag-ibig kay sarap ipatamasa

Sa ating mga kapwa…

Kung ikaw man ay mag-isa

Wag kang mabahala meron pang pag-asa.

(Back to Chorus) magkaisa…

A Concept Analysis

SANTA ISABEL COLLEGE

Higher Education Department

A Concept Analysis

Submitted

In Partial Fulfillment

of the Requirements in ED TC 3 (Social Dimension)

To

Ms. Julie Grace Namit

Professor, (Social Dimension)

By

Angel Vic S. Tecson

May 11, 2011

Ten Minutes a Day for

Silent Reading

ISSUE

By: Steve Gardiner

Sustainable Development

II. Concerns/ Problems

             Improving students’ attitudes toward reading is just one of the many benefits of sustained silent reading programs. Rachel is not fun in reading. However, she was influence by her students to do a silent reading when she discover that students who read frequently on their own had better literacy skills and better grades in her English classes. She also discovers that if students had time to read during class, they quickly found books that they enjoyed and looked forward to reading. She also observed that many students are in their seats and reading before the tardy bell rings.

III. Analysis

            Education is a vital instrument for achieving sustainability. People around the world distinguish that present economic development trends are not sustainable and that public awareness, education, and training are key to moving society toward sustainability. It is questioning to note that while we have difficulty predicting a sustainable world, we have no difficulty identifying what is unsustainable in our societies. We can quickly create a laundry list of problems - inefficient use of energy, lack of water conservation, increased pollution, abuses of human rights, overuse of personal transportation, consumerism, etc. However, we should not rebuke ourselves because we lack a clear definition of sustainability. Indeed, many truly great concepts of the human world - among them democracy and justice - are hard to define and have numerous expressions in cultures around the world.

            Ten minutes a Day for silent reading makes once person different through sustaining silent reading, it will do more than improve students’ attitudes toward reading. Studies shows that students who enjoy reading also read books and develop better skills in reading comprehension, spelling, and vocabulary. .

Silent reading programs can also improve reading speed as well. Compared students who were in sustained silent reading or similar free-choice reading with those who instead studied traditional basal text and received direct instruction in writing, grammar, and spelling, the student in the sustained silent or free-choice reading did as well or better on a variety of reading comprehension than did the students in traditional.

IV. Recommendation

             I used to hate reading, but now it’s started to grow on me. It helps me move on through life. Before reading this article, I hadn’t picked up a book unless it was required. Now, I am starting to read books and articles.

            I recommend the reader to sustain their reading habit because I believe that it really help to achieve sustainable development as a person and as an individual. Silent reading helps us relax and escape from reality. Every night before we go to bed, try to have at least 10 minutes reading.

V. Source

           

Educational Leadership / October2001 VOLUME 59 / Page 32 / Steve Gardiner

Teaching for Character

and Community

ISSUE

Spencer Kagan

4 Pillars of Education

Learning to Live Together

II. Concerns/ Problems

            For many students, character and virtues will acquire in school – or not at all. When teachers embed character education in their instruction, the classroom becomes a more caring, respectful and inclusive community. However, there are many students doest recognize the important character is. Lots of school violence and students isolation happen in the school setting. This article wants to inform how important the one of the 4 Pillars of Education – Learning to Live together.

III. Analysis

            Violence all too often leads life in the modern world, forming a depressing contrast with the hope which some people have been able to place in human progress.

One of education's tasks is both to teach pupils and students about human diversity and to instill in them an awareness of the similarities and interdependence of all people. From early childhood, the school should seize every opportunity to pursue this two-pronged approach. Some subjects lend themselves to this - human geography in basic education, foreign languages and literature later on.

Moreover, whether the family provides education, the community, or the school, children should taught to understand other people's reactions by looking at things from their point of view. Where this spirit of empathy is encouraged in schools, it has a positive effect on young persons' social behavior for the rest of their lives. For example, teaching youngsters to look at the world through the eyes of other ethnic or religious groups is a way of avoiding some of the misunderstandings that give rise to hatred and violence among adults. Thus, teaching the history of religions or customs can provide a useful reference tool for molding future behavior.

Lastly, the way children should not jeopardize recognition of the rights of other people and young people are taught. Teachers who are so dogmatic that they stifle curiosity or healthy criticism instead of teaching their pupils how to engage in lively debate can do more harm than good. Forgetting that they are putting themselves across as models, they may, because of their attitude, inflict lifelong harm on their pupils in terms of the latter's openness to other people and their ability to face up to the inevitable tensions between individuals, groups and nations. One of the essential tools for education in the twenty-first century will be a suitable forum for dialogue and discussion.

V. Recommendation

            The Family is the ideal teacher to the learners. I recommend that when people work together on exciting projects, which involve them in unused forms of action, differences and even conflicts between individuals tend to pale and sometimes disappear. A new form of identity is created by these projects, which enable people to surpass the routines of their personal lives and attach value to what they have in common as against what divides them. In sport, for example, the tensions between social classes or nationalities can eventually be welded into a spirit of solidarity by the commitment to a common cause. In the world of work, too, so many achievements would not have been possible if people had not successfully moved beyond the conflicts that generally arise in hierarchical organizations through their involvement in a common project.

V. Source

            Educational Leadership / Educational Leadership / October2001 VOLUME 59 / Page 50/ Sencer Kagan

Clearing the air on home pollutants

By: Tyrone M. Reyes, M.D.

Environmental Education

I. Issue

            Clearing the air on home pollutants may differ. Smelling noxious fumes on a busy highway or near an airport, you may wish you were safe at home breathing clean air. Actually, the air at home may be as much in need of a good clean up as the air on the road or near a factory. A growing body of scientific evidence shows that the air on the road or near a factory.

II. Problems

            A growing body of scientific evidence shows that the air you breathe at home, whether you live in the city, the country, or the suburb, is often more polluted than the air outside. Most people spend more time indoors than out, and more time at home than anywhere else. Some experts cite “the rule of 1,000.” This means that pollutants release indoors are 1,000 times more important in causing human exposure than the same pollutants outdoors.

            Tobacco smoke is, by far the worst pollutant, but even if you have a smoke free home, many things can dirty the air, notably the following:

¯  Cooking, especially on a gas range; burning incense or candles; or any form of combustion.

¯  Air fresheners and deodorizers.

¯  Insecticides, including mothballs.

III. Analysis

            How much should we worry? Some indoors pollutants, such as carbon monoxide, are toxic and even lethal at high levels, and you should keep them under strict controls. Others, such as the volatile substances that evaporate from dry cleaning or air fresheners, are potentially carcinogenic at high levels, but no one knows what effect they may have at the levels commonly measured in homes. Nobody is saying that burning scented candles will make you sick, let alone kill you. There is no evidence that brief, low-level exposure even to powerful chemicals like DDT will cause any harm. Some researcher suspect that some home pollutants might promote heart attack or breast cancer, but there is no evidence that this is so.

In moral of the story, in fact, is that, it is usually in your power to control or eliminate pollutants at home. We all have to cook, run the vacuum cleaner occasionally, or turn on the air conditioner. There is no such things as a combustion-free, dust free, particle-free home. Carbon monoxide and tobacco smoke can and should eliminate.

Therefore, we, as human beings are part of an evolving eco-system in which all life system. This problem affects the environmental education where they thought us the effect of the air pollution not only in the environment but also at home.

IV. Recommendation

            I recommend to everyone to be familiar on the table below. It has an effect towards our environment, particularly to our health.

           

IN the air: a watch list
These potentially harmful substances are found in the air of the average home in concentrations higher than outdoors:
Pollutant	Possible sources
Benzene	Tobacco smoke, auto exhaust from street or attached garage.
Chloroform	Chlorinated water used in bathing, showering, washing machines.
Formaldehyde	Pressed-wood cabinets, unfinished particleboard, permanent-press draperies.
PAHs (polyaromatic hydrocarbons)	Burning organic matter, candles, browning or charbroiling meats.
Paradicholorobenze	Air fresheners and deodorizers, mothballs.
Perchloroethylene	Residue on freshly dry-clean clothes.

V. Sources:

            The Philippine Star Life Style / May 10, 2011/ Page D-1 / Tyrone M. Reyes, M.D. /