The Civil Rights Movement Oppressing the Black Population

Between mid 1950s and late 1960s, civil rights movements in America were at its peak. The civil rights movement was sparked by various factors that undermined and oppressed the black population. As a matter of fact, blacks were treated like half citizens, and they had no right to complain.Advertising We will write a custom essay sample on The Civil Rights Movement: Oppressing the Black Population specifically for you for only $16.05 $11/page Learn More For instance, the South had devoted their energy in stabilizing and perfecting the Jim Crow ideology that required blacks to be segregated and separated from the white people. As a result, there was the lack of decent education, poor jobs and rampant poverty among the blacks. In response, the black citizen resorted to fighting for his rights; thus, the rise of the civil rights movement. During this era, there were key events that eventually led to a breakthrough in the fight for civil rights. Some of these events are described briefly in the following paragraphs. Dr. Martin Luther King Jr. was a spokesman for African Americans in the struggle for equal rights during the era. However, King received stern opposition from whites such as Governor George who was the symbol for opposition to racial interlink. King asserted that civil rights movement was more of a human rights movement than just a movement for black rights. According to King and other Black leaders, as long as Blacks were denied their full rights America could not be free. Under his leadership, key events such as the Brown vs. Board of Education case, the Montgomery Bus Boycott, and the 1960s Sit-Ins gained momentum. Overwhelmed by the poor quality of their school, students at Moton High School resorted to taking the matter to court (Robinson, 2005). The main cause of poor education facilities in the African American schools was the segregation laws. In 1954, the Supreme Court declared its verdict that segregation of White and Black Schools was unconstitutional (Robinson, 2005). As a result, segregation was phased out of schools and Black children had the right to attend white schools and receive a quality education. This key event enabled all citizens to explore education to the highest level regardless of race or color.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another key event is the Montgomery Bus Boycott that took place between 1956 and 1957. According to the segregation rules in public transport vehicles, Blacks were supposed to leave their seats for white travelers (The Henry Ford, 2002). In 1955, however, a lady called Rosa Parks refused to leave her seat for a white traveler and was fined by the court of law for misconduct. â€Å"Thereafter, fifty Black leaders organized a â€Å"Montgomery Bus Boycott† to demand a more humane transport system† (The Henry Ford, 2002). 381 days later, a federa l court ordered the buses to drop the rules and allow for equal rights of travel. Martin Luther King participated in this boycott that resulted in equality among all Montgomery users. â€Å"In another scenario (1960), four college students organized a sit-in in a lunch counter to protest Woolworth’s idea of excluding Blacks† (Cozzens, 1998). The students had bought some goods in other areas of the store, kept the receipts and during the lunch hour they asked to be served. The students were not served; hence, they produced their receipts and demanded to know why they make decisions against them. Since then, Sit-Ins became rampant in several states and the message was effectively delivered. This trend led to the creation of student committees that eventually led to the freedom rides in 1961(Cozzens, 1998). In conclusion, these key events helped to reinforce the African American struggle for equal right rights, and finally, the light was found. References Cozzens, L. (199 8). Sit-Ins. Retrieved from the Waston.org Website: http://www.watson.org/~lisa/blackhistory/civilrights-55-65/sit-ins.html Robinson, S. (2005). Brown vs. Board of Education. Web. The Henry Ford. (2002). The Story Behind the Bus. Retrieved from Thehenryford Website: https://www.thehenryford.org/explore/stories-of-innovation/what-if/rosa-parks/Advertising We will write a custom essay sample on The Civil Rights Movement: Oppressing the Black Population specifically for you for only $16.05 $11/page Learn More This essay on The Civil Rights Movement: Oppressing the Black Population was written and submitted by user Graysen Floyd to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Sports Event Management

Sports Event Management Introduction Within the past decade there has been an unprecedented demand to host major sporting events by several of the worlds most prominent cities. This is due to such events fulfilling certain multis of project management endeavors can be seen in the promotion of a particular product utilizing a new branding strategy, the creation of a new product line for a company or actions which focus on creating a greater sense of public awareness of the companys adherence to Corporate Social Responsibility (i.e. charity work or replacing new equipment to comply with environmental regulations). It must also be noted that project management is often constrained by factors related to scope, time and cost and as such it is the goal of all project managers to implement a process that takes these limitations into consideration in order to create a high quality outcome that fits within such constraints.Advertising We will write a custom dissertation sample on Sports Event Management spec ifically for you for only $16.05 $11/page Learn More In summary it can be stated that project management is a step by step procedure utilized in order to accomplish a goal within the scope, time and cost limitations imposed upon the process being implemented by the project manager. Event Management The discipline of event management came about as direct result of the proliferation of large and small events occurring at the local level and the need to implement proper management procedures to ensure their success (Adams and Thomas, 2005: 100). On the other hand Adams and Thomas (2005) note that as a professional discipline events management is still in its infancy and state that there is no overarching process drawing all the different functions or activities of event management together despite the proliferation of text books, trade publications and community programs (Adams and Thomas, 2005: 100). Despite this the event industry is still one of the largest employe rs in the world and actually contributes towards positive economic impacts for local communities. What must be understood is that the way in which an organization chooses to handle a particular event is known as events management and is composed of organizational objectives spanning factors such as: organizing funding, managing staff, assigning roles and responsibilities, marketing and public relations, ticketing, security etc. (Kose, Argan and Argan, 2011: 2) As Kose, Argan and Argan (2011) state The linkages between the various departments within the organization required to handle events and the flow of this information between them is the focus of event management (Kose, Argan and Argan, 2011: 2). It is based on this that the practice of events management can be summarized as a way in which organizations implement guiding practices so as to influence the flow of activities, events and people within a particular venue to ensure smooth methods of operation and a successful climate for socialization, presentation and observation.Advertising Looking for dissertation on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Relations between Project management and Event management As the number, size and complexity of special events have increased within the past three decades it has become increasingly apparent that proper management and planning efforts are needed in order to make such events a success. In fact it is not uncommon for business events, such as professional conferences, to attract 5,000 or more attendees with sporting events drawing in people by the thousands as well. This creates simultaneous problems in the form of crowd and traffic control, proper scheduling, ticketing and overall organization which needs to be addressed otherwise the entire event will descend into chaos. While the discipline of event management has been utilized as of late to address this need the fact still remains that it is still in the process of developing a sufficient body of knowledge to be recognized as a profession. As Adams and Thomas (2005) indicate there is a need for an overarching process in its develo pment and as such this is where the discipline of project management enters the picture. By utilizing the body of knowledge of project management as a guide for development the field of event management has quickly developed into a profession by using the project management model as the basis for its management practices. Adams and Thomas (2005) pursue this particular line of reasoning by indicating that while special events form an industry specific group the fact still remains that they are still projects and function as projects (Adams and Thomas, 2005: 113). In fact Adams and Thomas (2005) compare special event management practices as being derived from project management practices with components currently utilized in event processes being a mixture of both project management and event management disciplines (Adams and Thomas, 2005: 111). Further evidence of this can be seen in a comparison of the Project Management Body of Knowledge (PMBOK) with that of the special events mana gement practices from the work of OToole examined by Adams and Thomas (2005). PMBOK defines an average project life cycle as consisting of the following five processes: an initiation process which authorizes the project or plan, a planning process that defines and refines objectives which allows the best of alternative courses of action to be attained, an executing process involves carrying out the plan using the resources allocated, a controlling process which monitors and measures project progress regularly to ensure appropriate corrective action can be taken when necessary, and a closing process which involves a formal acceptance of project completion and the termination of any contracts† (Adams and Thomas, 2005: 107). In comparison 6 of the 13 special event management processes consisting of: scope, time, communication, human resources, risk and procurement are virtually identical to the project management knowledge areas indicated in PMBOK. Not only that the seven other e vent management processes describe by OToole which were examined by Adams and Thomas (2005) comprising of: finance, design, stakeholder, site choice, sponsorship, marketing and deadline while not identical to PMBOK knowledge areas can actually be found within several existing PMBOK processes (Adams and Thomas, 2004: 112). It is based on this that it can be seen the relationship between project management and event management is a cos of this can be seen in problems that may occur in sufficiently coordinating and controlling the crowd of people going in and out of the venue, the possibility of long lines at the restrooms or even unruly crowds during the event itself (Walker, Heere, Parent, and Drane 2010: 659 680). As such these present numerous risks to the event that need to be dealt with in order to ensure its success. Conceptual understanding about successful management of sport event Based on the various factors presented in can be seen that the successful management of a sport ing event is based on minimizing challenges and risks that occur at the onset and during the event while ensuring that there is a sufficient logistical infrastructure in place in order to ensure proper organizational efficiency (Riggs, Epting, Hanky, and Knowles, 2011: 299 204). It was seen that sports event management is not limited to dealing with creating the event alone but also needs to take into account positive relations with the local community in order to get any major sports event underway. This involves having to implement marketing and media relations in order to portray the positive aspects of a sporting event and how it will not detrimentally impact members of the local community and in fact will be a boon to them. Also, while it may be true that a sporting event does create a distinct positive economic impact with local businesses the fact remains that it should be profitable venture for the organizers as well. Taking this into consideration it is often necessary to create links with local government and private companies to share in the burden of managing and initially funding the event so as to ensure that there is a sufficient monetary and organizational structure behind the event itself. What must also be taken into consideration is the fact that a sports event can be considered as a form of project and as such it is constrained by factors related to scope, time and cost. As such taking such limitations into consideration it is necessary to implement an backbone logistical structure so as to ensure that there is an organized method behind the operations of the sports event management team. This is done by first implementing SMART goals, creating a logistical overlay of what is necessary for each department, separating staff into individual teams and giving each team their own aspect of the event to be responsible for. By ensuring that each team complies with their given instruction this creates an effective means of ensuring that the sporti ng event can become a success. On the other hand it is also equally important to note that managing a sporting event is not limited to creating the event itself but ensuring that it has a positive impact on the participants and spectators as well. This involves implementing positive atmospherics during the event so as to create an effective visual stimulation for players and audiences a like. Reference List Appelbaum, S, Adeland, E and Harris, J, 2005. Management of Sports Facilities: Stress and Terrorism Since 9/11. Management Research Review, 28, 69 82. Chadwick, S, 2009. From outside lane to inside track: sport management research in the twenty-first century. Management Decision, 47, 191 203. Celuch, K and Davidson, R, 2009. Human Resources in the Business Events Industry.  International Perspectives of Festivals and Events, 1, 241 249. Deery, M and Jago, L, 2010. Social impacts of events and the role of anti-social behaviour. International Journal of Event and Festival Mana gement, 1, 8 28. Emery, P, 2009. Past, present, future major sport event management practice: The practitioner perspective. Sport Management Review, 13, 158 170. Farris, J and Van Aken, M, N.I. Longitudinal Analysis of Kaizen Event Effectiveness. Blacksburg, VA 24061: Virginia Tech, Oregon State University. Henderson, J, Foo, K, Lim, H and Yip, S, 2010. Sports events and tourism: the Singapore Formula One Grand Prix. International Journal of Event and Festival  Management, 1, 60 73. Herstein, R and Jaffe, E, 2009. Sport hospitality as a business strategy. Journal of  business strategy, 29, 36 43. Hsu, C, 2010. The effects of lighting quality on visual perception at sports events: a managerial perspective. International Journal of Management, 27, 693 777. Kim, J, N.I.. The worth of sport event sponsorship: an event study. Journal of  Management and Marketing Research, N.I., 1 14. Kose, H, Argan, M and Argan, M, N.I.. Special event management and event marketing: A case st udy of TKBL all star 2011 in Turkey. Journal of Management and  Marketing Research Special event management, Page 1 Special event  management and event marketing: A case study, N.I., 1 11. Kostuk, K, 1997. A decision support system for a large, multi-event tournament. INFOR, 35, 183 196. Minis, I, Paraschi, M and Tzimourtas, A, 2006. The design of logistics operations for the Olympic Games. International Journal of Physical Distribution Logistics  Management, 36, 621 642. Nichols, G and Ojala, E, 2009. Understanding the Management of Sports Events Volunteers Through Psychological Contract Theory. Voluntas, 20, 369 397. N.I., 2010. Cost and benefits of sports events tourism. STRATEGIC DIRECTION, 26, 9 11. N.I., N.I. Studying Kaizen Event Outcomes and Critical Success Factors: A Model- Based Approach. N.I., N.I., 1 8. Ogden, S and McCorriston, E, 2007. How do supplier relationships contribute to success in conference and events management?. International Journal of  Con temporary Hospitality Management, 19, 319 327. Ritchie, B, Shipway, R and Chien, P, 2010. The role of the media in influencing residents’ support for the 2012 Olympic Games. International Journal of Event  and Festival Management, 1, 202 219. Riggs, K, Epting, K, Hanky, J, Knowles, J, 2011. Cheers vs. Jeers: Effects of Audience Feedback on Individual Athletic Performance. North American Journal of  Psychology, 13, 299 312 Schulenkorf, N, 2009. An ex ante framework for the strategic study of social utility of sport events. Tourism and Hospitality Research, 9, 120 -131. Schulenkorf, N, 2010. The roles and responsibilities of a change agent in sport event development projects. Sport Management Review, 13, 118 128. Spyropoulos, E, 2004. Sports and politics: goodbye Sydney 2000 hallo Athens 2004.  East European Quarterly, 38, 65 84. Swantje, A and Wolfgang, M, 2009. Economic impacts of the FIFA Soccer World Cups in France 1998, Germany 2006, and outlook for South Afric a 2010. Eastern  Economic Journal, 35, 500 519. Taks, M, Kessene, S, Chalip, L Green, B, Martyn, S, 2011. Economic Impact Analysis Versus Cost Benefit Analysis: The Case of a Medium-Sized Sport Event.  International Journal of Sport Finance, 6, 187 – 203 Te, B and Ye, H, 2011. The Developmental Processes of Chinese Sports Management.  International Journal of Business and Social Science, 2, 143 148. Thomas, M and Adams, J, 2005. Adapting project management processes to the management of special events: an exploratory study. Academy of Strategic  Management Journal, 4, 99 – 114 Ulfik, A and Nowak, S, 2009. Management of main threats during realisation of big sport events. Annales Universitatis Apulensis Series Oeconomica, 11, 902 909. Walker, M, Heere, B, Parent, M and Drane, D, 2010. Social Responsibility and the Olympic Games: The Mediating Role of Consumer Attributions. Journal of  Business Ethics, 95, 659 680. Washington, R and David, K, 2001. Sport an d society. Annual Review of Sociology, 27, 187 212. Ziakas, V and Costa, C, 2010. Event portfolio and multi-purpose development: Establishing the conceptual grounds. Sport Management Review, 30, 1 15.

How to Use $_SERVER in PHP

How to Use $_SERVER in PHP $_SERVER is one of the PHP global variables- termed Superglobals- which contain information about server and execution environments. These are pre-defined variables so they are always accessible from any class, function or file. The entries here are recognized by web servers, but there is no guarantee that each web server recognizes every Superglobal. These three PHP $_SERVER arrays all behave in similar ways- they return information about the file in use. When exposed to different scenarios, in some cases they behave differently. These examples may help you decide which is best for what you need. A full list of $_SERVER arrays is available at the PHP website. $_SERVER[PHP_SELF] PHP_SELF is the name of the currently executing script. yoursite.com/example/ /example/index.phpyoursite.com/example/index.php   /example/index.phpyoursite.com/example/index.php?atest   /example/index.phpyoursite.com/example/index.php/dir/test   /dir/test When you use $_SERVER[’PHP_SELF’], it returns the file name /example/index.php both with and without the file name typed in the URL. When variables are appended at the end, they were truncated and again /example/index.php was returned. The only version that produced a different result has directories appended after the file name. In that case, it returned those directories. $_SERVER[REQUEST_URI] REQUEST_URI refers to the URI given to access a page. yoursite.com/example/   /yoursite.com/example/index.php   /example/index.phpyoursite.com/example/index.php?atest   /example/index.php?atestyoursite.com/example/index.php/dir/test   /example/index.php/dir/test All of these examples returned exactly what was entered for the URL. It returned a plain /, the file name, the variables, and the appended directories, all just as they were entered. $_SERVER[SCRIPT_NAME] SCRIPT_NAME is the current scripts path. This comes in handy for pages that need to point to themselves. yoursite.com/example/   /example/index.phpyoursite.com/example/index.php   /example/index.phpyoursite.com/example/index.php?atest   /example/index.phpyoursite.com/example/index.php/dir/test   /example/index.php All cases here returned only the file name /example/index.php regardless of whether it was typed, not typed, or anything was appended to it.

The Church of Jesus Christ of Latter-day Saints Research Paper

The Church of Jesus Christ of Latter-day Saints - Research Paper Example The Book of Mormon was marketed on the 26th of March 1830. A year after the extensively cited analysis of Alexander Campbell charged it of clarifying all the major concerns talked about in New York throughout the 1820s, as well as â€Å"infant baptism, ordination, the trinity, regeneration†¦ even the question of free masonry, republic government, and the rights of man† (Winn, 1990, 20). Aspects in the book did appear to relate with several of existing issues at that time and to address its readers’ mental and emotional needs; several converts made use of the book as prescribed by Campbell. Numerous, nevertheless, did not. In truth, the Book of Mormon, in comparison with the Bible, was used sparsely (Winn, 1990). Smith’s revelations and converts mention ‘Book of Mormon and the holy scriptures,’ setting aside the ‘holy scripture’ for the Bible (Barlow, 1997, 44). God scolded the members of the Church for not giving little importance t o the Book of Mormon. According to Morris (2006), W.W. Phelps, Mormon writer, protested that the Saints would instead seek mysteries and miracles in the Bible than find out details communicated in the Book of Mormon. Mormon publications during the 1830s mentioned the Bible several times as frequently as the Book of Mormon, and in the sermons presented to Nauvoo, Illinois for which current documentation is available, Smith reworded the Book of Mormon a number of times but mentioned or reworded the Bible hundreds of times (Morris, 2006).  ... Numerous, nevertheless, did not. In truth, the Book of Mormon, in comparison with the Bible, was used sparsely (Winn, 1990). Smith’s revelations and converts mention ‘Book of Mormon and the holy scriptures,’ setting aside the ‘holy scripture’ for the Bible (Barlow, 1997, 44). God scolded the members of the Church for not giving little importance to the Book of Mormon. According to Morris (2006), W.W. Phelps, Mormon writer, protested that the Saints would instead seek mysteries and miracles in the Bible than find out details communicated in the Book of Mormon. Mormon publications during the 1830s mentioned the Bible several times as frequently as the Book of Mormon, and in the sermons presented to Nauvoo, Illinois for which current documentations are available, Smith reworded the Book of Mormon a number of times but mentioned or reworded the Bible hundreds of times (Morris, 2006). Even though he illustrated the Book of Mormon as more accurate than any other manuscript and as â€Å"the keystone of our religion,† (Parry, 2004, 17) there are very few proofs that he gave an effort to analyze its text as he studied the Bible. The Book of Mormon was given due importance by its followers, but it did not turn out to be the foundation for the early Church tradition and dogma, the everyday revelations of Smith accomplished that. It would linger for a succeeding period of Saints to embrace as idols those Book of Mormon icons like Nephi, Moroni, and Alma (Parry, 2004). The very first Mormon chose the Bible, in spite of the flaws they discovered in it. Malachi, Zechariah, and Nahum were not indefinite or unclear icons for them and their colleagues (Barlow,

Professors question Essay Example | Topics and Well Written Essays - 250 words

Professors question - Essay Example Both North East Mexico and corresponding South Texas benefit from the energy boom from Eagle Ford Shale (DeBuys, 2011). Abundant energy has resulted to massive investment in the North East Mexico. Moreover, expansion of oil and gas production within Northern Mexico has resulted in increase in employment opportunities. North East Mexico depends on Texas in developing its underlying natural resources. Thus, many investors are positioning themselves in the North East Mexico to capitalize on the economic boom of Eagle Ford Shale within South Texas (DeBuys, 2011). Investments such as Infrastructure to accommodate the expected development, skilled workforce to fill the prevailing jobs created, the environmental effect of the expanded drilling, safety couple with security have been initiated within North East Mexico. Eagle Ford’s scale and swift of advancement has resulted to robust and comprehensive measure of the Northeast Mexico economic impact. Economic effect entail prosperous on employments, revenue and expenditure within the area. In summation, surge within Eagle Ford Shale drilling has resulted to sharp gains within the economic activity across the region. Nevertheless, billions of dollars that massive energy companies are committing to expand infrastructure for delivering hydrocarbons to the Texas Gulf Coast depicts that Northeast Mexico can anticipate robust production and

Analysing Sources Of Theology

Analysing Sources Of Theology Theology is the progress of exploration and thinking that leads to the interpretation of doctrines. Theology is progress rather than result. The result is doctrine. Good theology draws upon a number of sources. There has been significant discussion within the Christian belief with reference to the identity of these sources, also their relative importance for theological analysis. Generally speaking, important sources have been recognized within Christian theology: Scripture, reason, tradition, experience and creation. Each of these sources has a distinct role to make good theology. Also another important main source of Christian theology is Jesus Christ. I will discuss how Immanuel and the Purpose of Creation uses these sources, and whether this is good theology. The first major source of theology is Scripture. Scripture is recognized as authoritative for Christian theology. Most Christians agree with the authority of Scripture, because this is a foundational Christian theology. Also God comes to us through Scripture. It is the foundation and norm for all Christian preaching and teaching. In Wilkins, the author mentions New Testament references of Immanuel (14 evidences in the New Testament). However, there is a only one the Old Testament Scripture mentioned (Proverbs 8:30-31). The Immanuel in the article means, God with us (Matt 1: 28). There are several references in the Old Testament not mentioned in the article regarding this concept: Isaiah 63:11, Micah 3:8; Haggai 2:5 mention that Gods Spirit dwells within his people. And also in the book of Judges, there are many Judges who live with God. The Old Testament is a preparation for God with us in the coming of Christ. The author does not mention any of this, but only mentions the Incarnatio n Jesus. The second major source of theology is reason. This assumed an exceptional importance, and the significance of reason for Christian theology has always been recognized. In the article, there are several theologians ideas: Thomas Aquinas; John Calvin; Jim Packer; Duns Scotus; Colin Gunton. But the problem is that they have different views of the Incarnation. Thomas Aquinas says, There was no cause of Christs coming into the world except to save sinners. But John Calvin says, Even though there had been no need of his interposition to redeem the human race, would still have become man. It seems to face two choices: either Jesus becomes incarnate for sinner, or Jesus becomes incarnate for his people no matter what the reason. It makes it confusing and difficult to understand. According to Olsons thinking, reason is logic, the rule of non-contradiction. However, this article seems to ignore this. The third major source is tradition. Tradition is the consensual belief of the Church that began to be developed in the second and third centuries. Theology is based upon Scripture, and tradition refers to a traditional way of interpreting Scripture. The article only quotes Catholic and Protestant theology to comment on Calvin who was a well-known Reformer. The author does not reflect enough voices of the Christian community. Tradition is the consensus of Christian faith in common belief. We need to access it as the voice of the Christian community to understand tradition. If we follow the authority of any one theologian or part of the Christian community blindly, this is not a good model of tradition. The fourth major source of theology is experience. Experience is the human experience, not personal experience, particularly the religious experience in the Christian community. Experience is the most uncomfortable and unclear source. Nevertheless, experience has to provide a foundational source for Christian theology, and Christian theology provides an interpretive outline within human experience.The author mentions ecofeminism. Ecofeminism is a social and political movement somewhere between environmentalism and feminism. However, this is not the full human experience but only this one particular experience. Furthermore it is not religious experience. The fifth major source of theology is creation. Creation is that work of the triune God. The article suggests that the Incarnation was Gods purpose for creation to join it in his son, and the Incarnation God is directly involved in the sufferings of his creation. However, Karl Barth says This becoming cannot be brought into connection with creation. It cannot be regarded as one of its evolutionary possibilitiesà ¢Ã¢â€š ¬Ã‚ ¦ Gods Word becoming a creature must be regarded as a new creationà ¢Ã¢â€š ¬Ã‚ ¦ it is a sovereign divine act, and it is an act of lordship different from creation. Hence, God and Jesus are not prisoners, but they are redeemers. The author expresses the Incarnation only as the pain of Creation. Jesus is not just a creature. however, Jesus is also the Creator. This article, therefore, underestimates Jesus the Creator in the Incarnation. Lastly, good theology is centred on Jesus Christ. Jesus says I am the way, the truth, and the life .No one comes to the Father except through me (John 14:6). There is no way to know God except through Jesus Christ, if there is a way to know God except through Jesus Christ, this is not the truth. Our purpose to study theology is to know the way, the truth and the life of Jesus. Jesus Christ is the lens to see God. Wilkins says Christ is the completion of all Gods revelation in the past. This article mentions Pauls declaration there is but one Lord, Jesus Christ, through whom all things came and through whom we live (1Cor 8:6). Wilkins indicates the importance of the immense basis of the linking of Christ and creation. From this point of view, this article embraces good theological point. In conclusion, Olson says A Christian theology is one that arises out of Scripture and points to Jesus Christ, is generally consistent with the consensual tradition of Christian thought, and is logically coherent with other Christian beliefs and illumines the shared experience of Christians. Good theology is reasonable. It also speaks from a biblical understanding of God, Human, and the Creation. Good theology is not fixed to a single Christian belief. Good theology does not break a balance, it speaks effectively to all. In addition, good theology tells every portion of human experience. It includes economics, science, philosophy, politics, history, and so on. Most of all, Jesus is the main character and hero in good theology. This article does not show us a good balance among these sources well, and also it is not easy to understand. Nevertheless, this article is centred in Jesus Christ as main character and hero. Hence, this article holds enough qualification to be called good theo logy.

Learning strategies Essay

Learning or instructional strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, &Townsend-Sweet, 2006). Thus the learning objectives point you towards the instructional strategies, while the instructional strategies will point you to the medium that will actually deliver the instruction, such as elearning, self-study, classroom, or OJT. However, do not fall into the trap of using only one medium when designing your course. . . use a blended approach. Although some people use the terms interchangeably, objectives, strategies, and media, all have separate meanings. For example, your learning objective might be â€Å"Pull the correct items for a customer order;† the instructional strategies are a demonstration, have a question and answer period, and then receive hands-on practice by actually performing the job, while the media might be a combination of elearning and OJT. The Instructional Strategy Selection Chart shown below is a general guideline for selecting the learning strategy. It is based on Bloom’s Taxonomy (Learning Domains). The matrix generally runs from the passive learning methods (top rows) to the more active participation methods (bottom rows. Bloom’s Taxonomy (the right three columns) runs from top to bottom, with the lower level behaviors being on top and the higher behaviors being on the bottom. That is, there is a direct correlation in learning: Lower levels of performance can normally be taught using the more passive learning methods. Higher levels of performance usually require some sort of action or involvement by the learners. Instructional Strategy Selection Chart Instructional Strategy Cognitive Domain (Bloom, 1956) Affective Domain (Krathwohl, Bloom, & Masia, 1973) Psychomotor Domain (Simpson, 1972) Lecture, reading, audio/visual, demonstration, or guided observations, question and answer period 1. Knowledge 1. Receiving phenomena 1. Perception 2. Set Discussions, multimedia CBT, Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, fishbowls, etc. 2. Comprehension 3. Application 2. Responding to phenomena 3. Guided response 4. Mechanism On-the-Job-Training (OJT), practice by doing (some direction or coaching is required), simulated job settings (to include CBT simulations) 4. Analysis 3. Valuing 5. Complex response Use in real situations. Also may be trained by using several high level activities coupled with OJT. 5. Synthesis 4. Organize values into priorities 6. Adaptation Normally developed on own (informal learning) through self-study or learning through mistakes, but mentoring and coaching can speed the process. 6. Evaluation 5. Internalizing values 7. Origination The chart does not cover all possibilities, but most activities should fit in. For example, self-study could fall under reading, audio visual, and/or activities, depending upon the type of program you design Instructional Skills: What are Instructional Skills? Instructional skills are the most specific category of teaching behaviors. They are necessary for procedural purposes and for structuring appropriate learning experiences for students. A variety of instructional skills and processes exist. Explaining Demonstrating Questioning Questioning Techniques Levels of Questions Wait Time Explaining The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Demonstrating The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Questioning Among the instructional skills, questioning holds a place of prominence in many classrooms. When questioning is used well: a high degree of student participation occurs as questions are widely distributed; an appropriate mix of low and high level cognitive questions is used; student understanding is increased; student thinking is stimulated, directed, and extended; feedback and appropriate reinforcement occur;students’ critical thinking abilities are honed; and, student creativity is fostered. Questioning Technique The teacher should begin by obtaining the attention of the students before the question is asked. The question should be addressed to the entire class before a specific student is asked to respond. Calls for responses should be distributed among volunteers and non-volunteers, and the teacher should encourage students to speak to the whole class when responding. However, the teacher must be sensitive to each student’s willingness to speak publically and never put a student on the spot. Levels of Questions While the need for factual recall or comprehension must be recognized, teachers also need to challenge students with higher level questions requiring analysis, synthesis, or evaluation. The consideration of level is applicable at all grade levels and in all subject areas. All students need the opportunity to think about and respond to all levels of questions. Teacher probes or requests for clarification may be required to move students to higher levels of thinking and deeper levels of understanding. Wait Time  Wait time is defined as the pause between asking the question and soliciting a response. Providing additional wait time after a student response also allows all students to reflect on the response prior to further discussion. Increased wait time results in longer student responses, more appropriate unsolicited responses, more student questions, and increased higher order responses. It should be noted that increased wait time is beneficial for students who speak English as a second language or English as a second dialect. Instructional Strategies: 1. Direct instruction 2. Indirect instruction 3. Interactive instruction 4. Independent study 5. Experiential learning 1. What is Direct Instruction? The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction. Possible Methods Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions. Demonstrations Guided & Shared – reading, listening, viewing, thinking What is Structured Overview? Structured Overview is verbal, visual or written summary or outline of a topic. It can occur at the beginning of a unit, module or new concept, or it may be used to help relate a learned idea to the big picture. A Structured Overview distills difficult or complex idea into simple definitions or explanation, and then shows how all the information relates. It is the process of â€Å"organizing and arranging topics† to make them more meaningful. What is Lecture? Lecture is a valuable part of a teacher’s instructional repertoire if it is not used when other methods would be more effective. If the presenter is knowledgeable, perceptive, engaging, and motivating, then lecture can stimulate reflection, challenge the imagination, and develop curiosity and a sense of inquiry. Criteria for the selection of the lecture method should include the types of experiences students will be afforded and the kinds of learning outcomes expected. Because lecture is teacher-centred and student activity is mainly passive, the attention span of students may be limited. Many students, because of learning style preferences, may not readily assimilate lecture content. In addition, lectured content is often rapidly forgotten. What is Explicit Teaching? Explicit teaching involves directing student attention toward specific learning in a highly structured environment. It is teaching that is focused on producing specific learning outcomes. Topics and contents are broken down into small parts and taught individually. It involves explanation, demonstration and practise. Children are provided with guidance and structured frameworks. Topics are taught in a logical order and directed by the teacher. Another important characteristic of explicit teaching involves modeling skills and behaviours and modelling thinking. This involves the teacher thinking out loud when working through problems and demonstrating processes for students. The attention of students is important and listening and observation are key to success. What is Drill & Practice? As an instructional strategy, drill & practice is familiar to all educators. It â€Å"promotes the acquisition of knowledge or skill through repetitive practice. † It refers to small tasks such as the memorization of spelling or vocabulary words, or the practicing of arithmetic facts and may also be found in more supplicated learning tasks or physical education games and sports. Drill-and-practice, like memorization, involves repetition of specific skills, such as addition and subtraction, or spelling. To be meaningful to learners, the skills built through drill-and-practice should become the building blocks for more meaningful learning. What is Compare & Contrast? Compare and Contrast is used to highlight similarities and differences between to things. It is a process where the act of classification is practiced. It is effectively used in conjunction with indirect instructional methods, but can also be used directly to teach vocabulary signals, classification, nomenclature and key characteristics. It is often presented in either written text paragraphs or a chart. Its most common use is as a graphic organizer of content. What are Didactic Questions? Didactic questioning offers the teacher a way to structure the learning process (McNeil & Wiles, 1990). Didactic questions tend to be convergent, factual, and often begin with â€Å"what,† â€Å"where,† â€Å"when,† and â€Å"how. † They can be effectively used to diagnose recall and comprehension skills, to draw on prior learning experiences, to determine the extent to which lesson objectives were achieved, to provide practice, and to aid retention of information or processes. Teachers should remember that didactic questions can be simplistic, can encourage guessing, and can discourage insightful answers or creativity. However, effectiveness of this method can be increased by the appropriate addition of â€Å"why† questions, and the occasional use of â€Å"what if† questions. What is Demonstration? A method of teaching by example rather than simple explanation What are Guided and Share? Prioritizes intrinsic motivation and helps students to become more engaged in learning experiences through connecting their beliefs and life goals to curricular requirements 2. What is Indirect Instruction? In contrast to the direct instruction strategy, indirect instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students’ interest and curiosity, often encouraging them to generate alternatives or solve problems. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). Possible Methods Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping. Concept Attainment Cloze Procedure What is Problem Solving? There are two major types of problem solving – reflective and creative. Regardless of the type of problem solving a class uses, problem solving focuses on knowing the issues, considering all possible factor and finding a solution. Because all ideas are accepted initially, problem solving allows for finding the best possible solution as opposed to the easiest solution or the first solution proposed. What are Case Studies? Case studies are stories or scenarios, often in narrative form, created and used as a tool for analysis and discussion. They have a long tradition of use in higher education particularly in business and law. Cases are often based on actual events which adds a sense of urgency or reality. Case studies have elements of simulations but the students are observers rather than participants. A good case has sufficient detail to necessitate research and to stimulate analysis from a variety of viewpoints or perspectives. They place the learner in the position of problem solver. Students become actively engaged in the materials discovering underlying issues, dilemmas and conflict issues. What is Reading for Meaning? Children become curious about printed symbols once they recognize that print, like talk, conveys meaningful messages that direct, inform or entertain people. By school age, many children are eager to continue their exploration of print. One goal of this curriculum is to develop fluent and proficient readers who are knowledgeable about the reading process. What is Inquiry? Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world. This requires a high level of interaction among the learner, the teacher,the area of study, available resources, and the learning environment. Students become actively involved in the learning process as they: act upon their curiosity and interests; develop questions; think their way through controversies or dilemmas; look at problems analytically; inquire into their preconceptions and what they already know; develop, clarify, and test hypotheses; and, draw inferences and generate possible solutions. Questioning is the heart of inquiry learning. Students must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the process of thinking as this applies to student interaction with issues, data, topics, concepts, materials, and problems. What is Reflective Discussion ? Reflective discussions encourage students to think and talk about what they have observed, heard or read. The teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret films, experiences, read or recorded stories, or illustrations. As students question and recreate information and events in a film or story, they clarify their thoughts and feelings. The questions posed should encourage students to relate story content to life experiences and to other stories. These questions will elicit personal interpretations and feelings. Interpretations will vary, but such variances demonstrate that differences of opinion are valuable. What is Writing to Inform? Writing that reports information to others can vary greatly in content and format. Many learning experiences culminate in expository or informative writing activities. Students must have opportunities to read a variety of resources and printed materials for information. During writing, students can apply their knowledge of the structures and formats of these materials to organize and convey information. What is Concept Formation ? Concept formation provides students with an opportunity to explore ideas by making connections and seeing relationships between items of information. This method can help students develop and refine their ability to recall and discriminate among key ideas, to see commonalities and identify relationships, to formulate concepts and generalizations, to explain how they have organized data, and to present evidence to support their organization of the data involved. What are Concept Maps? A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information. Concept mapping is the strategy employed to develop a concept map. A concept map consists of nodes or cells that contain a concept, item or question and links. The links are labeled and denote direction with an arrow symbol. The labeled links explain the relationship between the nodes. The arrow describes the direction of the relationship and reads like a sentence. What is Concept Attainment? Concept Attainment is an indirect instructional strategy that uses a structured inquiry process. It is based on the work of Jerome Bruner. In concept attainment, students figure out the attributes of a group or category that has already been formed by the teacher. To do so, students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. They then separate them into two groups. Concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples. What is Cloze Procedure? Cloze procedure is a technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. This procedure can be used as a diagnostic reading assessment technique. It is used: to identify students’ knowledge and understanding of the reading process to determine which cueing systems readers effectively employ to construct meaning from print to assess the extent of students’ vocabularies and knowledge of a subject to encourage students to monitor for meaning while reading  to encourage students to think critically and analytically about text and content 3. What is Experiential Learning? Experiential learning is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary: experiencing (an activity occurs);sharing or publishing (reactions and observations are shared); analysing or processing (patterns and dynamics are determined);inferring or generalizing (principles are derived); and, applying (plans are made to use learning in new situations). Possible Methods Field Trips Narratives Conducting Experiments Simulations Games Storytelling Focused Imaging Field Observations Role-playing Model Building Surveys What are Field Trips? A field trip is a structured activity that occurs outside the classroom. It can be a brief observational activity or a longer more sustained investigation or project. While field trips take considerable organization, it is important to: be clear about what the field trip will accomplish prepare students for the learning have a debriefing session for students to share their learning when they return to the classroom What are Narratives? Narrative essays are told from a defined point of view, often the author’s, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story. What are Conducting Experiments? Is an orderly procedure carried out with the goal of verifying, refuting, or establishing the validity of a hypothesis. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. What are Simulations? A simulation is a form of experiential learning. Simulations are instructional scenarios where the learner is placed in a â€Å"world† defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this â€Å"world† and uses it to achieve the desired instructional results. Simulations are in way, a lab experiment where the students themselves are the test subjects. They experience the reality of the scenario and gather meaning from it. It is a strategy that fits well with the principles of constructivism. Simulations promote the use of critical and evaluative thinking. The ambiguous or open ended nature of a simulation encourages students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners. They are motivating activities enjoyed by students of all ages. What are Games? Is structured playing, usually undertaken for enjoyment and sometimes used as  an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more often an expression of aesthetic or ideological elements. What is Storytelling? Is the conveying of events in words, and images, often by improvisation or embellishment. Stories or narratives have been shared in every culture as a means of entertainment, education, cultural preservation, and instilling moral values. Crucial elements of stories and storytelling include plot, characters, and narrative point of view. What is Focused Imaging? Imaging, the process of internally visualizing an object, event, or situation, has the potential to nurture and enhance a student’s creativity (Bagley & Hess, 1987). Imaging enables students to relax and allow their imaginations to take them on journeys, to â€Å"experience† situations first hand, and to respond with their senses to the mental images formed. What are Field Observations? The process of filtering sensory information through the thought process. Input is received via hearing, sight, smell, taste, or touch and then analyzed through either rational or irrational thought. What is Role Playing? In role playing, students act out characters in a predefined â€Å"situation†. Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective. What is Model Building? What is Survey? is a peer-reviewed open access scientific journal that publishes papers related to the development and application of survey techniques. 4. What is Independent Study? Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group. Possible Methods Essays Computer Assisted Instruction. Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers What is Essay? is generally a short piece of writing written from an author’s personal point of view, but the definition is vague, overlapping with those of an article and a short story. Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. What is Computer Assisted Instruction? Computer-assisted instruction (CAI) refers to instruction or remediation presented on a computer. Computer programs can allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction. Also, computer-assisted instruction moves at the students’ pace and usually does  not move ahead until they have mastered the skill. What is Journal Writing? Journal writing is a learning tool based on the ideas that students write to learn. Students use the journals to write about topics of personal interest, to note their observations, to imagine, to wonder and to connect new information with things they already know. What are Learning Logs ? Learning logs are a simple and straightforward way to help students integrate content, process, and personal feelings. Learning logs operate from the stance that students learn from writing rather than writing what they have learned. The common application is to have students make entries in their logs during the last five minutes of class or after each completed week of class. The message here is that short, frequent bursts of writing are more productive over time than are infrequent, longer assignments. What are Reports ? Written reports are documents which present focused, salient content to a specific audience. Reports are often used to display the result of an experiment, investigation, or inquiry. The audience may be public or private, an individual or the public in general. Reports are used in government, business, education, science, and other fields. Learning Activity Packages Correspondence Lessons What are Learning Contracts ? Learning contracts provide a method of individualizing instruction and developing student responsibility. They permit individual pacing so that students may learn at the rate at which they are able to master the material. Learning contracts can be designed so that students function at the academic levels most suitable to them and work with resource materials containing concepts and knowledge that are appropriate to their abilities and experiences. Although this method focuses on the individual, learning contracts also provide an opportunity for students to work in small groups. The teacher may select this approach for some students to support them as they learn to work independently. What are Homeworks ? Refers to tasks assigned to students by their teachers to be completed outside the class. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built (such as a diorama or display), or other skills to be practiced. What is Researching? Research projects are very effective for developing and extending language arts skills as students learn in all subject areas. While doing research, students practice reading for specific purposes, recording information, sequencing and organizing ideas, and using language to inform others. A research model provides students with a framework for organizing information about a topic. Research projects frequently include these four steps: 1. determining the purpose and topic 2. gathering the information 3. organizing the information. 4. sharing knowledge. What are Assigned Questions ? Assigned questions are those prepared by the teacher to be answered by individuals or small groups of students. Students discuss their responses among one another or with the teacher. Particular positions or points-of-view should be supported by evidence. In some instances, it may be desirable for students to generate their own set of questions. What is Learning Center? There are eight basic learning centers in an early childhood/elementary classroom, according to the Stephen F. Austin State University Charter School program, each structured to expand the students’ experiences in a variety of meaningful and effective ways. Each center is constructed to encompass numerous objectives, including state and federal standards, school standards, and community standards. The learning centers approach focuses on student autonomy and learning style by giving each student an opportunity to explore his learning environment hands-on in a developmentally appropriate classroom 5. What is Interactive Instruction? Interactive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students. The success of the interactive instruction strategy and its many methods is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group. Possible Methods Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing What is Debating? Debating is a structured contest of argumentation in which two opposing individuals or teams defend and attack a given proposition. The procedure is bound by rules that vary based on location and participants. The process is adjudicated and a winner is declared. What is Role Playing? In role playing, students act out characters in a predefined â€Å"situation†. Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective. What is Panelling? Panel discussions, however, differ from team presentations. Their purpose is different. In a team presentation, the group presents agreed-upon views; in a panel discussion, the purpose is to present different views. Also in a team presentations, usually speakers stand as they speak; in panel discussions, usually speakers sit the whole time. In panel discussion each speaker prepares separately, the other speakers here one another for the time at the session itself. What is Brainstorming? Brainstorming is a large or small group activity which encourages children to focus on a topic and contribute to the free flow of ideas. The teacher may begin by posing a question or a problem, or by introducing a topic. Students then express possible answers, relevant words and ideas. Contributions are accepted without criticism or judgement. Initially, some students may be reluctant to speak out in a group setting but brainstorming is an open sharing activity which encourages all children to participate. By expressing ideas and listening to what others say, students adjust their previous knowledge or understanding, accommodate new information and increase their levels of awareness. What is Peer Partner Learning? Peer partner learning is a collaborative experience in which students learn from and with each other for individual purposes. Students reflect upon previously taught material by helping peers to learn and, at the same time, develop and hone their social skills. What is Discussion ? A discussion is an oral exploration of a topic, object, concept or experience. All learners need frequent opportunities to generate and share their questions and ideas in small and whole class settings. Teachers who encourage and accept students’ questions and comments without judgement and clarify understandings by paraphrasing difficult terms stimulate the exchange of ideas. What is Laboratory Groups? What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with â€Å"food for thought† on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers.