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検索ワード: contention (英語 - タガログ語)

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英語

what is the meaning of contention?

タガログ語

ano ang kahulugan ng nakuntento

最終更新: 2018-07-17
使用頻度: 1
品質:

参照: 匿名

英語

"This has been a lesser issue of contention in some parts of the GLBTQ community, but – without question – is equally important to other matters that need to be addressed.

タガログ語

“Ito ay naging isang higit na maliit na isyu sa ibang bahagi ng komunidad ng GLBTO , pero - walang kaduda-duda - ay ang mas mahalagang usapan na dapat tukuyin.

最終更新: 2016-02-24
使用頻度: 1
品質:

参照: 匿名
警告:見えない HTML フォーマットが含まれています

英語

Global: Donlevy, J.K. (2006) Non-Catholic Students Impact upon Catholic Students in four Catholic High Schools. Students expressed the view that inclusion alleviated the feeling that the Catholic faith could be accused of being a cult, that Catholic students were some sort of “Royal Family,” or that Catholicism was only for the “cool.” Students shared that inclusion helped to alleviate a future fear of the others. Lastly, inclusion evoked among many students, empathy for the non-catholic student’s feeling of difference. Grajconek, J., Ryan, M., & Chambers, M. (2007). Inclusion of Students who are not Catholics in Catholic Schools; Policy, practices and problems. Catholic schools need to reconceptualized their self-understanding in the light of this encounter in their schools with others who are not catholics. The growing presence of students who are not catholics in catholic schools raises “questions about the changing nature and purpose of the Catholic School as a context for religious education” (Welbourne, 2003, p1.). Hickey, C. T. (1983). The impact of non-catholic students in the catholic schools of a large eastern diocese. The purpose of this study is to investigate change, planned r unplanned, which has occured in catholic schools because on non-catholic students in attendance. Major findngs are: (1) Catholic parents and Non-catholic parents patronize catholic school for basically the same reasons; the academic program and teaching of moral and spiritual values are ranked first and second, respectively, as primary reasons for parents selecting catholic schools. >National Baring, R.V., Lee,R., Sta Maria,M., & Liu, Y. (2016). Configurations of student spiritually/religiosity: evidence from a Philippine University. International journal of children’s spiritually, 21 (3-4), 163-176. One of the points of contention in youth research pertains to academic life vis-a-vis the religious and spiritual mindset of the young student. Questions about the probable associations between academic growth and spiritual/religious life are treated with intense interest in religious and sociological discussions. This study sought to find out the characteristics of filipino student spirituality and religiosity using the religiosity and spirituality scale for youth from a sample of 3,108 college students in a Manila-based Philippine University. It inquired further how certain psychosocial variables can be associated with student spirituality and religiosity (S/R). The results revealed two significant variable traits assciated with S/R: identity (psychological factors) and relational (psychosocial adjustment) variables. The results point to significant insights for the management of youth religious behaviour in general and of tertiary students in particular despite recent decline in levels of religiosity among the youth. Baring,R. (2018). Emerging Transitions in the Meaning of Religious Constructs: The Case of the Philippines. Religions, 9 (12), 387. This paper presents an analysis of three emerging peculiar characterizations of religous experience by young students culled from two previous empirical studies. These newfound descriptions indicate a departure from traditional binary religious categories (e.g., sacred-profane, religious-spiritual) typically employed in many studies. The first describes a peculiar interpretation of religious experience indicating an epistemological shift from an exclusive definition to a diffuse interpretation of religious-spiritual categories: as “ personal religiosity” and “institutional spirituality”. Gohu, K. (2019) “I’m not catholic!: a non-catholic students’ life predominantly catholic institution”. Catholicsm may be one of the most sominant here in the Philippines. But that doesn’t mean you should limit yourself to just Catholicism. When you’re in college,there are so many people from different walks of life who come to attend. You meet Muslims who are extremely defferent from the peope you hear on media. There are Protestants who encourage the Bible to be understood with the changing of the times. The Philippines has become the melting pot of a lot of cultures with religion being one of the aspects. However, there’s something people sometimes wonder: how do students of different religions handle Theology based on Catholoicism when they are of different religion? >Local UIC (2006) “ The Perception of Muslim Students Towards Catholic Schools in Davao City”. This study aimed to find out the Perception of Muslim students towards Catholic schools in Davao City for school year 2005-2006. More specifically, this study ried to seek answers to the following questions: 1. ) What is the level of the perception of the Muslim students towards Catholic schools in Davao City in terms of: A. Environment B. Place C. People D. Culture and Religion Sensitivity E. Curriculum F. Scholarship G. Facilities and Services 2. ) Is there a significant difference in the perception of the Muslim students towards Catholic schools when grouped according to: A. Tribe/Ethnicity B. University the enrolled C. Gender 3. ) Is there a significant relationship on the Muslim students’ perceptions of catholic schools in terms of: A. Environment B. Place C. People D. Culture and Religion Sensitivity E. Curriculum F. Scholarship G. Facilities and Services Lidasan, M.S. (2015) “ Studying in a Catholic School made me a good muslim”. The word “I’hsan” in Arabic is a derivative of the verb “ ahsana,”which means doing things better. Thus the literal linguistic meaninf of I’hsan is doing the best, which is doing what God commanded us to do. I learned the first two levels of faith in Notre Dame shools. I learned I’hsan when I studied in Ateneo de Davao University and when I began working in Ateneo. I’hsan is the Muslim way of expressing the Jesuit adage “Magis” - doing for more God, doing more for others. I’hsanis when St. Ignatius asked hid exercitant “ What have I done for God? What am I doing for God? And what more can I do for him?” Indeed, we can learn so much from each other.

タガログ語

Ang aming Suliranin sa Pananaliksik ay: "Mga Nabubuhay na Karanasan ng mga Hindi Katoliko sa isang Institusyong Katoliko." Pandaigdigang, Pambansa at Lokal na mga isyu / problema:

最終更新: 2020-01-25
使用頻度: 1
品質:

参照: 匿名
警告:見えない HTML フォーマットが含まれています

英語

c / Translation This is a piece of the continuous procedure of promoting the Filipino language. Ali R. Al Hasanawi Says that the logical content is levelheaded, precise, shows reality and doesn't utilize allegorical words, and so forth. While the abstract content mirrors the preposterousness of the contention, the utilization of colloquial articulation, the vulnerability, and so forth.

タガログ語

c/Translation This is a piece of the continuous procedure of promoting the Filipino language. Ali R. Al Hasanawi Says that the logical content is levelheaded, precise, shows reality and doesn't utilize allegorical words, and so forth. While the abstract content mirrors the preposterousness of the contention, the utilization of colloquial articulation, the vulnerability, and so forth.

最終更新: 2019-12-09
使用頻度: 1
品質:

参照: 匿名

英語

c/Translation This is a piece of the continuous procedure of promoting the Filipino language. Ali R. Al Hasanawi Says that the logical content is levelheaded, precise, shows reality and doesn't utilize allegorical words, and so forth. While the abstract content mirrors the preposterousness of the contention, the utilization of colloquial articulation, the vulnerability, and so forth.

タガログ語

c / Pagsasalin Ito ay isang piraso ng patuloy na pamamaraan ng pagsusulong ng wikang Filipino. Sinabi ni Ali R. Al Hasanawi na ang lohikal na nilalaman ay levelheaded, tumpak, ay nagpapakita ng katotohanan at hindi gumagamit ng mga salitang alitmatiko, at iba pa. Samantalang ang abstract content ay sumasalamin sa preposterousness ng pagtatalo, ang paggamit ng colloquial articulation, ang kahinaan, at iba pa.

最終更新: 2019-12-09
使用頻度: 2
品質:

参照: 匿名

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