Political Economy of Japan Essay Example | Topics and Well Written Essays - 1500 words - 1

Political Economy of Japan - Essay Example After Taisho era, it was the economic downturn which helped in the emergence of militarists: In the history of Japan, The Taisho era is mostly from the year of 1912 till the year 1926. Within this era, the political power shifted from the hands of the elder statesmen to the democratic parties and the Diet of Japan. Consequently, the era is known as the time for liberal movement in Japan. Politically, Japan moved towards larger emblematic government. The minimum tax qualification for the voters had been reduced to enfranchise more voters and consequently was eradicated in the year 1925. The democratic environment flourished with the pass of the legislation which was in favor of labors. During this Taisho era, Japan has been able to enjoy the parliamentary government based on British model. The period started with the Hara cabinet and end with fall of Wakatsuki cabinet. During this short span of time Japanese statesmen had tried hard to eliminate war as the instrument to the national p olicy. Japan co-operated in the peace between nations. In the year 1921, the four power including United States, Japan, Britain and France agreed to recognize status quo in Pacific region. These nations had agreed not to interfere in China while it was trying to build a stable government within the country. Japan also made a noticeable contribution by withdrawing its troops from Shandong. This picture was supposed to continue until the economic downturn hit the Japan economy. That time only, militants accused the politicians for being failure to Meiji restoration and consequently called for the change in the country’s policy. As the economy in Japan worsened more, military advocacy gained its popularity. Eventually that resulted in Japan’s aggression in 1930.

College Students Poor Food Choices Due to Stress Essay Example for Free

College Students Poor Food Choices Due to Stress Essay Some examples of uncomfortable feelings might be anxiety, depression, feeling pressured, procrastination, troubled relationships with peers, not doing well in academics, or not being economically successful. Students that live in the dorms may choose fattening foods at the cafeteria or â€Å"treat† themselves to fast food because they are emotionally unstable. Most of these college students also do not think that their new habit is a negative one. The reason why college students eat fattening, high sugar foods could be because of a mental or a biological satisfaction. This research will give an explanation for why many medicate their emotional states with food. Food choices are often made based on one’s unhappiness, angst, or trauma. College students may feel as though pleasing their mouths will please their hearts and ease their state of stress. Many will endorse preferring the taste of highly salted, high sugar content foods, while others will state that this is the food they grew up eating, and some will say this is what is most affordable and accessible. Doing anything excessive because a stressor is acting upon you damages ones psyche; when one over eats and becomes obese, their sense of your self-image is altered negatively. The Cafe with buffets, fast food restaurants, and late night pizza deliveries are just a few of the enticements that college students are facing as they adjust to their new found independence and life on their own for the first time. My freshman roommate was from Sweden; when she came to America she was considered a normal weight. However, as she was experiencing the college and had a lot of American food available she chose fast food and unhealthy foods at the cafe at school to cope with being home sick, and being stressed out about school and soccer. However, she woke up one morning and realized that her belly was much bigger than when she first came to America. She waddled over to a mirror and grabbed her stomach and said, â€Å"how come you’re stomach is not this big? We almost do the same things. † I said, â€Å"I knew it was secretly a dream of yours to be ‘thick’ so the vitamins I gave you the other night were for you to get big overnight. This just relieved the tension and she had gotten her insecurity off of her chest. However, it did not solve her psychological crisis that had triggered negative feelings about her physical appearance. The main reason why she was over eating and eating unhealthy was because she was depressed and missed home – not because she was hungry. Many college students go through the same scenario that my roommate experienced. Some students feel as though abnormal eating habits that may involve either insufficient or excessive food intake will comfort them physically and mentally. This research will be done on the college students who live in the dorms at Holy Names University. The units of analysis that will be observed are poor food choices and the factors of stress. Some major influences that that affect food choice are biological determinants, economic determinants, physical determinants, social determinants, and psychological determinants. A mode of operation that can be observed is the biological purpose that food serves; to put nutrients into our body. Humans need energy and nutrients in order to survive and will respond to the feelings of hunger or satisfaction of appetite. The central nervous system is involved in controlling the balance between hunger, appetite stimulation and food intake. Palatability is proportional to the pleasure someone experiences when eating a particular food. This aspect will most likely play a huge part in the decision making process for the food choices that college students make. Palatability is dependent on the sensory properties of the food such as taste, smell, texture and appearance. Sweet and high-fat foods have an undeniable sensory appeal. It is not surprising then that food is not solely regarded as a source of nourishment but is often consumed for the pleasure value it imparts. Another mode of operation that can be observed is the psychological factors that are in play during the decision making of making proper food choices. Stress and one’s mood can modify behaviors that affect health, such as physical activity, smoking or food choice. The influence of stress on food choice is complex not least because of the various types of stress one can experience. The effect of stress on food intake depends on the individual, the stressor and the circumstances. In general, some people eat more and some eat less than normal when experiencing stress. Studies also suggest that if work stress is prolonged or frequent, then adverse dietary changes could result, increasing the possibility of weight gain and consequently cardiovascular risk. Other than causing likely psychological insecurities, obesity can bring on a plethora of health conditions, including heart attack, stroke, high blood pressure, diabetes, knee and joint problems, various types of cancer and death. Bellise 2005) This study will be nomothetic; it will be describing the study of food choices and agents of stress within the cohorts of undergraduates that live in the dorms, particularly on the C-floor level of Durocher, on the Holy Names University campus. This research will be done by using deductive reasoning. Sometimes this is called the â€Å"top-down† approach because the researcher starts at the top with a very broad spectrum, which would narrow that down into more specific hypotheses that can be tested. Stress can cause bad eating habits like impulsive eating, overeating, binge eating, or compensatory behavior. The key variables and concepts involved in this study are stress and poor food choices. One should not use food to cope with stress and other negative emotions, because afterwards he or she will feel even worse. Becoming obese not only causes many physical disadvantages, but also can create psychological insecurities that must be dealt with. I will be using the Student Stress Survey (SSS) that measures the major sources of stress among college students. Also, I will be using a Eating Habit Questionnaire (EHQ) to measure how healthy one’s choices are when they make decisions about food. Some contributing indicators for stress are: anxiety disorders, weight problems, depression, premature aging, heart disease, chronic fatigue, high blood pressure, memory loss/brain fog, migraines, PMS, sleep problems, seasonal affective disorders, joint disorders, and sexual dysfunction. The peculiar thing is, that the indicators for having malnutrition are similar. However, when dealing with bad eating habits, one who isn’t getting enough food or nutrition or one that doesn’t have enough food or nutrition, can also have more serious indicators like: cancer, diabetes mellitus, renal disease, advanced aging, hormonal imbalance, and a decrease of hepatic function. The level of measurement that will be utilized during this research is mainly ordinal. This research will focus on two dimensions, food choice and level of stress. This allows the research to demonstrate how stress affects ones all around health. During this research, there will be two different types of surveys that will be combined and put into one leading scale measurement. This research will ask HNU students, qualitative questions that are open-ended, sampling questions or scenarios that make individuals contemplate about their food decisions and how it can be used to medicate depression. This is a collective case study that introduces a typology that is useful when selecting participants in multiple-case studies. This typology centers on a parallel sampling design. A parallel sampling design represents a body of sampling strategies that facilitate credible comparisons of two cases. Unfortunately, there can be a few open ended scenarios where someone could have just been eating badly for that week or some food is more convenient during a time period than another. Another thing to take into account is that perhaps some deal with stress differently than others. Part II This research will take place through the Holy Names University dorm rooms and I will be going door to door, starting with the people that live on my floor, then to the people that live above and below me in Durocher. These students are all undergraduates that are not freshmen. I will be asking as many people as I can later that night because that is when most of my peers are available to sit down and take a survey. The reliability for this experiment should be accurate because this is a replicated study of a survey and a questionnaire that have already been tested and have ways of measuring how sever ones stress is and what food choices one makes. This study has the ability to perform the exact same way every time it is being tested and it will be interpreted under the same conditions. The validity that will be focused on during this experiment is concurrent validity which measures the test against a set benchmark; higher correlated indicators prove that my test has strong criterion validity. Therefore, those who rank higher in stress levels and also rank high in eating unhealthy prove my theory true. The Survey: EHQ: Instructions: * This is not a test. There isn’t a right or wrong answer. * Read or listen to each question carefully and think about it before you choose an answer. * To choose an answer, put an X next to your choice. Choose only one answer for each question unless you are asked to choose more than one. * If you want to change an answer, erase your old answer and mark your new choice. Be sure to erase completely. * Do not skip any questions. What Gender do you fall under? ___Male ___Female Check the food in each line that you think is better for your health. 1. ___cookies OR ___an apple 3. ___chocolate cake OR ___an orange 4. ___ice cream OR __ _fresh fruit cup 5. ___whole milk OR ___low-fat or skim milk 6. ___frozen yogurt OR ___ice cream 7. ___french toast OR ___whole wheat toast . ___grilled chicken sandwich OR ___hamburger 9. ___baked potato OR ___french fries 10. ___fruit juice OR ___soda 11. ___donut OR ___bread 12. ___cold or ready-to-eat cereal OR ___eggs and bacon 13. ___green salad OR ___popcorn 14. ___raisins OR ___candy bar 15. ___pasta OR ___pizza Check the box under YES or NO to answer the following questions if you have experienced this at Holy Names University based off of the availability to the Cafeteria and a grocery store near by: In the last 2 weeks, did you ever. . . | YES| NO| 16. Eaten fruits for bereakfast? | | | 17. SSS: To determine your stress score, add up the number of points corresponding to the events you have experienced in the past 12 months. 1. Death of a close family member (100 points) 2. Death of a close friend (73 points) 3. Divorce between parents (65 points) 4. Jail term (63 points) 5. Major personal injury or illness (63 points) 6. Marriage (58 points) 7. Firing from job (50 points) 8. Failing a class (47 points) 9. Change in health of a family member (45 points) 10. Pregnancy (45 points) 11. Sex problems (44 points) 12. Serious argument with close friend (40 points) 3. Change in financial status (39 points) 14. Change in scholastic major (39 points) 15. Trouble with parents (39 points) 16. New girl-or boyfriend (37 points) 17. Increase in workload at school (37 points) 18. Outstanding personal achievement (36 points) 19. First quarter/semester in college (36 points) 20. Change in living conditions (31 points) 21. Serious argument with an instructor (30 points) 22. Lower grades t han expected (29 points) 23. Change in sleeping habits (29 points) 24. Change in social activities (29 Points) 25. Change in eating habits (28 points) 26. Chronic car trouble (26 points) 27. Change in the, number of family get-togethers (26 points) 28. Too many missed classes (25 point) 29. Change of college (24 points) 30. Dropping of more than one class (23 points) 31. Minor traffic violations (20 points) 32. Roommate problems (15 points) _________Total Points Here’s how to interpret your score. If your score is 500-645, you are at high risk for developing bad eating habits because you are more stressed. If your score is 200-350, you have a 50-50 chance of experiencing a serious effect on your health based on your level of stress. If your score is below 150, you have a less serious chance of your stress level interfering with your food decision making. Bibliography Carol Olander. Eating habit questionnaire. 1999. 3/13/13 lt;http://www. nncc. org/evaluation/nutrition5. htmlgt;. Dr. France Bellisle. The Determinants of Food Choice . 08/03/2013. 3/09/12 lt;http://www. eufic. org/article/en/expid/review-food-choice/gt;. Grilo, C. M. , amp; White, M. A. (2011). A controlled evaluation of the distress criterion for binge eating disorder. Journal of Consulting and Clinical Psychology, 79(4), 509-514. doi: 10. 1037/a0024259 Grossbard, J. R. , Atkins, D. C. , Geisner, I. M. , amp; Larimer, M. E. (2012). Does depressed mood moderate the influence of drive for thinness and muscularity on eating disorder symptoms among college men? Psychology of Men amp; Mascularity, doi: 10. 1037/a0028913 Mackinnon, S. P. , Sherry, S. B. , Graham, A. R. , Stewart, S. H. , Sherry, D. L. , Allen, S. L. McGrath, D. S. (2011). Reformulating and undergraduate women: A short term, three-wave longitudinal study. Journal of Counseling Psychology, 58(4) , 630-646. doi: 10. 1037/a0025068 Morehead State University . Stress Survey. 2011. 3/12/13 lt;http://www2. oreheadstate. edu/leo/index. aspx? id=6299gt;. Stice, E. , Rohde, P. , Shaw, H. , amp; Marti, C. N. (2012). Efficacy trail of a selective precention program targeting both eating disorder symptoms and unhealthy weight gain among female college students. Journal of Consulting and Clinical Psychology, 80(1), 164-170. doi: 10. 1037/a0026484 Tylka, T. L. , amp; Kroon, V. D. (2013). The intuitive eating Scale-2: Item refinement and psychometric evaluation with college women and men. Journal of Counseling Psychology, 60(1), 137-153. doi: 10. 1037/a0030893;10. 1037/a0030893. supp (Supplemental)

Vocabulary Learning Through Computer Assisted Language English Language Essay

Vocabulary Learning Through Computer Assisted Language English Language Essay Abstract The importance of learning English as an international language requires the acquisition of vocabulary as the basic and necessary skill. By the improvement of technology, and computer in particular, many researches are done to show the influence of technology on vocabulary learning. This literary review is done to show the importance as well. Introduction Michael Levy defined Computer-assisted Language Learning (CALL) in his book as the search for and study of applications of the computer in language teaching and learning (p.1). It is recognizable in the academic literature for about the last thirty years. CALL has been made possible by invention and development of the computer. They developed from large mainframe computers to smaller, faster, and easier ones. For all those who whish to create new CALL materials, points of departure range dramatically from top-down approaches centered perhaps upon a theory of language or language learning, or a curriculum specification, while others might develop CALL materials from the bottom up, perhaps by using the computer to address a particular classroom problem. Other points of departure might include a learning strategy , a macroskill, computer conferencing, or an exploration of aspects of the technology itself. There are practical issues to considerfor example, the selection of the hardware a nd software development tools for the project, Hypercard, Authorware, Toolbook, CALIS, C, and Visual Basic, or a mark-up language to enable publishing on the World Wide Web such as Hypertext or Virtual Reality Mark-up Languages (HTML and VRML), are just a handful of many options now available. (Michael Levy, Oxford Linguistic Computer-Assisted Language Learning Context and Conceptualization, p.3) an interdisciplinary perspective on CALL shows it to be a relatively new field of study that has been subject to the influence of a number of other discipline. In addition to the fields of computing and language teaching and learning, real and potential influences in the development of CALL included aspects of psychology, artificial intelligence, computational linguistics, instructional design, and human-computer interaction. Many of these disciplines are relatively new in themselves, having developed significantly since World War II. They each have their own perspective and frame of reference, they often overlap and interrelate, and the extent to which any one discipline should influence the development of CALL has not been determined. At various times, CALL workers have called upon each of these fields to guide their own work in some way. (the same, p.7) Development of CALL Jing-hua suggested in his paper presented It is commonly known that the development of CALL mainly experiences three phases, namely, behavioristic CALL, communicative CALL, and integrative CALL. Each phrase is marked by distinct language teaching theories. For example, Behaviousristic CALL is based on the dominant behaviorist theories of learning and teaching of that time, which emphasizes the formation of speaking habit, thus, courseware mainly focuses on practice and drill of language patterns. After behaviorism lost its dominance, cognitive psychology began to gain popularity. Communicative CALL rejects the notion of habit-formation and focuses more on creative language use. So software at that time stressed the importance of communication and creative use of language instead of manipulation of language forms. Under the influence of constructivism, integrative CALL began to gain prominence. Constructivism focuses more on the connection between old knowledge and new knowledge and l earners are taken as active participators who can engage in creative thinking rather than follow ready made knowledge. The development of internet provides learners with enormous amount of authentic materials and also a platform where they can have a real conversation with peers, teachers or native speakers. The integration of the four skills becomes possible and learners individual needs are satisfied to some extent. Studies on computer assisted vocabulary learning have touched upon different aspects of vocabulary learning, among which a line of research is to examine the effects of electronic or online dictionary use or the effects of look-up behavior or the click behavior on word retention (p.60,61). What Does Vocabulary Mean? Vocabulary .. is an essential means of interchanging ideas and of acquiring new experiences Mans growth in ideas has always been accompanied by a corresponding expansion of his vocabulary. (Gray 1939, p.1). When a pupil reads and learns the meaning of familiar words by context, there is reason to believe that the knowledge will be genuine and important. (Thorndike 1934, p.11). The commonest way and perhaps the best way to promote growth of content in words is to allow the child to infer the meaning from context (Chambers 1904, p.50). Vocabulary Acquisition and L2/FL Reading Comprehension Reading is an active skill that involves the reader, the text, and the interaction between the two. Reading in a L2 or FL is a dynamic and interactive process, during which learners make use of a variety of skills and strategies, combined with background knowledge, L1-related knowledge and real-world knowledge to arrive at an understanding of written material (Aebersold and Field, 1997: ix). Constantinescu (2007) suggests that several researchers have argued that vocabulary plays a major part in reading proficiency Aside from knowing how to use the appropriate reading strategies, Grabe (1991, as cited in Butler-Pascoe and Wiburg, 2003: 124) argues that fluent L2/FL readers need to know about 2,000 to 7,000 words and sometimes even more if they want to reach native-like fluency. Similarly, Groot (2000: 62) argues that an adequate understanding of academic texts requires a vocabulary of at least 7,000 words. Generally, L2/FL readers need to recognize approximately 95 per cent of the words in a given text in order to comprehend its meaning and they need to know the different meanings of words according to context, as well as words grammatical properties. What are Language Learning Strategies? Seglar (2001) remarked, Language Learning Strategies could be any set of operations, steps, plans, routines used by the learner which affect this process (p,26). There are two ways for the second language vocabulary acquisition. S. Prell suggested in his articles wo ways for the second language vocabulary acquisition (p.2): The first method, the experimental method, is CAVOCA. The second method is a more familiar approach to the students, called the bilingual word list. Prell remarked, The first method is the bilingual word list presentation. The second is the Computer Assisted Vocabulary Acquisition (CAVOCA) program.The CAVOCA method attempts to replicate the way the first language is acquired, which is through an incremental process that gradually develops with repeated exposure and constant interaction between the various stages (Groot, 2000, p. 64). The program has four sections, which include storing the word in memory; using the word in several sentences to learn the spelling and meaning; giving examples for long-term memory; and a self-assessment. The second method is a more familiar approach to the students, called the bilingual word list. This method takes less time and produces favorable short-term results (Prell). Prell conducted some experiments and found that both of them wre valuable, yet through some experiments it was proved that they were different from each other: In the first two experiments, the bilingual word list yielded substantially higher results with the immediate tests given than the CAVOCA program. However, in testing the students two to three weeks later, the CAVOCA method produced better results for the retention of the vocabulary. In the third and fourth experiments, the bilingual word list did not show significant differences in the immediate tests from the first two experiments. However, the CAVOCA method showed higher rates of retention for the tests given two to three weeks after the initial test. Information Processing Iheanacho (1997) remarked in his research suggests that cognitive theorists assume that any complete theory of human cognition must include an analysis of the plans or strategies people use for thinking, remembering, understanding and producing language (p.18). Iheanacho (1997) remarked in his research The memory system explains the interrelationship among the three main storage structures of the brain: Sensory register, Short term memory (STM), and Longterm memory (LTM) (p.2). According to Schwartz and Reisberg (1991), the STM provides a small storage repository where the information is repeated over and over through a maintenance rehearsal process. When a piece of information is repeated and rehearsed, the probability of retaining that information can increase. But the STM is limited in how much information it can hold. The maintenance rehearsal helps to transfer the excess information which is not yet needed to another storage called Long-Term Memory (LTM). LTM provides a storage place of great size containing information that is not immediately active so that the information can be retrieved when needed. According to Miller (1989), LTM helps people to recall events, solve problems and recognize patterns. It is the repository in which we carry out all that we know (Schwartz Reisberg 1991). The interrelationship between STM and LTM explains how visual information can enhance retention and recall. According to Posner (1969), visual information can persist in STM after the stimulus is diminished. Additionally, visual information can be activated and retrieved from the LTM. The information processing model can account for the effectiveness of visuals in learning. Visual research Heinich, Molenda and Russell (1993) proposed that learning is facilitated when instruction follows a sequence from actual experience to iconic representation, and then to symbolic or abstract representation. Visuals make abstract information more concrete and are suited for analogical reasoning (Levie, 1987). Pictures and prose can be used to help both skilled and unskilled readers to enhance their reading skills ( Holmes, 1987). Holmes studied the ability of 116 fifth and sixth grade students to answer inferential questions. Three groups were established. The first group used pictures, the second group used prints, and the third group used a combination of prints and pictures. His purpose was to examine skilled and unskilled readers to see if there would be a significant difference in their ability to answer questions in each approach. He found that pictures enabled both skilled and unskilled readers to answer inferential questions. Holmes therefore suggested using pictures to initially improve inferential reading, and then gradually advancing to using print only. Imagery and vocabulary acquisition Furthermore, a study conducted by Paivio and his associates (1971) revealed that when learners are instructed to use images to commit a list of words to memory, recall is facilitated dramatically. In the study, subjects were required to learn pairs of words by rehearsing each pair, by making up a sentence for each pair of words, and by forming a mental image for each pair of words, with the image combining the words. They found that subjects who learned through imagery performed better on a recall test. Dual-coding theory Dual-coding theory contends that pictures and words activate independent visual codes (imagens) and verbal codes (logogens). The verbal system is language-like and specializes in linguistic activities associated with words and sentences, whereas, the visual system is thought of as a code for images and other picture-like representations (Rieber, 1994; Rieber, 1992). Rieber further explains that both verbal and visual subsystems have unique properties. Whereas logogens are stored in the verbal system as discrete elements, resembling words and sentences, imagens are stored as continuous units in the visual system. According to (Paivio, 1986; Rieber, 1992; Rieber, 1994), dual coding theory assumes that three levels of processing can occur within the verbal and visual systems. These are: representational connections, associative structure, and referential connections. Representational connections occur between incoming stimuli and either the verbal or visual system. Whereas verbal stimuli activate verbal memory codes, visual stimuli activate visual memory codes. Rieber (1994) explained that the important aspect of referential connections between the verbal and visual systems are not one to one, but can be one to many. For example, seeing a picture of a computer may invoke many verbal responses, such as an Applecomputer, an IBM computer or a Laptop computer. This concept can be applied when using pictures to learn vocabulary. Associative structures refer to activation or processing of information within any of the systems. The processing of information in the verbal system is assumed to be sequential or linear; whereas, processing of information in the visual system is believed to be parallel or synchronous. The separate coding systems, however, can aid each other so that something coded in both picture and verbal forms can be easily remembered (Rieber, 1994). The probability of recall is increased due to the availability of two mental representations instead of one. If one memory trace is lost, the other is still available (Rieber Kini, 1991). Multimedia CALL and vocabulary acquisition Studies (Reid, 1996; Davis Lyman-Hager, 1997; Zimmerman, 1997) showed the effectiveness of multimedia CALL on vocabulary learning in particular and language learning in general. Based upon this review, multimedia CALL programs that use motion pictures, still pictures, and text can help ESL students to improve their vocabulary skills. But it is not clear if a multimedia program with motion pictures or the one with still pictures will be more effective for intermediate level ESL students. More empirical studies to investigate the effectiveness of multimedia CALL with motion pictures and still pictures on vocabulary acquisition of ESL students can lead to the development of more effective methods for vocabulary acquisition. Motion graphics and still graphics Many studies (Rieber Kini 1991; Siribodhi, 1995; Rieber, 1990; Rieber, 1996) have shown that computer graphics are effective for gaining attention. Furthermore, Iheanacho (1997) suggested that computer graphics can encourage students to create mental images that in turn make it easier for them to learn certain types of information. The difference between motion graphics and still graphics is that motion creates the illusion of movement which helps to explain abstract concepts (Bricken, 1991; Rieber, 1994). In 1996, Rieber conducted a study to explore how users interact and learn during a computer-based simulation given graphical and textual forms of feedback. He found that subjects learned more when provided with animated graphical feedback than with textual feedback. Rieber hypothesized that interactive forms of multimedia, such as computer. simulations will promote different levels of processing depending on the type of representation used (e.g. text, graphics, motion and sound). In an earlier study, Rieber Kini (1991) contended that in contrast to static graphics, animated graphics can provide users with additional information through two important visual attributes: motion and trajectory. They also added that animation can provide information about whether the object is moving or whether the objects motion changes over time. Still or static pictures, on the other hand, lack motion and are more abstract than motion pictures. Still pictures suggest motion whereas motion pictures show life in action, can be used to study specific elements, and can bring us close to the point of visual contact (Dale, 1969). EXPERIMENTS ON COMPUTER-ASSISTED VOCABULARY ACQUISITION IN THE ESL CLASSROOM RESEARCH QUESTIONS Pelletreau (2006) conducted an experiment Of chief importance in this study was the degree to which students would take advantage of computer-assisted opportunities for incidental vocabulary learning while performing online reading tasks. The study necessarily addressed a more fundamental question: How would students learn new words in the course of completing computer-based reading tasks? Lastly, and most importantly for this study, how was the learning of non-target words related to the learning of target words? (p.16). In an earlier study (see Juffs et al., April, 2006), students frequently used the online dictionary to look up the meanings of target words. In fact, students accessed 71% of all the definitions available to them on average, and yet, such behavior did not correlate with mastery of words (r = .16, n.s.). The best predictor of word mastery (as defined by 2 correctly answered post-reading vocabulary questions) was number of texts read (r = .86, p à ¢Ã¢â‚¬ °Ã‚ ¤ .0001). In other words, students reading more texts mastered more words, though the time spent clicking on hints had almost no effect on word mastery (Juffs et al., April, 2006). If students were not benefiting from looking up target words, it may have been because they were not actually making use of target-word definitions. But what were they doing while reading? They were either unable or unwilling to learn target-word definitions. It became apparent that students were not gaining a substantial learning advantage by using the online dictionary. In other words, students were not achieving a desired learning outcome. They resisted their language-learning task and instead participated in a counter-task (Lantolf Thorne, 2006, p. 238) In this context, a decision was made to allow students to look up any word in the online dictionary. Perhaps students had been focusing their attention on non-target words, or maybe they had other preferred (and unknown) methods of using the program. It was clear that students were likely not using the REAP program the way they had been expected to, and it was also apparent that the instruments to gather data about students behavior in the LMC were lacking. As a result, REAP was modified to allow students to look up the meaning of any word, and the number of clicks of both target and non-target words was recorded. Because quantitative data alone would provide an incomplete picture of student vocabulary-learning behavior, qualitative data collection instruments were introduced. Students could be valuable sources of information about their own vocabulary-learning techniques. The acquisition of target vocabulary was thought to depend on student comprehension of non-target words. It was hypothesized that students would use information about non-target words to assist them in their target-vocabulary tasks. It may have been the case that knowledge of non-target words surrounding target words would aid students in making lexical and semantic connections that facilitated target-word acquisition. In line with such reasoning, a strong positive correlation between non-target and target-vocabulary acquisition was posited, at least up to a particular critical threshold. For those students who knew the meanings of very few of the words surrounding target words, it was reasoned, target-word acquisition would be minimal. In such a scenario, such students would have too many gaps in their word knowledge and too few resources to be able to acquire a considerable number of target words. In effect, students learning more non-target words were predicted to learn more target words, though only up to a point. Student accuracy on measures of target vocabulary knowledge should have correlated strongly with non-target vocabulary acquisition up to some critical point. After a certain threshold, the acquisition of additional non-target words might have led to a decrease in the number of target words acquired. Such a threshold may have depended in part on the general language proficiency of the student (measured in this case by the MTELP score). The finite nature of the students language-learning resources, including processing power, attention and memory, may also have been important. It was thought that students spending much of their time learning as many non-target words as they possibly could would likely perform as poorly with respect to target-word acquisition as those who paid little or no attention to non-target words. In such cases, it was plausible that temporal and cognitive constraints (Sweller, 1988; 1994) would lead to students acquiring relatively fewer target words. In effect, the distribution of target words acquired versus non-target words acquired should have been more or less nonlinear. That is, target-word learning should have reached some maximum value for a moderate value of non-target word learning. Additionally, the amount of non-target word acquisition occurring in the study should have been much less, on average, than that of target-word acquisition. While there may have been some exceptions, the explicit instructions to focus on target words coupled with the way the words appeared should have led to relatively greater student attention to target words. It should also be pointed out that students answered cloze questions testing their knowledge of target words (for which they received feedback) after each reading, while they answered no such questions and received no feedback pertaining to non-target words. Greater attention and in general, more cognitive resources devoted to target words should have translated to differential target and non-target vocabulary learning. In terms of predicting how many target and non-target words students learned, general language proficiency should have provided some indication of such information. Pelletreau (2006) concluded in this experimenr, Non-target word lookups did not correlate with target word acquisition. Students did not appear to learn target words faster or better by attending to non-target words. As a result, the relationship between the explicit and incidental learning students engaged in remains unclear. The relative effectiveness of each, as well as the optimal balance of explicit and incidental learning in such a context, is an open question. Benefits of CALL for Vocabulary Acquisition and Reading Comprehension According to Constantinescu (2007) Multimedia refers to computer-based systems that use various types of content, such as text, audio, video, graphics, animation, and interactivity. Constantinescu (2007) mentioned in his article Most research on vocabulary acquisition and CALL has focused on the effects of multimedia glosses, and the same is true for reading comprehension, since vocabulary and reading are closely and reciprocally related. This reciprocal relationship also accounts for the fact that many research studies on vocabulary development and CALL also examine reading comprehension, and vice versa. Multimedia Glosses and Vocabulary Development One of the first to examine the effects of multimedia glosses for vocabulary development were Lyman-Hager and Davis (1996), who integrated a computer program into the French foreign language curriculum and discussed vocabulary acquisition and students glossing choices for 262 intermediate level students studying French. Two conditions were used in this study: computerized reading and non-computerized reading using an excerpt of Oyonos Une Vie de Boy. Both groups had access to glosses: the computer group had access to multimedia annotations, whereas the control group could consult printed text with the same glosses. As to whether or not computer treatment offered significant benefits to FL students, the results of the written recall protocol indicated that the experimental group who used the computer program to read the text significantly outperformed the control group who used the glossed reading in the print form. Using Multimedia for Vocabulary-building Constantinescu (2007) mentioned in his article However, multimedia is not used only for glossing texts. Multimedia is a central component of good computer-assisted skill-building software. Thus, Chanier and Selva (1998) stressed the benefits of multimedia support for learning L2/FL vocabulary and presented ALEXIA, a lexical learning environment for French as a L2/FL, which includes a corpus of texts, a general and a personal dictionary, and a lexical activities unit. After reviewing various viewpoints about the effectiveness of multimedia for vocabulary learning, they propose useful criteria for evaluating the quality of a visual representation in a lexical environment. Groot (2000) presented another multimedia-enhanced computer-assisted word acquisition program, called CAVOCA, whose aim was to speed up the vocabulary acquisition process. CAVOCA is an interactive program that takes learners through different stages of vocabulary development: deduction, consolidation, and long-term re tention. Benefits of Multimedia-enhanced Dictionaries Other research that focused on vocabulary development with technology argued for the increased effectiveness of multimedia-enhanced electronic dictionaries designed specifically for English language learners, and which have several built-in aids that their book counterparts cannot provide (e.g. the Longman Interactive English Dictionary, the Oxford Picture Dictionary Interactive, etc.) (Butler-Pascoe and Wiburg, 2003: 126-12) Benefits of Multimedia for Reading Comprehension The positive effect that multimedia has on reading comprehension comes, according to Busch (2003: 278), from the great advantage that online readers have over traditional printed readers: the possibility to enhance computerized texts with glosses in multimedia format. The effects of multimedia glossing received increased attention as researchers considered the possibility that computer-aided reading could create more proficient readers by offering a choice of various types of glosses to develop better vocabularies, greater background knowledge surrounding the text, and more effective reading strategies (Lyman-Hager and Davis, 1996: 775). Constantinescu (2007) remarked some principles for instructors to increase the efficiency of the introduced strategies: First Principle: Instructors Should Pay More Attention to the Existence of Various Teaching Tools For vocabulary acquisition, instructors could make great use of technology by using multimedia glossed texts, electronic dictionaries, corpora and concordance software, as well as various vocabulary-building software. Second Principle: Instructors Should Introduce Multimedia-glossed Texts into Their Vocabulary/Reading Classes Multimedia glossing triggers better results when compared to print glosses. Moreover, full glossing seems to be the best facilitator of vocabulary acquisition and reading comprehension, as opposed to little or non-glossed texts. In addition, best results in retention are triggered by picture + text annotations, whereas pronunciation, video, and audio glosses seem to correlate negatively with reading comprehension. Third Principle: Instructors Should Be Acquainted with the Criteria for Software and Courseware Evaluation (e.g. goals, presentation, appropriateness, outcomes), As Well As Take Into Consideration Two Very Important Factors: Time and Effort Teachers must be aware that there are many different types of software or online materials available for ESL / EFL, however, not all of them are valuable for classroom instruction. Some materials focus on specific skills, while others focus on a wide range of skills and strategies. Moreover, instructors should also ensure that the materials used in class are motivating for students and are at an optimum, i+1 difficulty level, so that progress can be attained. Teachers should also pay attention to students level of familiarity with computers and keep in mind whether the chosen software will trigger the desired outcomes. Fourth Principle: Instructors Should Keep Up with Current Methodology and Make Best Use of Visuals and Multimedia Good CALL programs should make best use of visual elements and multimedia glossing, as well as generate students participation. The programs should be interactive, allowing the students to make choices. Also, they should consist of a wide range of different types of exercises in which students not only choose the right answers but also type in answers. Summary L2 comprehention depends mostly on acquiring vocabulary at least 7,000 words as was mentioned by Groot (2000: 62). Due to the importance of vocabulary acquisition some ways were discussed, and through some experiments by Prell it becomes clear taht the CAVOCA method produced better results for the retention of the vocabulary (p,3). So, in continuation, my research focused on the influence of different models of Call strategies on accelerating vocabulary learning and how the instructors should use them in the best way to increase their efficiencies. Conclusion Among different forms of computerized ways of vocabulary learning, some ways were mentioned. While being different from each other, it is proved that some of them are more efficient that others. All in all, CALL can be a useful instrument for both teachers and students in regard to the priority it has to the difficult traditional ways.

Rebellion in Margaret Atwoods The Handmaids Tale :: Handmaids Tale

Rebellion in Margaret Atwood's The Handmaid's Tale "Rebels defy the rules of society, risking everything to retain their humanity. If the world Atwood depicts is chilling, if 'God is losing,' the only hope for optimism is a vision that includes the inevitability of human struggle against the prevailing order." -Joyce Johnson- Margaret Atwood's The Handmaid's Tale analyzes human nature by presenting an internal conflict in Offred: acceptance of current social trends (victim mentality) -vs- resistance for the sake of individual welfare and liberties (humanity). This conflict serves as a warning to society, about the dangers of the general acceptance of social evils and boldly illustrates the internal struggle that rebels face in choosing to rebel. Offred is a Handmaid in the republic of Gilead and while she seems unhappy about this, she is confused about her identity and even starts to accept the role that has been imposed upon her. It seems strange that one might accept such radical changes so easily. Offred has been manipulated into believing that this sinister system was designed for her own good. Peter S. Prescott says: " Offred at first accepts assurance that the new order is for her protection." (151) She must lie on her back once a month and hope that commander makes her pregnant because her sole purpose is to act as a vessel. She even starts to measure her self-worth by the viability of her ovaries and this negatively affects her self-image. This is how Offred characterizes the deploring act : "The commander is fucking. What he is fucking is the lower part of my body. I don't say making love because that's not what he is doing. Copulating too would be inaccurate because it would imply two people,when there is only one. Nor does rape cover it. Nothing was going on here that I haven't signed up for. There wasn't a lot of choice, but there was some and this is what I chose." (Atwood,121) This statement is very dangerous. It shows how Offred has convinced herself that this deploring act is not so bad. It also shows how she is beginning to embrace the system and justify the violations that are being commited against her. By calling it a choice she has shifted the blame from her oppressors to herself and labeled the blatant crime as a mere ritual. Offred shows signs of a developing victim mentality where she accepts defeat and associates the regime's will with her own.

My Baptism Essay

The Sacrament of Baptism is often called â€Å"The door of the Church,† because it is the first of the seven sacraments not only in time (since most Catholics receive it as infants) but in priority, since the reception of the other sacraments depends on it. It is the first of the three Sacraments of Initiation, the other two being the Sacrament of Confirmation and the Sacrament of Holy Communion. Once baptized, a person becomes a member of the Church. Traditionally, the rite (or ceremony) of baptism was held outside the doors of the main part of the church, to signify this fact. The Necessity of Baptism: Christ Himself ordered His disciples to preach the Gospel to all nations and to baptize those who accept the message of the Gospel. In His encounter with Nicodemus (John 3:1-21), Christ made it clear that baptism was necessary for salvation: â€Å"Amen, amen I say to thee, unless a man be born again of water and the Holy Ghost, he cannot enter into the kingdom of God. † For Catholics, the sacrament is not a mere formality; it is the very mark of a Christian, because it brings us into new life in Christ. Baptism of Desire: That doesn’t mean that only those who have been formally baptized can be saved. From very early on, the Church recognized that there are two other types of baptism besides the baptism of water. The baptism of desire applies both to those who, while wishing to be baptized, die before receiving the sacrament and â€Å"Those who, through no fault of their own, do not know the Gospel of Christ or His Church, but who nevertheless seek God with a sincere heart, and, moved by grace, try in their actions to do His will as they know it through the dictates of conscience† (Constitution on the Church, Second Vatican Council). Baptism of Blood: The baptism of blood is similar to the baptism of desire. It refers to the martyrdom of those believers who were killed for the faith before they had a chance to be baptized. This was a common occurrence in the early centuries of the Church, but also in later times in missionary lands. The baptism of blood has the same effects as the baptism of water. The Form of the Sacrament of Baptism: While the Church has an extended rite of Baptism which is normally celebrated, which includes roles for both parents and godparents, the essentials of that rite are two: the pouring of water over the head of the person to be baptized (or the immersion of the person in water); and the words â€Å"I baptize you in the name of the Father, and of the Son, and of the Holy Spirit. † The Minister of the Sacrament of Baptism: Since the form of baptism requires just the water and the words, the sacrament, like the Sacrament of Marriage, does not require a priest; any baptized person can baptize another. In fact, when the life of a person is in danger, even a non-baptized person—including someone who does not himself believe in Christ—can baptize, provided that the person performing the baptism follows the form of baptism and intends, by the baptism, to do what the Church does—in other words, to bring the person being baptized into the fullness of the Church. Infant Baptism: In the Catholic Church today, baptism is most commonly administered to infants. While some other Christians strenuously object to infant baptism, believing that baptism requires assent on the part of the person being baptized, the Eastern Orthodox, Anglicans, Lutherans, and other mainline Protestants also practice infant baptism, and there is evidence that it was practiced from the earliest days of the Church. Since baptism removes both the guilt and the punishment due to Original Sin, delaying baptism until a child can understand the sacrament may put the child’s salvation in danger, should he die un-baptized. Adult Baptism: Adult converts to Catholicism also receive the sacrament, unless they have already received a Christian baptism. (If there is any doubt about whether an adult has already been baptized, the priest will perform a conditional baptism. ) A person can only be baptized once as a Christian—if, say, he was baptized as a Lutheran, he cannot be rebaptized when he converts to Catholicism. While an adult can be baptized after proper instruction in the Faith, adult baptism normally occurs today as part of the Rite of Christian Initiation for Adults (RCIA) and is immediately followed by Confirmation and Communion. The Effects of the Sacrament of Baptism: Baptism has six primary effects, which are all supernatural graces: 1. The removal of the guilt of both Original Sin (the sin imparted to all mankind by the Fall of Adam and Eve in the Garden of Eden) and personal sin (the sins that we have committed ourselves). 2. The remission of all punishment that we owe because of sin, both temporal (in this world and in Purgatory) and eternal (the punishment that we would suffer in hell). 3. The infusion of grace in the form of sanctifying grace (the life of God within us); the seven gifts of the Holy Spirit; and the three theological virtues. 4. Becoming a part of Christ. 5. Becoming a part of the Church, which is the Mystical Body of Christ on earth. 6. Enabling participation in the sacraments, the priesthood of all believers, and the growth in grace. Question: What is Baptism? Christian denominations differ widely on their teachings about baptism. Some believe baptism accomplishes the washing away of sin. Others consider baptism a form of exorcism from evil spirits. Still others teach that baptism is an important step of obedience in the believer’s life, yet only an acknowledgment of the salvation experience already accomplished – baptism itself has no power to cleanse or save from sin. The following takes a look at the latter perspective called â€Å"Believer’s Baptism:† Answer: A general definition for the word baptism is â€Å"a rite of washing with water as a sign of religious purification and consecration. † This rite was practiced frequently in the Old Testament. It signified purity or cleansing from sin and devotion to God. Since baptism was first instituted in the Old Testament many have practiced it as a tradition yet have not fully understood its significance and meaning. In the New Testament, the significance of baptism is seen more clearly. John the Baptist was sent by God to spread the news of the coming Messiah—Jesus Christ. John was directed by God (John 1:33) to baptize those who accepted his message. John’s baptizing is called â€Å"a baptism of repentance for the forgiveness of sins. † Mark 1:4 (NIV). Those baptized by John acknowledged their sins and professed their faith that through the coming Messiah they would be forgiven. Baptism then is significant in that it represents the forgiveness and cleansing from sin that comes through faith in the Lord Jesus Christ. The Purpose of Baptism: Water Baptism identifies the believer with the Godhead – Father, Son & Holy Spirit. â€Å"Therefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit. † Matthew 28:19 (NIV) †¢Water Baptism identifies the believer with Christ in His death, burial and resurrection. â€Å"When you came to Christ, you were â€Å"circumcised,â €  but not by a physical procedure. It was a spiritual procedure–the cutting away of your sinful nature. For you were buried with Christ when you were baptized. And with him you were raised to a new life because you trusted the mighty power of God, who raised Christ from the dead. † Colossians 2:11-12 (NLT) â€Å"We were therefore buried with Him through baptism into death in order that, just as Christ was raised from the dead through the glory of the Father, we too may live a new life. † Romans 6:4 (NIV) †¢Water Baptism is an act of obedience for the believer. It should be preceded by repentance, which simply means â€Å"change. † It is turning from our sin and selfishness to serve the Lord. It means placing our pride, our past and all of our possessions before the Lord. It is giving the control of our lives over to Him. â€Å"Peter replied, ‘Each of you must turn from your sins and turn to God, and be baptized in the name of Jesus Christ for the forgiveness of your sins. Then you will receive the gift of the Holy Spirit. ‘ Those who believed what Peter said were baptized and added to the church–about three thousand in all. † Acts 2:38, 41 (NLT) †¢Water Baptism is a public testimony – the outward confession of an inward experience. In baptism, we stand before witnesses confessing our identification with the Lord. †¢Water Baptism is a picture representing profound spiritual truth: Death – â€Å"I have been crucified with Christ and I no longer live, but Christ lives in me. The life I live in the body, I live by faith in the Son of God, who loved me and gave himself for me. † Galatians 2:20 (NIV) Resurrection – â€Å"We were therefore buried with Him through baptism into death in order that, just as Christ was raised from the dead through the glory of the father, we too may live a new life. If we have been united with Him like this in His death, we will certainly also be united with Him in His resurrection. † Romans 6:4-5 (NIV) â€Å"He died once to defeat sin, and now he lives for the glory of God. So you should consider yourselves dead to sin and able to live for the glory of God through Christ Jesus. Do not let sin control the way you live; do not give in to its lustful desires. Do not let any part of your body become a tool of wickedness, to be used for sinning. Instead, give yourselves completely to God since you have been given new life. And use your whole body as a tool to do what is right for the glory of God. † Romans 6:10-13 (NLT) Cleansing – â€Å"And this water symbolizes baptism that now saves you also – not the removal of dirt from the body but the pledge of a good conscience toward God. It saves you by the resurrection of Jesus Christ. † I Peter 3:21 (NIV) â€Å"But you were washed, you were sanctified, you were justified in the name of the Lord Jesus Christ and by the Spirit of our God. † I Corinthians 6:11 (NIV) Questions On Baptism Friday, October 10, 2003 Home Greetings! Initiation of a non-Christian into the Roman Catholic Church is celebrated in a Rite called â€Å"baptism†. In this rite, a person is either immersed in water, or sprinkled with water by another Christian who says, â€Å"I baptize you in the name of the Father, and of the Son, and of the Holy Spirit. What makes a baptism valid? Baptism is valid so long as water was used with the Trinitarian formula (See Mt 28:19 for the Trinitarian formula, and John 3:5 for the necessity of water). In an emergency, even tears or saliva could be used where running water is not present. Catholics believe that all people who have received water baptism in the Trinitarian formula are mysteriousl y united to the Church, and indwelt with the grace of Jesus Christ. What is grace? Grace is God’s favor, and more than this, it is the very life of God within a person through the Holy Spirit. With grace, three dispositions, or virtues are infused in the soul: faith, hope and love. God cannot co-exist with sin, and when we turn away from God, we can sin so badly as to cut off this flow of divine life within us. Catholics call this â€Å"mortal sin†, referring to the notion of deadly sin we find in 1 John 5:17. Yet, even when we sin mortally, the Council of Trent states that faith lingers in the soul to draw us back to Christ. Only blasphemy of the Holy Spirit – an ongoing and deliberate rejection of the free gift of grace – can damn us. We can trust teh one who started the work of salvation in us through baptism to bring it to completion. Is Baptism necessary for salvation? The Second Vatican Council affirms that the grace of baptism is necessary for salvation. Yet, the Council speaks of salvation outside, but not apart from the Church. Catholics believe that the grace of baptism is given through the rite itself, but is also provided to those who, through no fault of their own, have either never heard the Gospel, or heard the Gospel in a distorted manner so that they were unable to accept it. Many theologians (myself included) argue that anyone who has not actively rejected the Gospel as properly understood may be under the saving grace of baptismal grace. The Church has always maintained that the Old Testament prophets are counted among the saints in heaven. The Council of Trent affirmed that even prior to baptism, a grace called prevenient grace draws a person to baptism. Furthermore, the Church always taught that there is such a thing as baptism by desire. Traditionally, baptism of desire was used to refer to martyrs who were murdered while preparing for the rite of baptism. These various doctrines have lead theologians to the conclusion that there is saving grace available without strictly receiving water baptism. Yet, for a believer in Jesus Christ, it would make no sense to reject water baptism, since Christ himself was baptized and taught his disciples to baptize. In the early church, baptism was a public witness to becoming a Christian, and often a person was placing their life on the line by receiving the sacrament. To reject water baptism and claim to believe in Jesus is a contradiction, and in this sense, baptism is necessary for all believers. However, knowing that prevenient grace draws the sinner to the sacrament, many theologians today argue that there are two types of saving faith, and one depends on the other. Primordial faith is a trust in a vague and fuzzy awareness of divine holy mystery and openess to transcendant experience that goes beyond language. This faith is what begins the salvation process in us, and it is this grace that is spoken of when we say the grace of baptism is necessary for salvation. Many theologians since Karl Rahner argue that we are all born with the gift of such grace, even as we are all effected by original sin. If we respond to this grace, we seek language to describe the experience, and primordial faith is then translated into fiducial faith, which is the belief in a particular creed, doctrine, and set of religious practices. For the Catholic Christian, fiducial faith expresses itself and becomes actualized in cooperation with Christ through the sacraments. However, the non-Catholic may very well be saved by fiducial faith expressing primordial faith in a different cultural context. Who performs a baptism? Typically, a baptism is performed by a priests, but in an emergency, any Christian who has already received baptism can perform the rite. Catholics recognize the baptisms of other Christian demonimations as valid, so long as water was used, and the Trinitarian formula was followed. Catholics consider the rite of baptism to be a sacrament. Sacraments are outward signs of internal grace instituted by Christ and preserved in the Apostolic tradition. Catholics believe that Christ, himself, acts in each sacrament, so that even if a sacramental rite is performed by the worst sinner, the sacrament is valid. How often can baptism be received? Because it is the first step of initiation, baptism is only received one time in life, and Catholics do not believe anyone who has received a valid baptism needs to repeat it, even if the rite was performed before a person was fully mature, or the rite was by an imperfect person, or in a manner that was hasty or sloppy. Indeed, Catholics see it as a lack of faith to repeat baptism. At the same time, Catholics do bless themselves with holy water as they enter a church as a constant reminder of baptism. What are the effects of baptism? Perhaps the effects of baptism are best understood by looking at the symbolic meaning of the rite. Water is a natural symbol of birth, life, and cleanliness. It symbolizes birth as a mother’s water is broken. It symbolizes life as we need it for nourishment. It symbolizes cleanliness as we bathe daily with water. Water also symbolizes death, as we can drown in water. In Judaism, ritual baths and purifications symbolized that we were making ourselves presentable to God, the most high and most holy and pure being of all. According to the New Testament, the baptism of John, who preceded Jesus was a baptism of repentance. The word for repentance in Greek means conversion, and is rooted in the notion of turning a stiff neck. John seemed to use water baptism as a symbolic action to convey the notion of the hope to one day be immersed in the Spirit to be cleansed from sin to live a new life. John’s preaching was eschatological and forward looking, and painted a picture of cosmic conflict between good and evil. John’s baptism looked for the day when the Spirit would be poured forth like a river on the people to produce a change of heart. Jesus received the baptism of John, and many Bible scholars point to this incidence as evidence of a historical person named Jesus. According to the criteria of embarrassment, the early church would have no reason to invent this encounter, since the action implies John is greater than Jesus and that Jesus needed to repent. Many believers in Christianity are raised to believe that Jesus was baptized by John in order to provide us an example. However, this oversimplifies the issue, and implies that Jesus was play acting. Even a perfect person can and would have turning points in life if that person is fully human. A conversion experience does not always involve turning from sin to virtue. Rather, like a moth becoming a butterfly, a conversion experience can be growth from one stage of human development to another. The New Testament is clear that Jesus grew as a human person (See Luke 2:40). By receiving the baptism of John, Jesus reveals that he has fully entered the human condition. Like us, in his humanity, he longed to be immersed in the Holy Spirit and to grow and change. John preached that there would be one who come after him who would baptize with fire and Spirit. Having received the baptism of John, the growth or conversion that Jesus displayed was to begin to live as though the fullness of God’s reign was breaking into our world here and now, already present, but not fully present yet! There is some evidence in the New Testament that Jesus continued the ministry of baptism after John, and may have even rivaled John for a period (See John 4:1). However, where John was an ascetic preaching hell-fire and brimstone, Jesus preached that the reign of God was breaking in through mercy upon the marignalized. It is not that Jesus made no mention of hell. However, when he does mention hell, it is always in the context of the rigidly unforgiving, or those who commit heinous sins that hurt other people. For Jesus, it appears that baptism was transformed from a symbolic act that looked forward to a day of immersion in the Spirit, to a symbolic rite that made the Spirit present. In Jesus and his disciples, baptism truly became a rite of initiation for those who choose in the here and now to live in the reign of god breaking into our reality. By accepting the baptism of Jesus, one was chosing to live here and now as though God is your only king, and to trive for perfection. After the crucifixion and resurrection of Jesus, baptism took on new meaning. Under the inspiration of the Holy Spirit, Saint Paul called baptism an immersion in the death and resurrection of the Lord (See Romans 6:4 and Colossians 2:12). The author of 1 Peter refers to baptism as a cleansing. With Saint Augustine int he fourth century, the emphasis on the notion of bap tism as cleansing became critical in his debates with a monk named Pelegius. Pelegius believed that Christ saved us by offerring an example of perfection that we chose to follow by our own inherent goodness. Those who rejected Christ and refuse to imitate him are simply evil. Pelegius taught a crass works righteousness. Augustine, profoundly aware of his own sinfulness, countered that he could not even want to follow Christ if God had not given him the gift to desire Christ. Augustine, relying on Saint Paul, believed that we are saved by grace, and that grace enables us to imitate Christ. Augustine developed the concept of original sin to explain what he felt Paul was saying when Paul says all people are sinners due to Adam’s sin (see Romans 5:12). Augustine argued that grace is a completely free gift given to us while we are sinners, and through the gift, we are made righteous, with baptism symbolizing cleanliness and new birth. As a demonstration that he was interpreting the Scriptures correctly, Augustine wrote to Pelegius appealing to common tradition asking if what he was saying were not true, why does the Church baptize infants? So, the effect of baptism is that we die to our sinful selves to rise with him. Grace, the very life of Christ, is infused in the soul by the one who lives today! This new life is experienced as rebirth in water and Spirit. We are immersed int eh Holy Spirit so that live as sons of daughters of the great King of the universe, whose reign of peace and justice is breaking into the world through Christ acting in us. Why do Catholics baptize infants? Acts 10 speaks of the entire family of Cornelius, and the whole household, including his servants, receiving Peter and the Apostles to eventually become baptized. Catholics believe that the episode indicates the possibility that children were baptized within the New Testament period, since it is likely that Cornelius had children. Yet, there is no direct and unquestionable proof that infants were baptized in the New Testament. Many Protestant Christians argue that the symbolism of conversion and change is lost by performing baptism on infants, and that such batisms should be considered invalid. Catholics believe that in the early church, adult baptism was the norm as the Church reached out to new members. However, we saw above that Saint Augustine argued against the works righteousness of Pelegius by appealing to the already wide-spread and ancient tradition of infant baptism. Infant baptism may or may not not perfectly allow the recipient to experience grace as conversion. Yet, Catholics accept in faith that conversion is occurring even in the infant. For many Catholics, infant baptism is a response of gratitude to God for a child, and a celebration of birth. Parents naturally want to share their faith and culture with their children. As a rite of intitiation, baptism knits a person into that web of relationships that forms the Church – the Body of Christ. What Christian parent would not seek to have their child knit into this web of relationships? On a deeper theological level, Catholics speak of a real transformation taking place in the infant where all guilt of original sin is removed, and grace is infused in the soul conforming the child to Christ. Through baptism, a person is born again, and the effects of the sacraments last eternally! By offering the rite to an infant, we are emphasizing that grace is an absolutely free gift, not even earned by our desire for conversion or our intellectual undertsanding of what we receive. This may confuse many Protestants, who believe that Catholics teach works righteousness. The Catholic Church holds as infallible, according to Scripture, the local council of Orange, and the Ecumenical Council of Trent that salvation is by grace alone. However, Catholics believe that with new birth comes growth, and that with baptism, Christ’s life life is infused inthe soul to produce faith and works. Faith without works cannot save, and works without faith cannot save. Yet, the whole process of salvation is initiated as a free gift of Christ. See my essay Justification: Protestant or Catholic for more detail on this subject. In the New Testament, Paul speaks of laying hands on people after baptism, and James speaks of annointing people. The word â€Å"Christ† literally means â€Å"annointed†. Catholics generally believe that in the sacrament of confirmation (laying on of hands and annointing), a person is confirmed in the faith. This second sacrament completes initiation in the Catholic Church and is closely connected theologically to baptism, though separated by years in time for many Catholics. Adult converts receive the two sacraments together. This is usually done in young adulthood, and provides an opportunity for a similar experience to Protestant young adult conversion at baptism. Why do Catholics use the Trinitarian formula, and not the name of Jesus Personally, I am not sure that God considers the name of Jesus alone as an invalid baptism. However, there are denominations and churches separated from Rome who baptize in the name of Jesus only because they reject the doctrine of the Trinity. We saw above that the Trinitarian formula for baptism is Scriptural in Matthew 28:19. We know from early Church writings that the Trinitarian formula was used from most ancient times, and the doctrine was accepted as the correct interpretation of scripture by the world-wide Church at several Ecumneical Councils. Thus, Catholics believe that the Trinitarian formula is revealed through Scripture and Sacred Tradition to be a if not the correct way to do baptism. Since the issue arose late historically, and was clear attempt to break the unity of the Church, Catholics do require a new baptism for those who join s from a community that did not use the Trinitarian formula. Why do Catholics sprinkle instead of immersing? Immersion is the proper way to do baptism to convey the full symbolism of the sacrament. Sprinkling in the early church was only used for emergencies, such as impending death. As the Church expanded into Northern Europe, it is highly probable that cold weather caused Christians to turn more often to sprinkling. Irish missionaries may have carried the practic e back southward. The Church defends that baptism by sprinkling is valid. At teh same time, Vatican II called for a renewal and retrieval of the meaning of sacramental gestures so that the fullness of what was conveyed in the New Testament is mediated in the signs. I have seen more and more Catholic churches building baptismal fonts large enought to immerse an adult. In the future, I expect immersion to once again become the norm. One final point When John began baptizing, he warned his Jewish siblings that God could make children of Abraham from the stones. Receiving his baptism of repentence was useless if one was not changed by it. God always respects our freedom, and we are always free to reject and act against the grace that is given us. We do this when we sin. Catholics believe that God initiates the salvation as an absolutely free and unmerited gift that can start in an infant. Catholics believe that Christ acts in the sacrament, so that we can never say that baptism does not have an effect. Christ promised to act in every valid baptism. Even Adolf Hitler (who was baptized Catholic) was changed by the sacrament. (Think how much worse he may have been if his life were never touched by grace! Yet, knowing that every baptism has an effect on the recipient, and trusting individually that the One who died for me and began a work for me in baptism wants to bring it to completion, I must respond to him! John’s warning to the children of Abraham is still true for Christians. We must, by God’s continued outpouring of grace, receive the Lordship of Christ and allow his will to shape our lives and contin ually change us. While baptism always has an effect, not everyone who has been bapized is absolutely assured slavation.

Learning Style and Brain Dominance

When analyzing the three mentioned ways of learning patterns, they portrayed auditory learners as the best listeners, and usually reads out loud which help them recall what they read. People with a â€Å"Kinesthetic† learning pattern are usually hands on, they are described as the people who will take things apart and put them back together in order to recall what they learned. They are also very fond of using body gestures when they talk. â€Å"Visual† was also mentioned as one of the main learning patterns, people who fall under this category usually recall what they learn by recollecting visual images, and they tend to be very detail oriented.As all our fingers are not equal, neither is our personality. Everyone has their own comfort zone when it comes to learning. When taking the brain dominance test, I felt I have a combination of both. My final score said something different; it put me more on the right side. I guess we can say the brain is who we are; it controls your being and portrays your personality. I guess that is why we have choices because if we all use the same part of the brain we would understand each other and get along, I am not sure if that would be a fun world, we need the pros and cons of life that is why we cannot think and do things equally.Left brainers are said to be very logical and detailed oriented, while right brainers always views and analyze things with the bigger picture, they are auditory and sometimes detail oriented. My knowledge of brain dominance and learning style will affect my professional life by directing me toward the professions and roles which would make best use of analytical ability and attention to detail. The one thing I have not done is try to figure out my comfort zone when it comes to learning, but with this study I am going to be able to assess myself better to see where I fall short when it comes to learning.I am going to start making a better judgment call; I think it is very important to un derstand how to be able to help another. I am going to make it a point to use this new knowledge to access my personal and professional life to make it better and less stressful. This assessment will enable me to enhance my personal life by bringing to level of conscious realization not all people view things in the same way that I do and so it will help me ngage them to understand them for better team effort in both personal and career perspective. I believe knowing that everyone thinks and do things differently, as a manager; it will help me control any emotion that gets in the way of my management. As we are all human and have feelings, when it comes to the professional life, emotions are to be set aside which is very hard to do sometimes. Assessing yourself and knowing who you are will help control emotions when it comes to managing employees at the work placeTo conclude, whether â€Å"Visual, Auditory or Kinesthetic†, we are all unique in a way so we just need to find wh o we are and what best works for us and approach life as we learn about ourselves the best way possible. I will utilize this new found knowledge to effectively engage others in an attempt to build better relationships and enhance communication; I will use this knowledge to foster acceptance and understanding of those who view the world from a perspective other than my own Learning Style and Brain Dominance When analyzing the three mentioned ways of learning patterns, they portrayed auditory learners as the best listeners, and usually reads out loud which help them recall what they read. People with a â€Å"Kinesthetic† learning pattern are usually hands on, they are described as the people who will take things apart and put them back together in order to recall what they learned. They are also very fond of using body gestures when they talk. â€Å"Visual† was also mentioned as one of the main learning patterns, people who fall under this category usually recall what they learn by recollecting visual images, and they tend to be very detail oriented.As all our fingers are not equal, neither is our personality. Everyone has their own comfort zone when it comes to learning. When taking the brain dominance test, I felt I have a combination of both. My final score said something different; it put me more on the right side. I guess we can say the brain is who we are; it controls your being and portrays your personality. I guess that is why we have choices because if we all use the same part of the brain we would understand each other and get along, I am not sure if that would be a fun world, we need the pros and cons of life that is why we cannot think and do things equally.Left brainers are said to be very logical and detailed oriented, while right brainers always views and analyze things with the bigger picture, they are auditory and sometimes detail oriented. My knowledge of brain dominance and learning style will affect my professional life by directing me toward the professions and roles which would make best use of analytical ability and attention to detail. The one thing I have not done is try to figure out my comfort zone when it comes to learning, but with this study I am going to be able to assess myself better to see where I fall short when it comes to learning.I am going to start making a better judgment call; I think it is very important to un derstand how to be able to help another. I am going to make it a point to use this new knowledge to access my personal and professional life to make it better and less stressful. This assessment will enable me to enhance my personal life by bringing to level of conscious realization not all people view things in the same way that I do and so it will help me ngage them to understand them for better team effort in both personal and career perspective. I believe knowing that everyone thinks and do things differently, as a manager; it will help me control any emotion that gets in the way of my management. As we are all human and have feelings, when it comes to the professional life, emotions are to be set aside which is very hard to do sometimes. Assessing yourself and knowing who you are will help control emotions when it comes to managing employees at the work placeTo conclude, whether â€Å"Visual, Auditory or Kinesthetic†, we are all unique in a way so we just need to find wh o we are and what best works for us and approach life as we learn about ourselves the best way possible. I will utilize this new found knowledge to effectively engage others in an attempt to build better relationships and enhance communication; I will use this knowledge to foster acceptance and understanding of those who view the world from a perspective other than my own