Ruby Archuleta and Amarante Cordova Define Community...

Ruby Archuleta and Amarante Cordova Define Community Community is defined as a group a people living in an area under the same conditions. Realistically, a community is so much more than this definition. It is people and their different beliefs that form a community. In the town of Milagro, Amarante Cordova, Ruby Archuleta, and a town coming together to rescue a fellow community member from jail exemplify the true spirit of what community is. Ruby Archuleta makes the biggest difference in bringing the community together. Ruby is the only member of the community to take intuitive and start fighting for the rights of the Milagro citizens. While everyone is waiting around to see what will happen, Ruby gets to work. She†¦show more content†¦Ruby knows the people are reluctant to sign it, but this does not stop her. During a four day rain storm, where the whole town is shut down, she goes out and tries to get people to sign the petition. The conditions are so treacherous that her truck gets stuck in the mud. She is so determined to get people to sign the petition that she then rides her horse until it almost dies from exhaustion. If it were not for Ruby Archuleta’s determination to the community the Milagro citizens would not have overcome Ladd Devine’s Miracle Valley Land and Water Project. Amarante Cordova is one of the oldest people in Milagro, but age does not always carry wisdom; it comes with experience. Amarante has experienced a lot living in Milagro all of his life. He knows that the bean field is one of the best things ever to occur in Milagro. He is sure of one thing, that he is there to protect the field and it is his god give right to protect the field. Milagro is the only thing that matters to Cordova. The community is everything, there is nothing going on outside of the mountains. Milagro is the one thing that matters. Cordova is a very influential part of the community, but he is too old to make a difference in the growth of Milagro. Towards the ending there is a very powerful scene were the whole town comes and meets in front of the police station. The energy is overwhelming and captivating. While Joe Mondgragon is held captive in side the police station,

Part Three Chapter IX Free Essays

string(115) " a time at the open fridge, ripping open clingfilm and packets and putting chunks of food directly into his mouth\." IX Kay Bawden never wanted to set foot in Miles and Samantha’s house again. She could not forgive them for witnessing Gavin’s parade of indifference, nor could she forget Miles’ patronizing laughter, his attitude to Bellchapel, or the sneery way that he and Samantha had spoken about Krystal Weedon. In spite of Gavin’s apology and his tepid assurances of affection, Kay could not stop picturing him nose to nose with Mary on the sofa; jumping up to help her with the plates; walking her home in the dark. We will write a custom essay sample on Part Three Chapter IX or any similar topic only for you Order Now When Gavin told her, a few days later, that he had had dinner at Mary’s house, she had to fight down an angry response, because he had never eaten more than toast at her house in Hope Street. She might not be allowed to say anything bad about The Widow, about whom Gavin spoke as though she were the Holy Mother, but the Mollisons were different. ‘I can’t say I like Miles very much.’ ‘He’s not exactly my best mate.’ ‘If you ask me, it’ll be a catastrophe for the addiction clinic if he gets elected.’ ‘I doubt it’ll make any difference.’ Gavin’s apathy, his indifference to other people’s pain, always infuriated Kay. ‘Isn’t there anyone who’ll stick up for Bellchapel?’ ‘Colin Wall, I suppose,’ said Gavin. So, at eight o’clock on Monday evening, Kay walked up the Walls’ drive and rang their doorbell. From the front step, she could make out Samantha Mollison’s red Ford Fiesta, parked in the drive three houses along. The sight added a little extra zest to her desire for a fight. The Walls’ door was opened by a short plain dumpy woman in a tie-dyed skirt. ‘Hello,’ said Kay. ‘My name’s Kay Bawden, and I was wondering whether I could speak to Colin Wall?’ For a split second, Tessa simply stared at the attractive young woman on the doorstep whom she had never seen before. The strangest idea flashed across her mind: that Colin was having an affair and that his lover had come to tell her so. ‘Oh – yes – come in. I’m Tessa.’ Kay wiped her feet conscientiously on the doormat and followed Tessa into a sitting room that was smaller, shabbier but cosier than the Mollisons’. A tall, balding man with a high forehead was sitting in an armchair with a notebook in his lap and a pen in his hand. ‘Colin, this is Kay Bawden,’ said Tessa. ‘She’d like to speak to you.’ Tessa saw Colin’s startled and wary expression, and knew at once that the woman was a stranger to him. Really, she thought, a little ashamed, what were you thinking? ‘I’m sorry to barge in on you like this, unannounced,’ said Kay, as Colin stood up to shake her hand. ‘I would have telephoned, but you’re – ‘ ‘We’re ex-directory, yes,’ said Colin. He towered over Kay, his eyes tiny behind the lenses of his glasses. ‘Please, sit down.’ ‘Thank you. It’s about the election,’ said Kay. ‘This Parish Council election. You’re standing, aren’t you, against Miles Mollison?’ ‘That’s right,’ said Colin nervously. He knew who she must be: the reporter who had wanted to talk to Krystal. They had tracked him down – Tessa ought not to have let her in. ‘I was wondering whether I could help in any way,’ said Kay. ‘I’m a social worker, mostly working in the Fields. There are some facts and figures I could give you about the Bellchapel Addiction Clinic, which Mollison seems quite keen on closing. I’ve been told that you’re for the clinic? That you’d like to keep it open?’ The onrush of relief and pleasure made him almost giddy. ‘Oh, yes,’ said Colin, ‘yes, I would. Yes, that was my predecessor’s – that’s to say, the previous holder of the seat – Barry Fairbrother – was certainly opposed to closing the clinic. And I am, too.’ ‘Well, I’ve had a conversation with Miles Mollison, and he made it quite clear that he doesn’t think the clinic’s worth keeping open. Frankly, I think he’s rather ignorant and naive about the causes and treatment of addiction, and about the very real difference Bellchapel is making. If the Parish refuses to renew the lease on the building, and the District cuts funding, then there’s a danger that some very vulnerable people will be left without support.’ ‘Yes, yes, I see,’ said Colin. ‘Oh, yes, I agree.’ He was astonished and flattered that this attractive young woman would have walked through the evening to find him and offer herself as an ally. ‘Would you like a cup of tea or coffee, Kay?’ asked Tessa. ‘Oh, thanks very much,’ said Kay. ‘Tea, please, Tessa. No sugar.’ Fats was in the kitchen, helping himself from the fridge. He ate copiously and continually, but remained scrawny, never putting on an ounce of weight. In spite of his openly declared disgust for them, he seemed unaffected by Tessa’s pack of ready-filled syringes, which sat in a clinical white box next to the cheese. Tessa moved to the kettle, and her thoughts returned to the subject that had consumed her ever since Sukhvinder had suggested it earlier: that Fats and Krystal were ‘seeing each other’. She had not questioned Fats, and she had not told Colin. The more that Tessa thought about it, the more certain she was that it could not be true. She was sure that Fats held himself in such high regard that no girl would be good enough, especially a girl like Krystal. Surely he would not †¦ Demean himself? Is that it? Is that what you think? ‘Who’s here?’ Fats asked Tessa, through a mouthful of cold chicken, as she put on the kettle. ‘A woman who wants to help Dad get elected to the council,’ replied Tessa, foraging in the cupboard for biscuits. ‘Why? Does she fancy him?’ ‘Grow up, Stu,’ said Tessa crossly. He plucked several slices of thin ham out of an open pack and poked them, bit by bit, into his crammed mouth, like a magician inserting silk handkerchiefs into his fist. Fats sometimes stood for ten minutes at a time at the open fridge, ripping open clingfilm and packets and putting chunks of food directly into his mouth. You read "Part Three Chapter IX" in category "Essay examples" It was a habit Colin deprecated, along with almost every other aspect of Fats’ behaviour. ‘Why’s she want to help him, seriously?’ he asked, having swallowed his mouthful of meat. ‘She wants the Bellchapel Addiction Clinic to stay open.’ ‘What, a junkie, is she?’ ‘No, she isn’t a junkie,’ said Tessa, noting with annoyance that Fats had finished the last three chocolate biscuits and left the empty wrappings on the shelf. ‘She’s a social worker, and she thinks the clinic is doing a good job. Dad wants to keep it open, but Miles Mollison doesn’t think it’s very effective.’ ‘It can’t be doing that well. The Fields are full of glue-sniffers and smackheads.’ Tessa knew that if she had said that Colin wanted to close the clinic, Fats would have instantly produced an argument for its continuation. ‘You ought to be a barrister, Stu,’ she said as the kettle lid started to rattle. When Tessa returned to the sitting room with her tray, she found Kay talking Colin through a sheaf of printed material she had brought out of her big tote bag. ‘†¦ two drugs workers part-funded by the council, and partly by Action on Addiction, which is a really good charity. Then there’s a social worker attached to the clinic, Nina, she’s the one who gave me all this – oh, thanks very much,’ said Kay, beaming up at Tessa, who had set down a mug of tea on the table beside her. Kay had taken to the Walls, in just a few minutes, as she had not taken to anybody else in Pagford. There had been no sweeping up-and-down glance from Tessa as she walked in, no gimlet-eyed assessment of her physical imperfections and dress sense. Her husband, though nervous, seemed decent and earnest in his determination to obstruct the abandonment of the Fields. ‘Is that a London accent, Kay?’ asked Tessa, dunking a plain biscuit in her tea. Kay nodded. ‘What brings you to Pagford?’ ‘A relationship,’ said Kay. She took no pleasure saying it, even though she and Gavin were officially reconciled. She turned back to Colin. ‘I don’t quite understand the situation with regards to the Parish Council and the clinic.’ ‘Oh, it owns the building,’ said Colin. ‘It’s an old church. The lease is coming up for renewal.’ ‘So that would be an easy way to force them out.’ ‘Exactly. When did you say you’d spoken to Miles Mollison?’ asked Colin, both hoping and dreading to hear that Miles had mentioned him. ‘We had dinner, Friday before last,’ Kay explained, ‘Gavin and I – ‘ ‘Oh, you’re Gavin’s girlfriend!’ interjected Tessa. ‘Yes; and, anyway, the subject of the Fields came up – ‘ ‘It would,’ said Tessa. ‘ – and Miles mentioned Bellchapel, and I was quite – quite dismayed by the way he talked about the issues involved. I told him I’m dealing with a family at the moment,’ Kay remembered her indiscreet mention of the Weedons’ names and proceeded carefully, ‘and if the mother is deprived of methadone, she’ll almost certainly end up back on the game.’ ‘That sounds like the Weedons,’ said Tessa, with a lowering sensation. ‘I – yes, I am talking about the Weedons, actually,’ said Kay. Tessa reached for another biscuit. ‘I’m Krystal’s guidance teacher. This must be the second time her mother’s been through Bellchapel, is it?’ ‘Third,’ said Kay. ‘We’ve known Krystal since she was five: she was in our son’s class at primary school,’ Tessa said. ‘She’s had an awful life, really.’ ‘Absolutely,’ said Kay. ‘It’s astounding she’s as sweet as she is, actually.’ ‘Oh, I agree,’ said Colin heartily. Remembering Colin’s absolute refusal to rescind Krystal’s detention after the squawking incident in assembly, Tessa raised her eyebrows. Then she wondered, with a sick lurch in her stomach, what Colin would say if Sukhvinder was not lying or mistaken. But surely Sukhvinder was wrong. She was a shy, naive girl. Probably she had got the wrong end of the stick †¦ misheard something †¦ ‘The point is, about the only thing that motivates Terri is the fear of losing her kids,’ said Kay. ‘She’s back on track at the moment; her key worker at the clinic told me she senses a bit of a breakthrough in Terri’s attitude. If Bellchapel closes, it all goes belly-up again, and God knows what’ll happen to the family.’ ‘This is all very useful,’ said Colin, nodding importantly, and starting to make notes on a clean page in his notebook. ‘Very useful indeed. Did you say you’ve got statistics on people going clean?’ Kay shuffled the printed pages, looking for the information. Tessa had the impression that Colin wanted to reclaim Kay’s attention for himself. He had always been susceptible to good looks and a sympathetic manner. Tessa munched another biscuit, still thinking about Krystal. Their recent guidance sessions had not been very satisfactory. Krystal had been standoffish. Today’s had been no different. She had extracted a promise from Krystal that she would not pursue or harass Sukhvinder Jawanda again, but Krystal’s demeanour suggested that Tessa had let her down, that trust was broken. Possibly Colin’s detention was to blame. Tessa had thought that she and Krystal had forged a bond strong enough to withstand that, although it had never been quite like the one Krystal had with Barry. (Tessa had been there, on the spot, the day that Barry had come into school with a rowing machine, looking for recruits to the crew he was trying to start. She had been summoned from the staff room to the gym, because the PE teacher was off sick, and the only supply teacher they could find at such short notice was male. The fourth-year girls, in their shorts and Aertex tops, had been giggly when they had arrived in the gym to find Miss Jarvis absent, replaced by two strange men. Tessa had had to reprimand Krystal, Nikki and Leanne, who had pushed to the front of the class and were making lewd suggestive remarks about the supply teacher; he was a handsome young man with an unfortunate tendency to blush. Barry, short, ginger-haired and bearded, was wearing a tracksuit. He had taken a morning off work to do this. Everybody thought his idea was strange and unrealistic: schools like Winterdown did not have rowing eights. Niamh and Siobhan had seemed half amused, half mortified by their dad’s presence. Barry explained what he was trying to do: put together crews. He had secured the use of the old boathouse down on the canal at Yarvil; it was a fabulous sport, and an opportunity to shine, for themselves, for their school. Tessa had positioned herself right next to Krystal and her friends to keep them in check; the worst of their giggling had subsided, but was not entirely quelled. Barry demonstrated the rowing machine and asked for volunteers. Nobody stepped forward. ‘Krystal Weedon,’ said Barry, pointing at her. ‘I’ve seen you dangling off the monkey bars down the park; that’s proper upper body strength you’ve got there. Come here and give it a go.’ Krystal was only too happy to step into the spotlight; she swaggered up to the machine and sat down on it. Even with Tessa glowering beside them, Nikki and Leanne had howled with laughter and the rest of the class joined in. Barry showed Krystal what to do. The silent supply teacher had watched in professional alarm as Barry positioned her hands on the wooden handle. She heaved on the handle, making a stupid face at Nikki and Leanne, and everyone laughed again. ‘Look at that,’ Barry had said, beaming. ‘She’s a natural.’ Had Krystal really been a natural? Tessa did not know anything about rowing; she could not tell. ‘Straighten your back,’ Barry told Krystal, ‘or you’ll injure it. That’s it. Pull †¦ pull †¦ look at that technique †¦ have you done this before?’ Then Krystal really had straightened her back, and she really had done it properly. She stopped looking at Nikki and Leanne. She hit a rhythm. ‘Excellent,’ said Barry. ‘Look at that †¦ excellent. That’s how you do it! Atta girl. And again. And again. And – ‘ ‘It ‘urts!’ shouted Krystal. ‘I know it does. That’s how you end up with arms like Jennifer Aniston, doing that,’ said Barry. There had been a little ripple of laughter, but this time they laughed with him. What was it that Barry had had? He was always so present, so natural, so entirely without self-consciousness. Teenagers, Tessa knew, were riven with the fear of ridicule. Those who were without it, and God knew there were few enough of them in the adult world, had natural authority among the young; they ought to be forced to teach. ‘And rest!’ Barry said, and Krystal slumped, red in the face and rubbing her arms. ‘You’ll have to give up the fags, Krystal,’ said Barry, and he got a big laugh this time. ‘OK, who else wants a try?’ When Krystal rejoined her watching classmates, she was no longer laughing. She watched each new rower jealously, her eyes darting constantly to Barry’s bearded face to see what he thought of them. When Carmen Lewis messed it up completely, Barry said, ‘Show ’em, Krystal,’ and her face lit up as she returned to the machine. But at the end of the exhibition, when Barry asked those who were interested in trying out for the team to raise their hands, Krystal kept her arms folded. Tessa watched her shake her head, sneering, as Nikki muttered to her. Barry carefully noted down the names of the interested girls, then looked up. ‘And you, Krystal Weedon,’ he said, pointing at her. ‘You’re coming too. Don’t you shake your head at me. I’ll be very annoyed if I don’t see you. That’s natural talent you’ve got there. I don’t like seeing natural talent wasted. Krys – tal,’ he said loudly, inscribing her name, ‘Wee – don.’ Had Krystal thought about her natural talent as she showered at the end of the lesson? Had she carried the thought of her new aptitude around with her that day, like an unexpected Valentine? Tessa did not know; but to the amazement of all, except perhaps Barry, Krystal had turned up at try-outs.) Colin was nodding vigorously as Kay took him through relapse rates at Bellchapel. ‘Parminder should see this,’ he said. ‘I’ll make sure she gets a copy. Yes, yes, very useful indeed.’ Feeling slightly sick, Tessa took a fourth biscuit. How to cite Part Three Chapter IX, Essay examples

Stock Valuation free essay sample

Background of the Studies Valuation is the first step toward intelligent investing. When an investor attempts to determine the worth of her shares based on the fundamentals, it helps her make informed decisions about what stocks to buy or sell. Without fundamental value, one is set adrift in a sea of random short-term price movements and gut feelings. Before we can value a share of stock, we have to have some notion of what a share of stock is. A share of stock is not some magical creation that ebbs and flows like the tide; rather, it is the concrete representation of partial ownership of a publicly traded company. If XYZ Corporation has 1 million shares of stock outstanding and we hold a single, solitary share, that means we own a millionth of the company. There are some stock valuation methods that we can use in valuing company’s stock. For instance: Discounted Cash Flow Model (DCFM), Dividend Discount Model (DDM) and Earnings Growth Model (EGM). DDM is the valuation method that we use in this paper. 2. 2 Problem Statement and Objective This research is mainly to value Public Bank Bhd stock through Dividend Discount Model (DDM). 2. 3 Research Question What is the value of Public Bank Bhd stock? * Is Public Bank Bhd stock a worth enough stock for investor to invest in? 2. 4 Significance of the Studies The significance of the studies is to value Public Bank Bhd stock. The result that we generate in the end of the research can help the investors in making their decisions either to invest in Public Bank Bhd or not. 2. 5 Limitation of the Studies The Dividend Discount Model is a simple and convenient way of valuing stocks but it is extremely sensitive to the inputs for the growth rate. Used incorrectly, it can yield misleading or even absurd results, since, as the growth rate converges on the discount rate, the value goes to infinity. 2. Literature Review Stock valuation is the process of calculating the fair market value of a stock by using a predetermined formulas that factors in various economic indicators. Stock valuation can be calculated using a number of different methods. The most common methods used are the discounted cash flow method, the P/E method, and the Dividend Discount Model . In this study we are using Dividend Discount Model (DDM) to value company stock. The DDM is a procedure on valuing the price of a stock by using predicted dividends and discounting them back to present value. The idea is that if the value obtained from the DDM is higher than what the shares are currently trading at, then the stock is undervalued. Lawrence J. Gitman and Michael D. Joehnk (2008) indicated that stock valuation is to determine what the stock ought to be worth, given estimated returns to stockholders (future dividends and price behaviour) and the amount of potential risk exposure. Whereas Motley Fool Staff (1995) said that stock valuation is the first step toward intelligent stock investing. While Anastasia Vardavaki and John Mylonakis (2007) state that stock valuation is the process of forecasting the present value of the expected payoffs to shareholders and of converting this forecast into one number that corresponds to the fundamental-intrinsic firm value. Lee (1999) argues that valuation models are merely ‘pro forma accounting systems’ that constitute the vehicles for articulating the assessment of future events typically in terms of accounting constructs. According to Barker (2001), a good understanding of valuation methods requires two main things. The first is an analytical review of the models, identifying their relationship and exposing their assumptions. The second is an evaluation of the data that are available for use of these models. Whereas Ping-Chen Lin and Jiah-Shing Chen (2007) indicate that stock valuation is very important for fundamental investors in order to select undervalued stocks so as to earn excess profits. Susan Chaplinsky and Robert S. Harris (2006) indicate that the Dividend Discount Model is based on the premise that the future cash flow the investor receives from the stock is cash dividends. Journal by Stephen R Foerster and Stephen Sapp (2005) found that Dividend Discount Model perform well at explaining actual prices. Anonymous, 2009 stated that Dividend discount models are essentially tools that have been developed to value a stock on the basis of estimated future dividends, discounted to reflect their value in today’s terms. According to Punit Anand and Alex Faseruk (2008) define that the DDM is the model that calculate the investment value of stock as the present worth of all the dividends to be paid upon it. Scott Pirie and Malcolm Smith (2008) stated that DDM is the most direct approach to valuing shares defines the benefits to the owners as the dividends paid during the holding period plus the proceeds received from selling the shares at the end of that period. Andrew Baum and Neil Turner (2004) define the DDM as a method that calculates the value of an equity security as the present value of future dividends. Thomas H. Payne and J. Howard Finch (1999) said that DDM is very sensitive to the relationship between the required return on investment (Ks) and the assumed growth rate (g) in earnings and dividends. 3. Methodology 3. 1 Type of Study Descriptive Approach: Data is based on the past and current performance of the economy, industry and individual companies, to understand the causes for prevailing results and based on this future performance and opportunities are interpreted. 3. 2 Sampling Design Company is selected based on convenient sampling which is a listed company in Bursa Malaysia. The sample is: * Public Bank Bhd 3. 3 Data Collection The data collected and used in the study is purely based on secondary data that we obtain from Public Bank Bhd website. 3. 4 Data Analysis and Result We are using Dividend Discount Model to value Public Bank Bhd stock.

Studying Strategies and Differential Calculus Competency of Bsed Math Iii Students free essay sample

Abstract The present study investigated the studying strategies in Differential Calculus of the students in relation to their competency. There were several assumptions in the past studies on how the studying strategies explain the competency of the students. The present research gathered the common studying strategies and formulated a checklist to be answered along with a competency test. The final grade and the test score of the students were merged to determine their rank relative to the other respondents. Using chi-squared with critical values between 5. 99 and 9. 1, the studying strategies of the upper and lower groups were assessed whether there is a significant difference and relationship to their competency in Differential calculus. Those studying strategies that have a significant relationship are grouped which is then concluded as the effective studying strategies in Differential Calculus. Keywords: Differential Calculus, studying strategies, competency, grades, mathematics , test scores Introduction Differential Calculus is a subfield of calculus which deals with the change of rates at which quantities change. We will write a custom essay sample on Studying Strategies and Differential Calculus Competency of Bsed Math Iii Students or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is learned in schools because of so many reasons. Firstly, the mastery of this field is needed because it plays a major role in applications to physics and engineering, thus, it is a prerequisite to higher education in mathematics. Secondly, it also provides theoretical platforms on which applied methods are built on. Another justification for learning this field is that it provides analysis which has two distinct but interactive branches according to the types of functions that are studied: namely, real analysis, which focuses on functions whose domains consist of real numbers, and complex analysis, which deals with functions of a complex variable. This seems like a small distinction, but it turns out to have enormous implications for the theory and results in two very different kinds of subjects. Both have important applications. (www. math. cornell. edu/Courses/lifeaftercalc. html#analysis) However, while it holds true that differential Calculus is important to forward higher education, it is unfortunate to observe fellow students find difficulty in learning Differential Calculus until to the point that their competency deteriorates. Students have the propensity to forget lessons in Differential Calculus after it is taught. One factor that causes this inability to remember the lesson is the utilization of ineffective study habits. It is a common notion that when students in the school setting study hard, performance in academics would improve. Even poor students who have developed good study habits can perform well in school (On Watkins, 1994). Study habits are â€Å"those activities necessary to organize and complete schoolwork tasks and to prepare for and take tests† (Robbins et al. 2002). It is recognized in the present study that students need a standard showing specific study habits and how they affect the students’ performance in Differential Calculus. Several validity and investigations of study habits has been conducted. Bray, Maxwell, and Schmek (1980) assessed the students’ attitudes in studying and used it to predict the grades of the students’ performance. They have also f ound the correlation between the test scores of the students and their strategies in studying. However, there is a need to further establish the structure since there is a lack of follow-up studies on these measures. Moreover, the previous studies explained the contribution of the study habits generally to the overall field of education. The students’ performance, in their studies, do not account for specific contribution of the study habit. This present study will deal with the common study habits that are collected. Through this, the researchers will look into the relationship between each step/strategy in studying and their performance in Differential Calculus, e. . , attending to class daily, having a fixed schedule in studying, as to provide the students a standard of effective strategies in studying. What the researchers aim is to specifically determine the specific strategy in studying that contribute to the competency of a more specific subject which is Differential Calculus. Theoretical Framework How the independent variables in this research influence the depe ndent variable are on the bases of psychological and educational theories, principles, and concepts. Studies say that learning is better achieved and mastered when the learner attends to it as soon as possible. Gestalt psychology mentions the Law of Proximity referring to the way in which he tends to form groups according to the way they are spaced, grouping the nearer ones together (Tria, et. Al. , 1998). When applied to learning, this refers to having a constant study habit to compliment the learning acquired in school. Moreover, it explains why it is easier to remember recent events and hence more easily joined with the interest of the present in a common Gestalt (tria, et. Al. , 1998). In application to academic competency and performance, study habit pertaining to immediate and regular study periods and doing school requirements tend to result in a better performance than delayed and erratic study periods do. Experiential learning is primarily significant in its emphasis on personal involvement and personal acquisition of knowledge and skills through relevant experiences. C. R. Rogers differentiates between â€Å"cognitive (meaningless) and experiential (significant)† learning. The implication to academic performance is that students need to be continuously engaging in their studies as to retain and/or master the subject. The study focuses what strategies in studying the upper group have to compare with the lower group as to find out what study habits are effective. Conceptual Framework Statement of the Problem The main purpose of this study is to determine the effective strategies in studying Differential Calculus of the BSEd Math III at Cebu Normal University of school year 2010-2011, as basis for predictor of good performance. This study will specifically lead to answer the following questions: 1. What are the learning strategies of the students who belong to the Upper class? . Is there a significant difference in the learning strategies between the upper class and the lower class? 3. Is there a significant relationship between the learning strategy and competency in Differential Calculus? Significance of the study This research would benefit and improve the following: The BSEd Mathematics students of Cebu Normal University (CNU) This study will help evaluate their competency on Differential Calcul us which would enable them to enhance their skills especially in problem solving in the subject. This will also provide studying strategies that will result to better performance and competency of the subject Calculus Instructors in Cebu Normal University This study will help them gain significant insights on the progress and mastery of the students in Differential Calculus. Future Researchers They may use this study as their guide in further research about how students boost their competency and performance in other major fields in mathematics including the factors that affect it. Review of Related Literature There are several studies that points to the significant contribution of study habits on students’ performance. Marcus Crede and Nathan R. Kuncel (2008) in their research at the University of Albany said that Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. The meta-analysis examined the construct validity and predictive validity of 10 study skill constructs for college students. They found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results were inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. They also said that Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success. Robbins et al. , (2006), they constructed the Student Readiness Inventory (SRI) which also measure some pattern of study habit behaviors (i. e. , academic discipline, emotional control, study skills). In their results, the study behavior patterns such as academic discipline, commitment to college, academic self-confidence, and general determination had the strongest relationships with the academic performance outcomes. The SRI factors had the largest contribution to grades (30. %) as compared to other factors (SES and race ethnicity). In another study by Robbins et al. (2004), he reported in a metanalysis that there are over 109 studies investigating the effect of study habits on students’ school-related outcome and the most common index is the students’ grade. The students’ grade reported in most studies is the Grade Point Average (GPA) when using a college sample. In their study, the relationship of study habits is positively related to grades but not as strong as its relationship with the SAT scores. Other studies have also emphasized the importance of study habits contribution to student grades. Murray and Wren (2003) concluded that traditional academic skills like study habits (using SSH) accounted for a significant amount of variable in explaining students’ grades. Aluja and Blanch (2004) in their model found that study habits had a direct link on students’ grades. When study habits were added as a predictor of academic achievement (GPA) in their study, the explained variable (R2) increased with . 4 points as compared when other predictors were added. The same results were found by Nonis and Hudson (2006) that when study behavior was added in the regression predicting grades, there was a significant increment in the explained variance (R2). A similar pattern was found by Svanum and Bigatti (2006) that when study behavior such as study effort was entered as a predictor of grades, it accounted for the largest contribution to grades (37% of grade variation) as compared to the contribution of outside activities (21%). Frank Pogue (2000) did a research project to determine why students fail. What he founds to be true in that study habits survey was that more than 30 years ago still rings true todaystudents fail because they do not know how to study . The best advice he can give is to develop sound study skills. He said that a student should make sure that he/she has a good study environment, a good desk, a sturdy chair, good light, comfortable room temperature and a quiet atmosphere. That means he/she should eliminate all external and internal distractions. Second, get a good overview of the assignment before starting the work. Know what skills, facts and ideas that are expected to master and the ground that are expected to cover. Start with most difficult subject first, while the mind is freshest and most receptive. According to Mark Crilly (2000), Successful students are able to balance social activities with good study habits. A diversion from studies will alleviate stress and help prevent from becoming fatigued. He said that a student should make sure that he must take a break for an hour after studies to meet with friends, to play some cards, work out at the gym, or to gab with a new acquaintance. For this way, that student will find concentration when he does study, if he plans a social activity afterwards. He said, â€Å"To develop a healthy social life, develop routine study habits. After supper, lug your books and homework to the library, find a comfortable and quiet niche, and study for two or three hours, taking intermittent 10 minute breaks every 45 minutes or so. † Making friends with whom you share similar study habits, and share a table or a study space with them would be a best way in developing study habits as what Mark said. RESEARCH DESIGN AND METHODOLOGY Research Design The study is a quantitative research under correlation descriptive method since we are getting the different favorable strategies of each third year BSED Math in studying Differential Calculus and at the same time, we want to know the significant relationship of their chosen strategies to their competency in Differential Calculus. Research Environment The research was conducted at Cebu Normal University. It is a state university. It is located at Osmena Blvd. It is near Banko Sentral ng Pilipinas. Its mission is to develop high performing educators that generate new knowledge and help build progressive and peaceful communities. Research Respondents The respondents of this research are third year BSEd Math, school year 2010-2011 who had taken up Differential Calculus. This study used purposive sampling method. The population of the students is 40. The population was divided into the upper class, middle class, and the lower class: 12 students belonging to the upper class, 16 students to the middle class, and 12 students to the lower class. The students were given a researcher-made checklist and an attached competency test in Differential Calculus. The students who were absent during the day when the study was conducted were not counted as respondents. Therefore, this study also used the convenience method in selecting the respondents. Research Instrument The main instruments used in this study were the researcher-made checklist and competency test in Differential Calculus. The checklist was made up of 33 statements wherein the respondents would check whether the strategy in the statement suited their study habit. The competency test was made up of 45 items comprising the significant topics in Differential Calculus. This involved the multiple choice and problem solving. Research Procedure In order to achieve the objectives, first, we gathered the different strategies in studying Differential Calculus and formulated a Test Items measuring their competencies in the said course. This became possible and valid, through the assistance of a Differential Calculus’ Teacher. After having the final Differential Calculus Competency Test, we also had the final questionnaire for the strategies, also indicating their final grade in that course. Each of them was given an examination on differential calculus and a questionnaire which asks them to rate on what extent do they act on the listed study strategies used by different students. Results from the examination were computed and weighed. 70% of their final grades and 30% of their examination grade results were totaled and ranked according to the top performing student to the lowest performing student. Top 30% of the students were classified as upper class and bottom 30% of the students were classified as lower class. The response of the students in upper class are grouped together and so as in the lower class. Chi-square test was then used to determine the significance or the reliability of a study strategy then, each strategy is analyzed and interpreted for the reason of it’s becoming significant or insignificant with regard to the data of the upper and lower class. Finally, the significant and insignificant strategies are grouped forming the standard of having effective studying strategies in Differential Calculus through the data obtained from our respondents, the third year BSED Math. Results: Statement of the Hypothesis Ho1:There is no significant difference in the learning strategies between the upper class and the lower class. Ha1:There is a significant difference in the learning strategies between the upper class and the lower class Ho2:There is no significant relationship between the learning strategy and competency in Differential Calculus. Ha2:There is a significant relationship between the learning strategy and competency in Differential Calculus. PRESENTATION OF DATA, ANALYSIS, AND INTERPRETATION OF DATA Table 1: Classification of students as to upper class or lower class by 70% their final grade and 30% their test score. Student |Final Grade |Test Score |Competency Grade |Classification (Upper 30%, middle and Lower | | | |Equivalent |(70%MG+30%TSE) |30%) | |1 |2. 4 |3. 0 |2. 49 |Upper class | |2 |1. 8 |3. 9 |2. 43 |Upper class | |3 |2. |3. 2 |2. 36 |Upper class | |4 |1. 9 |3. 4 |2. 35 |Upper class | |5 |1. 7 |3. 4 |2. 21 |Upper class | |6 |2. 0 |2. 3 |2. 09 |Upper class | |7 |1. |3. 0 |2. 02 |Upper class | |8 |1. 0 |3. 0 |1. 60 |Upper class | |9 |1. 8 |3. 4 |2. 28 |Upper class | |10 |2. 7 |3. 9 |3. 06 |Lower class | |11 |1. |3. 7 |2. 72 |Middle class | |12 |1. 9 |4. 1 |2. 56 |Upper class | |13 |1. 9 |2. 9 |2. 20 |Upper class | |14 |2. 5 |3. 9 |2. 92 |Middle class | |15 |2. |4. 1 |2. 90 |Middle class | |16 |2. 3 |4. 3 |2. 90 |Middle class | |17 |2. 4 |3. 7 |2. 79 |Middle class | |18 |2. 4 |3. 7 |2. 79 |Middle class | |19 |2. 4 |3. |2. 79 |Middle class | |20 |2. 5 |3. 4 |2. 72 |Middle class | |21 |2. 5 |3. 4 |2. 77 |Middle class | |22 |2. 2 |3. 9 |2. 70 |Middle class | |23 |2. 6 |3. |2. 70 |Middle class | |24 |2. 5 |3. 2 |2. 70 |Middle class | |25 |2. 2 |3. 7 |2. 65 |Middle class | |26 |2. 6 |3. 7 |2. 93 |Lower class | |27 |2. 6 |3. |2. 90 |Middle class | |28 |2. 3 |4. 7 |3. 03 |Lower class | |29 |2. 3 |5. 0 |3. 10 |Lower class | |30 |2. 6 |4. 3 |3. 10 |Lower class | |31 |2. 5 |4. |3. 13 |Lower class | |32 |2. 7 |4. 3 |3. 18 |Lower class | |33 |2. 7 |4. 3 |3. 18 |Lower class | |34 |2. 8 |4. 3 |3. 25 |Lower class | |35 |3. 0 |4. |3. 30 |Lower class | |36 |2. 3 |3. 4 |2. 63 |Upper class | |37 |2. 4 |4. 6 |3. 06 |Lower class | |38 |2. 1 |4. 0 |2. 67 |Middle class | |39 |2. |3. 9 |2. 70 |Middle class | |40 |2. 7 |3. 9 |3. 06 |Lower class | Table 2: Survey results of students belonging in the upper and lower classes and their chi-square with critical region from 5. 99 to 9. 21 |Class’ Response on Study Strategies | | | | |? |Remarks | |Upper Class |Lower Class | | | |Often | |12 | |9 | |9 | |0 | |0 | |7 | |1 | |8 | |4 | |2 | |5 | |2 | |2 |4 | |3 | |4 | |9 | |8 | |3 | |3 | |2 | |8 | |1 | |1 | |7 | |1 | |1 | |3 | |5 | |2 | |1 | |4 | |2 | |Significant |Insignificant | |Actively participating in class |Attending classes everyday | |Do advance reading and problem solving |Listening to lectures | |Using codes in memorizing the lessons |Reviewing each night | |Marking information in notes that may not be understood |Studying books/ hand-outs / no tes | |Studying at a quiet and conducive place |Asking peers for tutorial | |Referring to the internet for more information about the lessons |Using other books for additional information | Determining specific objectives when studying |Working on assignments from the most difficult to the easiest subject | |Having positive attitude towards studying |Having a fixed schedule on when to study | | |Restudying after examination | | |Cramming or studying only before the tests starts | | |Studying the lessons at once | | |Having a specific time set aside for studying | | |Studying when tired | | |Getting the overall picture before studying in detail | | |Inquiring for professional assistance (librarians, tutors, teachers, | | |experts) when the lesson is not understood | | |Trying and taking time to analyze how useful the lessons is in real | | |life | | |Studying alone | | |Studying with a group | | |Checking videos that are related to the lessons | | |Studying during eve nings | | |Writing down new notes to help remember a particular information | | |Not accepting texts and phone calls whenever studying | | |Making a diagram of the information to see the relationship better | | |Finding studying to be burdensome | | |Taking online tests | Discussion Though in this study, we are focusing more of the effective strategies on studying differential calculus, we not only consider the strategies applied by the excellent students, but also find the strategies applied by the lower students. Table 1 show the classification of the students who performed best, average and low. The best 30% of the students were grouped in the upper class, average performing students in the middle class and bottom 30% performing students were grouped in the lower class. We reject the middle class and focus on the upper and the lower class’ studying strategies for we are taking in consideration, the extremes in our samples which are the most effective strategies and the least effective ones. We find the common strategies used by both classes and the unique strategies used by the upper class students. The strategy that is not within the scope of the critical region in the Chi-square, which is between 5. 99 and 9. 21, is accepted by our null hypothesis and therefore has no significant relationship to the competency of a student. In the other hand, if it is within the said boundaries, the null hypothesis is rejected and therefore the certain strategy has a significant relationship to the competency of the student. The commonly used strategies shall be rejected and we then filter the uniquely used techniques by most of the upper class students, to be able to extract the effective strategies that we intend to get from this study. As we can see from table 2, we only found eight (8) statically significant strategies out of thirty-three (33). This though, does not mean that the ‘insignificant’ study strategies are ineffective at all. They may be effective but the 8 ‘significant’ strategies were found to be the most ffective as to the response of the sample students from the population of all the third year BSEd Math students. All of the strategies above were used by students of different levels of learning in differential calculus and it is found out that a strategy is considered to be th e most effective when mostly of the students who performed best in calculus highly carried it out. But, it may be considered ‘ineffective’ when both the upper and the lower class equally or closely carried the strategy out. Upon knowing the most effective strategies by the use of table 2, we know segregate significant strategies effective for competency of third year BSEd Math in differential calculus from the less effective ones. This is shown in Table 3. Conclusions Differential Calculus is a complicated and difficult subject matter but this lesson, sharpens the analytical skills of the students to be able for them to be ready in the real world wherein critical thinking and analysis is needed to excel. This subject is applicable in every aspect of one’s life, even if we may not realize it. In relation to this, long term knowledge on this subject is needed. This kind of knowledge is not attained in an instant. This involves a process of training the mind which is done through study strategies. Each and every student taking or who has taken this course has different ways on learning the subject because individuals are of a unique type of learner. All of the strategies in studying differential calculus stated in the previous pages may be effective for a type of learner but ineffective for the other but there are some techniques that are effective enough in inculcating the lessons in the minds of students. And in this study, we found out that those methods or strategies were used by majority of the students who still excels in the subject even after taking it up. These may then help other students who might be performing badly or who has poor mastery in Differential Calculus and may be in the other subjects to excel or somehow improve their learning and competency. We come up with eight (8) techniques in studying differential calculus in such a way that the lessons learned would still remain in the student’s mind even through time from the gathered data from the respondents. These are the following: (1) active participation in class (2) advance reading and problem solving (3) the use of codes in memorizing lessons (4) marking information in notes that may not be understood (5) studying at a quiet and conducive place (6) referring to the internet for more information about the lessons (7) determining specific objectives when studying, and lastly, (8) having positive attitude towards studying. Recommendation In the light of the foregoing findings and conclusions, the following recommendations are given: 1. Students should have a fixed schedule in studying. A good, well thought out schedule can be a lifesaver. Its up to you to learn how to develop a schedule that meets your needs, revise it if necessary and most important, and follow it. 2. You can study anywhere. Obviously, some places are better than others. Libraries, study lounges or private rooms are best. Above all, the place you choose to study should not be distracting. Distractions can build up, an d the first thing you know, youre out of time and out of luck. Make choosing a good physical environment a part of your study habits. 3. Like reading, note-taking is a skill which must be learned and refined. Almost invariably, note taking, or the lack of it, is a constant deficiency in the study methods of many high school and college students. Learning the ingredients of good note taking is rather easy; applying them to your own situation depends on how serious you are in becoming a successful student. 4. As you prepare for examinations, tests, or other assessments, you should spend time reviewing and revising your lecture notes. Begin the process by reviewing your notes right after a lecture. If you wait too long, you may discover that the notes just dont make sense. Dont hesitate to revise your notes based on the review process. 5. A similar study should be conducted to consider how the studying strategies predict the academic performance of the students in other mathematics areas. References Aluja, A. , Blanch, A. (2004). Socialized personality; scholastic aptitudes, study habits, and academic achievement: Exploring the link. European Journal of Psychological Assessment, 20(3), 157-165. DOI: 10. 1027/1015-5759. 20. 3. 157 Bray, J. H. , Maxwell, H. E. , Schmeck, R. R. (1980). A psychometric investigation of the survey of study habits and attitudes. Applied Psychological Masurement, 4(2), 195-201. DOI: 10. 177/014662168000400206. Brown, W. R, Holtzman, W. (1956). Brown-Holtzman Survey of Study Habits and Attitudes (SSHA), 1956 manual. Journal of Consulting Psychology, 20(3), 237. Brown, W. R, Holtzman, W. (1957). Test Review: Survey of Study Habits and Attitudes (SSHA). Journal of Counseling Psychology, 4(1), 75-76. Brown, W. R, Holtzman, W. (1969). Survey of study habits and attitudes. Journal of Educational Measurement, 6, 120-122. Efklides, A. (2008). Metacognition: defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277–287. Goldfried, M. R. , DZurilla, T. G. (1973). Prediction of academic competence by means of the Survey of Study Habits and Attitudes. Journal of Educational Psychology, 64(1), 116-122. doi:10. 1037/h0034068. Holtzman, W. H. , Brown, W. F. (1968). Evaluating the study habits and attitudes of high school students. Journal of Educational Psychology, 59(6), 404-409. Hurlburt, G. , Kroeker, R. , Gade, F. (1991). Study orientation, persistence and retention of native students: Implications for confluent education. Journal of American Indian Education, 30(3), 16-23. â€Å"Is there Life after Calculus†, October 20, 2010 (http://www. math. cornell. edu/Courses/lifeaftercalc. html#analysis) Magno, C. 2009a). Assessing grade school students’ metacognition in solving mathematical problem. The Assessment Handbook, 2, 1-21. Magno, C. (2009b). Investigating the effect of school ability on self-efficacy, learning approaches, and metacognition. The Asia-Pacific Education Researcher, 18(2), 233-244. Magno, C. (2010). Looking at Fi lipino pre-service teachers’ value for education through epistemological beliefs about learning and Asian values. The Asia-Pacific Education Researcher, 19(1), 61-78. Murray, C. , Wren, C. T. (2003). Cognitive, Academic, and Attitudinal Predictors of the Grade Point Averages of College Students with Learning Disabilities. Journal of Learning Disability, 36(5), 407-415. doi:10. 1177/00222194030360050201 Nonis, S. A. , Hudson, G. I. (2006). Academic Performance of College Students: Influence of Time Spent Studying and Working. Journal of Education for Business, 81(3), 151-160. On, T. K. , Watkins, D. (1994). Daily living and study habits and the academic achievement of secondary school students in Hong Kong. Perceptual and Motor Skills, 79, 231-234. Ong, P. K. , Liao, V. , Alimon, R. (2009). Moderating language and number of mathematical operations in the relationship between problem solving scores and learning strategies. TESOL Journal, 1, 58-78. Somuncuoglu, Y. , Yildirim, A. 1999). Relationship between achievement goal orientations and use of learning strategies. Journal of Educational Research, 92, 267-277. Svanum, S. , Bigatti, S. M. (2006). The Influences of Course Effort and Outside Activities on Grades in a College Course. Journal of College Student Development, 47(5), 564-577. Robbins, S. , Davenport, M. , Anderson, J. , Kliewer, W. , Ingram, K. , Smith, N. (2002). Motivational determinants and coping and academic behavior mediators of first year college adjustment: A prospective study. Manuscript submitted for publication. Robbins, S. , Lauver, K. , Le, H. , Davis, D. , Langley, R. , Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261-288. Robbins, S. , Allen, J. , Casillas, A. , Peterson, C. , Le, H. (2006). Unraveling the Differential Effects of Motivational and Skills, Social, and Self-Management Measures from Traditional Predictors of College Outcomes. Journal of Educational Psychology, 98, 598- 616. Veenman, M. V. J. , Elshout, J. J. (1999). Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise. European Journal of Psychology of Education, 15, 509–523. Wakefield J. A. , Alston, H. L. , Yom, B. L. , Doughtie, E. B. (1974). Related factors of the Survey of Study Habits and Attitudes and the Vocational Preference Inventory. Journal of Vocational Behavior, 5(2), 215-219. Zimmerman, B. J. (2000). Attaining self-regukation: A social cognitive perspective. In M. Bokaerts, P. Pintrich, M. Zeidner (Eds. ), Selfregulation: Theory, research and applications (pp. 13-19). Orlando. APPENDIX Respondents Personal Data: Age:_____ Course: Sex: ___F ___MGrade in Differential Calculus Finals:________ Directions: Please Check the Option that best describes you. O-Often S-Sometimes N-Never |STATEMENTS: |O |S |N | |I attend classes every day. | | | |I listen to the lecture. | | | | |I don’t actively participate in class. | | | | |I review each night. | | | | |I study my books/handouts/ notes. | | | | |I don’t do advance reading and problem solving. | | | | |I ask my peers to tutor me. | | | | |I don’t use codes in memorizing the lessons. | | | | |I use other books for additional information. | | | | |I work on my assignments in from the most difficult to the easiest subject. | | | |I don’t mark the information in my notes that I may not understand. | | | | |I have a fixed schedule on when to study. | | | | |I restudy after the examination. | | | | |I cram or study only before the test starts. | | | | |I don’t study all the lessons at once. | | | | |I have a specific time set aside for my studying. | | | | |I study at a quiet and conducive place. | | | | |I don’t refer to the internet for more information about the lessons. | | | |I study even if I’m tired. | | | | |I get the overall picture before I study in detail | | | | |I don’t determine any specific objectives when I study. | | | | |I have a positive attitude towards studying. | | | | |I inquire for professional assistance (librarians, tutors, teachers, experts) when I do not understand my | | | | |lessons. | | | | |I do not try and take time to analyze how useful the lesson is in real life . | | | |When I study alone, I learn more. | | | | |I study with a group. | | | | |I check for videos in YouTube that are related to my lessons. | | | | |I don’t study during the evening. | | | | |I write down new notes to help me remember the information. | | | | |I don’t accept texts and phone calls whenever I’m studying. | | | | |I make a diagram of the information to see the relationship better. | | | | |I find studying to be burdensome. | | | |I take online tests to improve my skills. | | | | Cebu Normal University Osmena Blvd. , Cebu City Transmittal Letter to Informants October 06, 2010 Dear Fellow Students, Good Day! We, BSEd-Math III students of Cebu Normal University College of Teacher Education, are presently conducting a study entitle â€Å"Studying Strategies and Differential Calculus Competency of BSEd Math III students†. The purpose of this study is to evaluate the strategies of the students in studying Differential Calculus. In this connec tion, kindly answer the attached questionnaire honestly and candidly. We assure you that the data gathered will be treated with utmost confidentiality. Your positive response will surely contribute to the success of our research study. Thank you and God Bless. Respectfully yours, EDEN KEY L. FELICILDA GIA MONICA S. MACION Noted By: DR. AMELIA M. BONOTAN Research Instructor,CNU Cebu Normal University Osmena Blvd. Cebu City College of Teacher Education Introduction to Research Studying Strategies and Differential Calculus Competency of BSEd Math III Student Felicilda, Eden Key L. Macion, Gia Monica S. Submitted to: Dr. Amelia M. Bonotan Results Effective Strategies in Studying Differential Calculus INDEPENDENT VARIABLES Studying strategies DEPENDENT VARIABLES Competency in Differential Calculus

Survival at Auschwitz essays

Survival at Auschwitz essays Survival in Auschwitz Imagine now a man who is deprived of everyone he loves, and at the same time of his house, his habits, his clothes, in short, of everything he possesses: he will be a hollow man, reduced to suffering and needs, forgetful of dignity and restraint, for he who loses all often easily loses himself. This short quote is taken from Primo Levis Survival in Auschwitz. It depicts a true story of Primo Levi during the Holocaust, who was relocated to an extermination camp after beginning a great life after college. Primo was captured with a resistant group from Italy. He used his college education and degree in chemistry to stay alive. The above quote brings a similar quote to mind. What does it profit a man if he gains the whole world and yet loses his own soul. That quote is taken from the front wall of St. Aloysius Catholic Church in Olivia, Minnesota. It gives an idea about our savior Jesus Christs life. He spent his whole life teaching the word of God and humanity to a ll people of any race or religion. These two, Primo Levi and Jesus Christ, lived similar lives. Primo lived growing up as a Jewish citizen during the bad economic times of Europe. Adolf Hitler and his Nazi party blamed this economic tragedy on the Jewish society. Primo tried to fight against this, but like most Jews was found guilty and taken to conservation camps. Here he was giving the chance of what he learned in life to stay alive and to see himself leave the hellish camp. During his time in Auschwitz he was deprived of everything from his clothes to even his name. After the liberation of Auschwitz, Primo again had nothing. Necessities and goods were furnished throughout his life and now Primo had to start all over. He had nothing except for life, something most people who walked through the front gates of Auschwitz lost. Jesus Christ lived a similar life many, many years before. ...

Rules About Treatment of Numbers

Rules About Treatment of Numbers Rules About Treatment of Numbers Rules About Treatment of Numbers By Mark Nichol The basic rule about referring to numbers, according to The Chicago Manual of Style, is to spell them out when the total is one hundred or less and use numerals for larger numbers (the Associated Press Stylebook and some other style handbooks set the cut-off point after nine), but there are many exceptions. This post outlines those exceptions. When referring to categorically similar totals, spell the pertinent numbers out if all totals are one hundred or less (for example, â€Å"sixty-five chairs arranged around twelve tables†) but use numerals if one or more totals are one hundred or less and one or more totals are more than one hundred (for example, â€Å"127 chairs arranged around 20 tables†). This rule applies only to two or more such numbers in proximity; previous or subsequent isolated numbers pertaining to the same category need not adhere. (Nor do unrelated numbers.) However, text with a concentration of statistics- whether an entire piece of content or one section- will likely benefit from the use of numerals in place of spelled-out numbers. When totals appear in direct discourse (as when a speaker is quoted), spell out numbers, with the exception of years and elements of proper names; again, however, a concentration of numbers is perhaps best treated by using numerals. When reproducing quoted written material, however, do not alter number style. Spell out large round numbers that include orders of magnitude (hundred, thousand, etc.). Recast a sentence that begins with a numeral: For example, revise â€Å"2020 is the next leap year† to â€Å"The next leap year is 2020.† If the sentence must begin with a number, spell it out. In such cases, omit and in expressions such as â€Å"five thousand and three hundred.† When a number consists of or includes a fraction, spell it out or use numerals according to the guidelines above, but numbers with decimals should be styled as numerals. These rules also apply to quantities such as units of time or distance; exceptions can be made for such categories as temperature, clothing sizes, and miles per gallon. Style quantities expressed with an abbreviation or a symbol in numeral form, and use numerals when a range is separated by an en dash (for example, â€Å"25–50 participants†). Refer to percentages with numerals. (However, spell out the word percent in nontechnical usage; use the symbol in statistical references.) When referring to small amounts of money, spell out casual, isolated references but treat concentrations of such figures with the same guidelines as those for statistical materials. In addition, generally, express sums of more than one hundred dollars with numerals or with a combination of figures and words, such as in â€Å"$500 million budget†). Related post: 10 Rules for Writing Numbers and Numerals Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Good At, Good In, and Good With41 Words That Are Better Than GoodHow Do You Determine Whether to Use Who or Whom?

Partnership between FedEx and Environmental Defence Fund Dissertation

Partnership between FedEx and Environmental Defence Fund - Dissertation Example Presently the governmental sector and the NGOs have realised the potential significance of incorporating businesses within the worldwide process of growth and development. Businesses with the capability and necessary funding to affect stakeholders positively may not be well adapted to the requirements necessary to maintain corporate social responsibility. It has been observed that often business firms aiming at being socially more responsible, lack adequate training and knowledge to implement various developmental plan and program. On the other hand, the various NGOs that are adept at carrying out developmental programs globally, lack funds (owing to persistently decreasing governmental support from the public funds in context of the recent economic crisis) and other resources to implement effectively their projects on a long-term basis (Bobenrieth and Stibbe, 2010). Owing to these requirements as observed in both the entities that have led to increasing instances of co-operation bet ween the profit and non-profit making sectors, that often move â€Å"beyond basic philanthropy to ‘win-win’ partnerships†¦ [and generate] strong business, social and environmental benefits† (ibid, 1). Further accelerated by worldwide economic crisis, the trend amongst the NGOs and the corporates to work in collaboration and achieve sustainable social development, is fast turning into a reality in many nations. Many of the international institutions that work in social and economic development and fund raising activities have acknowledged the significance of cooperation between the two entities for sustainable and effective global development. Agenda 21, a 1992 UN action plan for sustainable development, first created the framework for institutionalising governing processes in the form of collaborative arrangements (Glasbergen, 2007, 1-25). Later in December 2005, the UN General Assembly passed a resolution known as â€Å"Toward Global Partnerships,† w here collaboration between corporates and NGOs are shown as significant for a nation’s development and poverty removal. This resolution noted that â€Å"in regard to developing partnerships through the provision of greater opportunities to the private sector, non-governmental organizations and civil society in general so as to enable them to contribute to†¦the pursuit of development and the eradication of poverty†(UN General Assembly Resolution 62/211, Toward Global Partnerships, 2005). Therefore, it is quite evident that there is an increasing importance being attached to such collaborative activities for the general social welfare, worldwide. Although there are many principle/ethical based functional differences between a NGO and a corporate house, in the modern context, it is important for such partnerships to exist, for three primary reasons. The first reason is the fast-paced globalisation and modern innovative technology have resulted in a better-connected w orld; however due to the same globalisation now local problems have also acquired a global face and become

Explain the purpose of the Proclamation of 1763. Was the Proclamation Term Paper

Explain the purpose of the Proclamation of 1763. Was the Proclamation Effective Why or why not. How did colonials, native, and the British react to both the Proclamation and its effects - Term Paper Example These regions included the New England colonies, Southern colonies and Middle colonies. The New England included Massachusetts, Rhode Island, New Hampshire, and Connecticut. Southern colonies included Virginia, Maryland, South Carolina, North Carolina, and Georgia. The middle colonies include New York, New Jersey, Delaware, and Pennsylvania (Fishkin, 2009). The southern colonies relied on tobacco, rice, indigo, and cotton. Due to the increased demand of labor, they resulted to slavery as a cheap source of labor. The southern colonies exercised royalty to their king, and vested all authority on him. In addition, they practiced proprietary. The southern colonies social welfare consisted of two classes. A free class of people existed along side the increasing number of slaves. According to Fishkin (2009), the southern colonies adopted the English culture and the Anglican religion and exhibited stringent adherence. The New England had the privilege of exercising political independence from the British colonial government. However, there was a level of control through central government and local governments. Concerning economics, these colonies relied on small-scale plantations under family ownership. These colonies had a social life that stood out among the rest because they build a social welfare that consisted of strongly united communities. These colonies adhered to the Calvinist religions. In the middle colonies, diversity in settlement was evident until the English created charters of their colonies. Pennsylvania rose to enjoy a democratic form of leadership granting the people voting rights. Economically, these colonies relied on artisans, small-scale farmers, and merchants. The m idle colonies had the most diverse social structure, with each colony adopting a different language and culture from the settlers. In addition, they adhered to different religious views (In Grigg, 2008). As described, colonies in the new world differed

Media assignment Essay Example for Free

Media assignment Essay The article Bad parents? Expel kids has three underlying psychological assumptions or issues. The first is that teachers are applying for new rules to allow them to expel pupils who have badly behaved parents;  Head teachersdemanded new laws to allow them to expel pupils whose parents are violent or abusive towards staff  The teachers are wanting to do this as they believe that if the parents show abusive behaviour, their children will show similar behaviour as parents are seen as role models. This links with Bandura et als Bashing Bobo study, where they showed how childrens behaviour changes to how they see adults conduct themselves. Also in the article is the view that teaching boards should be able to do everything in their powers to parents who neglect their children;  Education authorities are failing to use their powerto tackle feckless parents  Feckless parents refer to those who let their children do whatever they want to. If the parents do not make their children go to school then this will be seen as the right thing to do. This links to Skinner, a behaviourist, and his study of operant conditioning. The third psychological issue is when the general secretary of the national association of head teachers, David Hart, states; that he believes that if a parent and school has a bad relationship, then the schools should have no obligation to teach their children.  If relations between a school and a particular parenthas broken down I really dont think we should educate their children  He believes that poor relationships between schools and parents will have bad effects on the pupils education. These poor relationships link to Tajfels study on insiders and outsiders. Bandura et als experiment on Bashing bobo provides the psychological evidence behind the first issue. They created a number of situations using groups of small children, different toys a large doll (bobo) and a role model (an adult who demonstrated different behaviours). Bandura et al found that the children who were shown no violent behaviour by the model, towards bobo, showed none or little violent behaviour. However, a large proportion of the children who were shown violent behaviour towards bobo acted in a violent way also. This links to the article where teachers believe they should have the power to expel pupils whose parents are abusive towards teaching staff. This is because all parents are role models for their children. Therefore the children will see the behaviour of their parents and believe this to be the way to act. In 1938 a behaviourist called Skinner carried out a study on rats where he showed how the rats behaviour could be shaped until it learned what was required. This study supplies the psychological evidence behind the second assumption in the newspaper article. Skinner created a habitat for rats which included a lever in its cage. To start with if the rat got close to the lever food would come out of a hatch. This process progressed until the rats actually had to push the lever to receive the food. When this was learnt, the rat did not actually think consciously what it was doing, it just did it when it wanted food. This relates to the article as if these feckless parents persist in not making their children go to school then their behaviour will be shaped as they will view this behaviour to be correct. They will do this without even thinking about what they are doing or the consequences. The psychological evidence that lies behind the third issue raised is that of Tajfels study of insiders and outsiders. Tajfel carried out a study, in which there were 64 schoolboy subjects, into intergroup discrimination. He placed the boys into different groups, although the children did not know who else was in the group. He then asked them to assign money in certain ways. He found that the boys discriminated against the groups other than his own. This shows ethnocentrism, where we believe that the group we belong to is the norm and all other groups are not as good. This links to the article and the poor relations between teachers and parents. This could show that the parents believe they are better than the teachers as they are not part of their group. Therefore the teachers are discriminated against. This could go onto show that as the parents believe this so will their children, so they to will discriminate against the teachers.  In relation to the first psychological assumption I would suggest that head teachers are given the right to expel pupils whose parents are abusive towards teachers. If these changes were made then the abusive parents may think more about the consequences of their behaviour. If their attitude did change then their children would perceive this as how to act, as parents are role models. Therefore the childrens attitude would also change. This change in rules for head teachers may act as operant conditioning, which links to the study on this by Skinner. A suggestion base on the second psychological issue would be to arrange behaviour modification sessions with the feckless parents. These sessions will tell them that they need to make their children go to school as they will be rewarded in the long run. This would be because their children may get better jobs and therefore the parents will be proud and may benefit financially. The shaping of the parents behaviour will then be seen by the children and their views towards school will also change. Also the parents may encourage their children to go to school, they will do this as they will both ultimately benefit. Based on the third issue within the article I would suggest that the parents whose relationships with schools have broken down should be sent a very formal letter inviting them in for a talk. During this talk they should be shown how difficult it is to teach pupils whose parents have no respect for them. They should be told that the pupils also believe that teachers deserve no respect. If a normal relationship can be made then the students may look at this and also change their relationship with their teachers. References Oliver, K (2000) Psychology and Everyday Life. Hodder and Stoughton.

Awakening1 Essay examples -- essays papers

Awakening1 THE AWAKENING The contrast between an urban and a tropical setting represents the awakening that the protagonist experiences in Kate Chopin's classic novel, The Awakening. At Grand Isle Edna becomes conscious of her restrictive marriage in a male dominated society. Her awakening originates with her experiences at Grand Isle but fully develops upon her return to the city, where she completes her transformation from her roles as wife and mother to an independent woman. The setting at the beginning of the novel is the Grand Isle, a popular Creole island resort. The reader first sees Edna returning from the beach, with the sea disappearing on the horizon, and the mood of a lazy summer day permeating the scene. This idyllic environment is soon interrupted by her husband Leonce's characteristically stuffy and disapproving reaction to his wife’s activities: "You are burnt beyond recognition". Leonce views his wife as a "valuable piece of personal property which has suffered some damage". Swimming at mid-day, Edna has endangered her respectability in a society where women may be judged by the color of their complexion. Yet Edna does not seem ruffled by society’s expectations or by her husband's callous remark. Instead she focuses on the summer warmth, her companion, Robert Lebrun, and swimming, where she is free both physically and emotionally. Edna’s habit of removing her wedding rings before entering the water underscores and sym bolizes her temporary escape from the ties of matrimony and the bonds of convention. While vacationing at Grand Isle, Edna is surrounded by mother-women "who idolized their children, worshiped their husbands, and esteemed it a holy privilege to efface themselves as individuals and grow wings as ministering angels". Unlike these women, Edna does not wish to submerge her own identity and freedom in her role as a wife and mother. At one point, her husband claims that she is a negligent and irresponsible mother and orders Edna to tend to their sick child, believing this duty to be a "mother's place." Uncharacteristically, Edna appears bewildered and distraught after her husband's outburst. "An indescribable oppression, which seemed to generate in some unfamiliar part of her consciousness, filled her whole being with a vague anguish". She begins to suspect that a deeper relationship is possible between a man and a w... .....got into her blood and into her brain like an intoxicant" (124). As Edna continues to separate herself from the traditional roles of women in her time, Chopin distinguishes the main character from those around her through the use of symbolism. At her dinner party, Edna reigns as the confident, self-assured hostess, described by the author as a jeweled goddess emerging from the sea. "Venus rising from the foam could have presented no more entrancing a spectacle than Mrs. Pontellier, blazing with beauty and diamonds at the head of the board" . Kate Chopin's utilization of the setting in The Awakening is essential to the character development of Edna as she escapes the restrictions of Creole society to become an independent woman. Symbols and images are mirrored and intertwined in the two settings. This repetitive pattern underscores and expands the reader’s understanding of Edna's enlightenment. But in fact, the most dramatic change in the novel occurs during the transition from Grand Isle to New Orleans. In this story, Chopin's use of setting proves to be an effective complement to her vivid imagery throughout the novel, and to the symbolism of renewal and rediscovery.

Environmental Sociology Essay

Since ancient times, human beings have been persistent in modifying their environment through changes in various natural resources. However, the commencement of Industrial Revolution paved way for much of human activity that has had a strong impact on the global landscape. It is without question that the activities of human affect the composition of the environmental balance. Nevertheless, the unprecedented move of humanity toward industrialization over the past several thousands of years has resulted in serious concerns on the energy balance of the entire planet. The dramatic changes in the environmental makeup are clearly within humans today, attested by various environmental pollutants and their impact throughout much of the globe (Mayewski). In New England, the environmental pollution influenced by man has brought about extreme conditions recorded in history. Thus, this paper seeks to understand and identify three of the environmental issues in the New England area that existed within the past 10 years and still exist today that negatively affected the environment and the society. Extreme Climatic Event Due to Human Induced Causes The weather and climate in New England is considered to be the most varied in the globe because they include extremes of temperatures as well as heavy rainfalls, hurricanes, droughts, tornadoes, blizzards, and the likes. The said weather and climate variations in the state are influenced by many factors such as its geographical setting. Hence, the region’s weather is identified as notorious, characterized by its capability to change in a matter of minutes. However, the said climate changes are not only a result of the region’s geographical location; human-induced causes were also accounted for the dramatic changes in the state’s weather and climate. The continuous emission of airborne pollutants coming from industrial landscapes, metropolitan areas, transportation corridors, and other polluting human activities affect weather patterns on a regional landscape (Zielinski). As the people of New England incessantly engage in pollution-inducing activities, the past decade in New England history witnessed episodic ozone events, one of which is the recent tornado that struck New Hampshire on July 24, 2008. The tornado traveled through 11 towns from 11:30am to 12:50pm, killing one person, damaging more than 200 homes and structures, and destructing thousands of trees. However, what is puzzling about the occurrence of the said calamity is the fact that tornadoes do not usually happen in New England, since 1950 only 9 tornadoes occurred in the said state. The cool temperature in the state stabilizes the atmosphere, suppressing the opportunity for the development of tornadoes (Forbes). However, with this recent activity and the increasing number of individuals contributing to the induction of pollution, it can be assumed that the reason behind such catastrophe is associated with the climate and weather altering capabilities of the human-induced pollutions. Although there are interventions in order to avoid human-induced pollutions that contribute to the series of climatic events in New England, the continuous support of individuals in the use of potentially hazardous environmental materials is still widespread. Air Pollution Air pollution is also another environmental issue in New England. The major metropolitan centers and transportation areas in the region are pointed as the primary contributors for the release of hazardous chemicals in the air. The issue of air quality in New England is notable during the season of summer in the said state. In a 2002 study, it was noted that every summer, the high temperature in New England raises ozone alerts and poor air quality. To quote Jim Meagher of National Oceanic and Atmospheric Administration’s (NOAA’s): â€Å"A review of air pollution episodes in New England suggests that blobs of polluted air often lurk in the Gulf of Maine during the summer months, causing high pollution levels in coastal areas† (qtd. in McGehan and Seif). Such claim was backed up by the American Lung Association of New England (ALANE) saying that the public is at risk for ozone poisoning every summer in the New England region. Just last year, it was recorded that New England had 54 days of high levels of ground level-ozone caused by pollutants emitted by cars and the burning of fossil fuels from power plants, refineries, industrial boilers, and other sources that chemically react with sunlight. According to the EPA, if the ozone level lasted for 98 days, the air quality in the said area could have been qualified as unhealthy. It was also found that due to such high levels of ozone in the region, New England was reported the highest asthma rates among the states in the USA. Studies also show that if such pattern of high ozone levels will remain, not only will it be a danger to the individuals suffering from respiratory diseases, but it can also lead to premature death for children and destruction of nature’s balance through the depletion of ozone layer and the degradation of soil and water. While the people from New England blame the states from the west because of such pollution, ALANE stated that typical New England states like Connecticut creates 40% of air pollution through automobiles and other local sources (qtd in â€Å"ALANE says Stronger Air†). As a response to the ongoing issue of air pollution in New England, the region has adhered to the Clean Air Act, a federal law regulating air emission from both stationary and mobile sources. As a result, the sulfur oxide emissions in the region have reduced. Likewise, most of the companies in the region are permitting air emissions in order to reduce excess smoke and pollution and multi-organization efforts are done in order to continuously test the air quality in New England. Water Pollution In the recent New England study, it was found that the water quality in the said region has already improved right after the adoption of advanced treatment of municipal and industrial wastes. However, there are still areas in the state experiencing low quality ground and surface water (Foster). Just in 2008, a complaint was filed against Kaler Oil Company Inc. in North Bath, Maine and other oil storage and distribution company when they failed to prepare and fully implement the â€Å"Spill and, Control, and Countermeasure† (SPCC) which is required by the federal Clean Water Act. Without the instant response, the possibility of drinking contaminated water could have lead to poisoning. Kaler Company and the others that failed to comply faced a maximum penalty of $157, 500 (MTBE Staff). Another case was that of the lawsuit filed against the New Hampshire’s regional fuel suppliers who were responsible for contaminating surrounding areas ground water with the use of methyl tert-butyl ether (MTBE). MTBE is a substance added to the gasoline supplies of the nation in order to cut down pollution emissions. However, despite the advantages posited by such substance, MTBE chemically binds with ground water. Unlike other form of pollutants that can be filtered, MTBE is resistant and can develop into a much harmful chemical overtime. Hence, aside from its risk for the human health, it is feared by the officials that high concentrations of MTBE can go undetected for many years and can be the reason for the deterioration of the region’s bedrock aquifers. The filed lawsuit is said to be still away from the trial, but the citizens and local officials of New Hampshire are lobbying for the case to go on trial (Wacker). Based on the cases aforementioned, it is evident that water pollution is not only a human concern, but also a burden to the environment. Based on the above perspectives, what New England is experiencing and have experienced during the past years may not be in the same wavelength as that of the impact of Chernobyl incident in Ukraine, an incident that rooted from the desire of humans to amass nuclear power and further urbanization and industrialization, which ended in a tragic way and is continuously affecting the lives of many citizens. However, just like the Chernobyl incident, there is a possibility that the present environmental issues impacting present generation can be carried out in the near future. Just like what Maryann De Leo’s Chernobyl Heart Documentary presented, the long term impact of present day activities could affect innocent children. Though it can be assumed that the local government in New England is seeking solutions for the ongoing environmental issues being experienced by the state, the continuous support of the citizens to activities that induce environmental pollution should not be disregarded, as it may result in the total degradation of the environment and human health. The long-term effect of environmental balance destruction should also be safeguarded, as the broad range of nature’s destructive capabilities is still unpredictable to date. Works Cited â€Å"American Lung Association of New England (ALANE) says stronger air quality standards urgently needed. † Medical News Today. 26 May 2008. 5 March 2009 . Chernobyl Heart Documentary. 2003. Dir. De Leo, Maryann. Downtown TV Documentaries Production. Foster, Debra. â€Å"New England water is improving but problems remain, says new USGS report. † Bio-Medicine. 30 April 1999. 5 March 2009 . Forbes, Greg. â€Å"Record New England tornado. † The weather channel. 1 August 2008. 5 March 2009 . Mayewski, Paul A. â€Å"New England’s Changing Climate, Weather, and Air Quality: Chapter 1- Global Climate Change Sets the Stage for Viewing Climate Change in New England. † New England Climate Initiative (NECI). 1998. 5 March 2009 . McGehan, Barbara and Seif, Amy. â€Å"Air quality study focuses on New England. † U. S. Department of Energy. 9 July 2002. 5 March 2009 .

Methods of Evangelism Essay

Of the two evangelistic intellectual methods, I have chosen to research the â€Å"Four Spiritual Laws.† Bill Bright wrote, â€Å"Just as there are physical laws that govern how the physical universe, so are there spiritual laws that govern your relationship with God. This method is most used in presenting the Gospel to someone because it is simpler. Bill Bright, the founder of Campus Crusade for Christ, originally wrote this as a booklet. This booklet was designed to help individuals to be more effectual in their witness for Jesus. The Four Spiritual Laws are used to convict, convince, and convert. The Laws are as followed: Law 1: God loves you and offers a wonderful plan for your life. [John 3:16] Law 2: Man is sinful and separated from God. [Roman 3:23] Law 3: Jesus Christ is God’s only provision for man’s sin. Through Him, you can know and experience God’s love and plan for your life. [Roman 5:8] Law 4: We must individually receive Jesus Christ as Savior and Lord; then we can know and experience God’s love and plan for our lives. [John 1:12] According to my research the advantages of using the Four Spiritual Laws approach are, they enable one to be prepared because it is [so simple] and represents the basic truths of the Gospel of Jesus. This method allows you to open up an easy conversation the right way. For example, â€Å"I have been a Christian for years, and I have just recently found a way to express my faith that genuinely makes sense. I would like to share it with you. Have you heard of the Four Spiritual Laws?† At the same time, the most understandable way to explain the Laws is to read the booklet aloud. It gives one the confidence of already knowing what to say because it distinctly pre sents the claims of Jesus Christ. Above all, this is essential to pass on to a non-believer (2 Timothy 2:2). Furthermore, in using this method you can explain all the marvelous things that are waiting for you when you receive Jesus as your Lord. Declaring what the Bibles says, â€Å"If you declare with your mouth, â€Å"Jesus is Lord,† and believe in your heart that God raised him from the dead, you will be saved. For it is with your heart that you will believe and are justified, and it is with your mouth that you profess your faith and are saved (Romans 10: 9-10). Afterwards, you can encourage an individual to ask questions. Alternatively, there are a couple of disadvantages to using the Four Spiritual Laws. Even though, this method has been effectively used, it can be somewhat confusing to the person whom did not grow up in a Christian culture. An example would be, â€Å"telling someone God has an incredible plan for their life.† This may ultimately sound as if you only have to believe in Jesus, and all your problems will be gone. However, the Bible never promises life will be wonderful. It says, â€Å"Indeed, all who desire to live Godly in Christ Jesus will be persecuted† (2 Timothy 3:12). In other words, even though the Laws explains that you can have an incredible life if you accept Jesus and believe that he died on the cross for you; this is a point that [cannot] be over expressed, but can be reiterated by quoting John 10:10. Another disadvantage in using this method is it does not define sin. In first John, it says that sin is lawlessness, (i.e. Breaking God’s law). While the Four Spiritual Laws does explained sin as being separated from God, it does not explain [what] separates us from God, which in reality is our disobedience of God. Because of our rapidly changing world you cannot automatically assume that everyone understands what sin is. So, when using the Four Spiritual Laws, it is essential to explain sin. Non-believers need to understand that the word sin means breaking God’s laws. Ultimately, this would give the believer a chance to introduce the Ten Commandments, further making them understand the need for a savior. Part TWO- Evangelistic Method #2 Of the Relational Methods, I have chosen to explore â€Å"Lifestyle Evangelism.† In summary, this method is essentially demonstrating ones faith by their actions. It is the most effective way of winning souls. This method should be used on people, whom one interact with the most, people who know someone and see them on a regular basis. Lifestyle evangelism creates a nurturing environment to extend an invitation to Christ. This means an unbeliever will feel a sense of belonging before becoming a believer. Research has shown that a non-believer would be likely to give a believer the opportunity to share their faith, when the believer’s life has proven that their words are sincere, and life altering. In this way, the non-believer would feel a sense of worth before they expose themselves to the Inspired Word. There are some advantages to using the Lifestyle Relational method. In particular, the Father sent Jesus to be the absolute light, to be an example, and demonstrate how people of God should live. We should be living proof that Our Father is who he says he is; that Christ truly is the Son who freed people from slavery to self; and that the Holy Spirit honestly can transform our life. This is truly an advantage affirmation. This example of showing is not a substitute for telling. If words were all we used to explain the gospel, then people would never understand it enough to submit to Jesus. However, showing a person is a necessary preparation for telling. People will always buy into your words when your actions back them up. We must live a life that shows Jesus Christ. Christ told His disciples, â€Å"Let your light shine before men that they may see your good deeds and praise your Father in heaven† (Matt. 5:16). This means the way we handle business, the way we play games, the way we prepare for tests, the way we interact with family. Every thing we do should allow Christ to shine daily in our lives. Another advantage of using the Lifestyle Relational method would be that it is the most profitable and productive method. It not only produces but allows one to be converted, as well as become a disciple, which is what Jesus calls us to do (Matt. 28:19). In today’s culture, when it comes to the truth of the Scriptures, people want to see it validated and lived out in another before they will accept it as the valid truth. Inasmuch as, there are advantages to this method there are disadvantages, as well. One primary disadvantage to this approach is that it can be an easy excuse for Believers. Consequently, instead of aggressively and diligently pursing evangelistic opportunities, Believers may convince themselves that if they just lead honest lives, are open and friendly in sharing their faith, God will take care of the rest. The truth is to be an effective evangelist; you have to be more aggressive in your selection of friends; as well as identifying non-believers with whom you relate to comfortably and who you enjoy being around. Another disadvantage to this method of evangelism is that; it is the most customary approach used among evangelists; it is especially universal among those who share their faith the [least] and who are less likely to [know] of anyone accepting Jesus through these efforts. Lastly, this method is one that is discredited by the Scriptures. Part THREE- Evangelistic Method #3 The â€Å"Confrontational† evangelistic method I have chosen to explore is the Door to Door Evangelism. In summary, this method began with D. James Kennedy in 1960. After preaching at the Coral Ridge Church in Fort Lauderdale, FL; James Kennedy realized that he was afraid to confront unbelievers with the truth of the gospel. Surprisingly, being invited to Decatur, GA to conduct a gospel campaign, he was introduced to presenting the gospel door to door. After he had returned to the church in Florida, he implemented the principles he had learned, and called them the â€Å"Evangelism Explosion.† The primary purpose of Door to Door evangelism is to build relational bridges between the community and the local church. The Bible shows us how the Lord used this method effectively during the history of the church, from the time of the early church until today. Door to Door work is part of the church’s ‘Level One Sowing’ strategy. It is going to the people ins tead of waiting for them to come to the church. Furthermore, this method of evangelism is one of the few ways that ascertains each household can be reached with the gospel. With this in mind, there are some advantages to using this method of evangelism. For example, almost anyone can do this technique of outreach; because there are no rare or exceptional skills required. Another key advantage; like all outreach it conveys that the church is interested enough to go out to the people. It also opens up valuable contacts for far more than ordinary evangelism. Lastly, it is a fairly cheap means of outreach, and easy to organize. Nevertheless, this method of evangelism is not without its disadvantages and critics. Since 1973, research has shown and labeled this method to be outdated, old fashioned and ineffective in today’s society. Consequently, when doing door to door work it should be done in teams; and always done in teams when ladies are involved. However, this presents a problem because building mixed sex teams are not always easy to organize. Another disadvantage is that some forms of this method are not suitable for the younger generation. Lastly, it is hard to motivate people to do this form of evangelism. In essence, once they begin, many individuals find it enjoyable and much easier than expected. Part FOUR – Application of These Methods to Your Own Life The method that I have chosen that suits me best is Lifestyle Evangelism. I chose this one because when Jesus said, He did not come to â€Å"to be served, but to serve, and to give His life,† He was not just explaining His mission; He was showing us how to live (Matt. 20:28). For me, living a life that is Holy and acceptable in God’s eyes is the best way to show others how much work He has done in me, for me and through me. This method works best for me because, when I walk the walk, I can talk the talk because it shows. This allows me to introduce Jesus to many of the people around me, from the grocery store to the car wash. Even when I am not actively evangelizing I am because of my lifestyle. I may not always see the role I play in different people lives, but according to our text states we should constantly plant the seeds of gospel. There are some whom will plant and others will water. This role of evangelism is comfortable for me. It allows me to approach non-believers with confidence, to share my testimony. Being an evangelist for Jesus has become cool, and why not? Personally, it feels incredible to choose good over evil. Living an acceptable life for Christ, is allowing God to shape my character into the likeness of Him. Evangelizing should not be something we do every now and again, but it should be the way we are call to live. My attitude should be the same as Jesus. Apostle Paul said it like this, â€Å"In your relationships with one another, have the same mindset as Christ Jesus: Who, being in very nature of God, did not consider equality with God something to be used to his own advantage, rather he made himself nothing by taking the very nature of a servant, being made in human likeness (Philip. 2:5-7). While writing this paper, I received a compliment from a stranger. I thought it was the best compliment I have ever received. It was, â€Å"Miss, are you a Pastor or Evangelist, I ask because you have an [anointed] air about you.† I was taken back, and when I thought about it, tears fell. This is my daily prayer that I would decrease, and God would increase in me. References BibleGateway.com. (n.d.). Retrieved from http://www.biblegateway.com Bright, B. (n.d.). Four Spiritual Laws Online. Retrieved from http://www.campuscrusade.com/index.html Earley, D., & Wheeler, D. (n.d.). Spiritual Farming. In Evangelism Is: How to Share Jesus with Passion and Confidence (pp. 85-92). Relational Evangelism. (n.d.). Http://www.cmfhq.org/Portals/0/acrobat/training/Rel_Evangelism Stewart, D. J. (n.d.). Confrontational Soul Winning †¦Verses Lifestyle Evangelism. Retrieved from http://www.jesus-is-savior.com/Believer’s%20Corner/confrontational_soulwinning.htm You Can Share The Gospel. (n.d.). MTA BIBLE. Retrieved from http://www.mtabible.com/evangelism-methods/10-four-spiritual-laws.php