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this service of reconciliation." (2 Corinthians 5:18) After the experience of the absolution, we would have tried together to find the will of God for each person involved. Would the |
separation of Omodo from his second wife be a divorce? It depends upon whether we consider polygamy also as a form of marriage. Parenthetically, I believe we may have to. |
Let us be fair. Polygamy is not "permanent adultery" as a missionary once tried to tell me. Adultery is never permanent. It is a momentary relationship in secrecy with no |
responsibility involved. Polygamy, on the other hand, is a public state, often based on a legally valid contract. It involves life-long responsibility and obligations. If polygamy is marriage, separation is |
divorce. If we compare marriage with a living organism, husband and wife can be compared with the two essential organs, the head and the heart. In all higher-developed organisms one |
head corresponds to one heart. Only primitive organisms are just a plurality of cells, as for example the Alga volvox globator. Parts of that organism are relatively independent from the |
whole. A tapeworm can be cut apart and the parts are still able to live. One could compare polygamy with a primitive organism, which has not yet reached the state |
in which one head corresponds to one heart. Still, a tapeworm is one organism as much as polygamy is marriage. Our dilemma is that we want monogamy and we do |
not want divorce. Yet, in a polygamous situation we cannot have one without the other. There are situations in life where we have the choice between two sins and where |
the next step can only be taken in counting on the forgiveness of our crucified Savior. It is in such situations where Luther gave the advice in all evangelical freedom, |
"Sin bravely!" being guided by the love for your neighbor and by what is most helpful to that neighbor. For me, there is no doubt that in Omodo's case the |
most helpful solution for his second wife would be to marry the man she loves. The case of Omodo's third wife, whom he had inherited from his late brother, is |
probably the most difficult one. In 0modo's case it was especially difficult, because she was blind. I would have gathered the elders of the church and explored possibilities with them |
on how to support her through congregational help in case she wanted to live independently. The way a congregation treats their widows is the best test of their willingness and |
ability to carry responsibility for the individual. One question is still open: When would I have baptized Omodo? I do not know. One cannot answer this question theoretically. I hope |
you understand that what I have just described is not the work of an afternoon, but of months, maybe years. Under the condition that this work is done, the moment |
chosen for baptism is not of decisive importance. There are no chronological laws in the process of salvation. I would not have baptized Omodo before he had an experience of |
private confession and absolution. But then, someplace along the way, I would have done it, asking God for guidance together with the congregation for the right moment. We should get |
away from considering church discipline as a matter of sin and righteousness, but rather put it on the basis of faith and unbelief. Faith is not a nothing and the |
use of the sacraments is not a nothing. In case it would have taken years to find a solution for Omodo's wives, I would have expected such a solution as |
fruit of his baptism and not as a condition for it. In the meantime, while working and praying for a solution, Omodo would have to "sin bravely," sensing his polygamous |
state more and more as a burden. As his brother in Christ, together with the congregation, I could only act then according to Galatians 6:2 which says: "Bear one another's |
burden and fulfill the law of Christ." If we followed that course of action, would then the walls break and the church be flooded by polygamy? I do not believe |
so. For economic reasons, polygamy is on the retreat anyway in Africa. The current generation of Africans longs for a monogamous marriage of partnership. We overestimate ourselves if we always |
think we have to keep shoring up the walls so they won't break. The statement "God is a God of order" is not in the Bible. First Corinthians 14:33 reads, |
" God is not a God of disorder, but of peace." Counseling the individual is putting congregational responsibility into practice. In the process of counseling, the unacceptable person is taken |
aside, away from the crowd, and unconditionally accepted. To help the individual in the name of the God of peace, we need both the rules and the exceptions. The counselor |
has to give himself into life with its many different situations and happenings and "swim" with his counselee. God is with them in the water. Howard Culbertson, Southern Nazarene University, |
you just read. Use it in your ezine, at your web site or in your newsletter. Please include the following footer: Article by Howard Culbertson. For more original content like |
If you are in reasonably good health, preferably over age 18, and have the necessary time and energy, you can run a marathon. Things You’ll Need: - Establish a solid fitness base. From a recommended 15 to 20 miles a |
week, gradually build to a peak mileage range of 30 to 40 miles. - Minimize the stress on your body by doing other sports, such as swimming or biking, especially after a long or hard run. - Practice the hard/easy |
principle. Intersperse stress and rest by taking days off to recover and adapt to marathon training. - Increase gradually. Up your training mileage by no more than 10 percent a week. - Run at least three long runs, from 18 |
to 20 miles. - Stick with 20 miles. Most experts say there is no reason to go beyond this amount in training, and the risk of injury increases with longer runs. - Consider speed work. Faster running isn’t necessary for |
first-timers, but it can be useful. Make sure to consult an expert, such as a coach. - Practice racing. Use shorter events to practice pacing and drinking, and to test running gear. Tips & Warnings - Find a friend or |
training group. Consider a training partner and/or a group to help get you through the long runs. - Practice mentally as well as physically. The marathon can take enormous concentration. Visualize yourself successfully running it in training. - Remember to |
stretch. This is important to maintain flexibility and prevent injuries. Stretching before training is a bonus, but it’s especially important after running. - Study the distance. Read books and articles, and talk to experienced marathoners. - If you have any |
condition that would impair or limit your ability to engage in physical activity, please consult a physician before attempting this activity. This information is not intended as a substitue for professional medical advice or treatment. How to Train for Your |
THE USE OF BRAINSTORMING IN INCREASING STUDENT’S MOTIVATION IN SPEAKING ABILITY IN AL-MUHIBBIN JUNIOR HIGH SCHOOL GRADE VIII by: Iin Nurkhasanah - I. INTRODUCTION 1.1 Background of the study English is one of the most important subjects learned in almost all school in every country including Indonesia. The reason why i... |
language. People use English around the world. It is studied seriously because the language is becoming second language in almost all countries. People consciously take many courses and education of English because of an important of the language. Many sectors in our daily life need English as the prerequisites. All jo... |
People certainly realize and concern about the importance of English since mostly the widespread of the issue had English to become important object to be searched and mastered. English is widely used in mass media and oral communication as means of exchanging information, including science and technology reasons. Harm... |
that English is a means for people who have different language to communicate orally or written form. They use English to enable them to communicate and transfer information. This paper highlights (1) The Use of brainstorming, (2) students’ motivation and (3) Speaking ability 1.2 Problem of the study - What technique u... |
use of brainstorming in correct procedure so that students are interesting to engaged with. 1.3 Objective of the study - To know what technique use to improve students’ speaking skill. - To know how to apply brainstorming in the class correctly. 1.4 Significance of the Study This research is intended to offer an altern... |
achievement since a good teacher of English is required to train the students by applying good strategies. The use of brainstorming can make the student feel convenient and confident to speak because the topic is already discussed or they have known before. Based on the background of the study above, the hypotheses wil... |
alternative hypothesis (Ha) as follows. H0: There is no significant difference in average score in speaking between students who are taught using brainstorming technique and conventional technique. H1: There is no significant difference in average score in speaking between students who are taught using brainstorming te... |
between students who are taught speaking using brainstorming technique. H2 : There is a significant improvement in average score in speaking between students who are taught speaking using brainstorming technique. H0 : There is no significant improvement in average score in speaking between students’ who are already tau... |
average score in speaking between students’ who are already taught speaking using brainstorming technique. H0 : There is no significant difference in average score in speaking between students’ after taught speaking using brainstorming technique. H4 : There is no significant difference in average score in speaking betw... |
significant difference in average score in speaking between students’ after being taught speaking using brainstorming technique. H5 : There is a significant difference in average score in speaking between students’ after being taught speaking using brainstorming technique and conventional technique. H0 : There is no si... |
brainstorming and conventional technique. H6 : There is a significant difference in average score in speaking between students who are being taught speaking using brainstorming and conventional technique. H0 : There is no interaction effect of using brainstorming technique and conventional technique towards students’ s... |
towards students’ speaking achievements. 1.6 The Criteria for Testing Hypothesis In this study, the hypothesis that has been formulated before, the writer used the critical value of t-table at the significance 0.05 is with n=30. If the value of t-obtained is higher than value of t-table, the alternative hypothesis 1, 2... |
and the null hypothesis will be rejected. And if the value of t-table is higher than value of t-obtained, they null hypothesis will be accepted and the alternative hypothesis 1, 2, 3, 4, 5, 6 and 7 will be rejected. In variance analysis, at the significance 0.05 is with n=30. - II. LITERATURE REVIEW The Use of Brainsto... |
a group creativity technique designed to generate a large number of ideas for the solution of a problem. In 1953 the method was popularized by Alex Faickney Osborn in a book called Applied Imagination. Osborn proposed that groups could double their creative output with brainstorming. Oxford defined that brainstorming i... |
about something at the same time, often in order to solve a problem or to create good ideas. Brainstorming is the name given to a situation when a group of people meet to generate new ideas around a specific area of interest. Using rules which remove inhibitions, people are able to think more freely and move into new a... |
thought and so create numerous new ideas and solutions. The participants shout out ideas as they occur to them and then build on the ideas raised by others. All the ideas are noted down and are not criticized. Only when the brainstorming session is over are the ideas evaluated. The other meaning of brainstorming is To ... |
a set of specific rules and techniques which encourage and spark off new ideas which would never have happened under normal circumstances. So there you have it: brainstorming will help you come up with new ideas. And not only will you come up with new ideas but you will do so with surprisingly little effort. Brainstorm... |
new ideas easy and is a tried-and-tested process. Exactly what you apply brainstorming techniques to depends on what you want to achieve. You can apply them to develop new products, services and processes in your job, or you can apply them to develop your personal life. There are two models of brainstorming - Tradition... |
is where a group of people sit in a room and shout out ideas as they occur to them. They are told to lose their inhibitions and that no ideas will be judged so that people are free to shout out any ideas at all without feeling uncomfortable. People should build on the ideas called out by other participants. The |
purpose of this is to gain as many ideas as possible for later analysis. Out of the many ideas suggested there will be some of great value. Because of the free-thinking environment, the session will help promote radical new ideas which break free from normal ways of thinking. - Advanced Brainstorming The model we propo... |
traditional brainstorming scenario and makes the whole process easier and more effective. Advanced brainstorming builds on the current methods of brainstorming to produce more original ideas in a more efficient way. Specialized techniques, better processes and better awareness, combined with new technologies make tradi... |
more effective process is used. Keep on reading for more details of how you can do advanced brainstorming for great profit to you and your organization. Advanced brainstorming uses: - new processes and new training to reduce inhibitions - creative and lateral thinking techniques - new materials for stimulation and reco... |
force which help causes us to achieve goals. Motivation is said to be intrinsic or extrinsic. According to various theories, motivation may be rooted in a basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, goal, state of being, i... |
to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. There are many things instructors can do to prevent glazed-over eyes or nodding heads in a classroom. Faculty can help maintain and increase student motivation by - Establishing challenging, but not impossible goals for students. O... |
success. - Helping students set their own goals for learning that are ambitious, but realistic and achievable. Research shows that, if given a choice, people will choose a challenging, though not daunting task over one that is too hard – or too easy. While it’s often helpful to offer an easy question first in a discuss... |
it’s counterproductive to make everything too easy. - Being clear, specific, and concrete in explaining course material and in giving examples. - Organizing student learning; for example, consciously building new material on facts or concepts that students already know. - Offering positive, consistent, and timely feedb... |
may suffice. Engaging students in a variety of teaching activities, such as role-playing, problem-solving, or any kind of student interaction, especially if these activities can relate the course to students’ interests and skills. The key here is activity, as passivity can be an impediment to feeling motivated. Speakin... |
and Brumfit (1983:1440) in Nurkhasanah speaking is one of the important language skills that have to be mastered by language learners. They consider that speaking skill is a complex skill, which involves the knowledge of sound, vocabulary and cultural sub-system of English language. It means that the knowledge from pro... |
and much needed for communicating to society. According to Yorkey, speaking skill is a skill and like other skill, it must be practiced continuously. The teacher role is becoming important for students later. There are many keys to support speaking skill by listening cassette, watching tv, watching film, practicing wit... |
in her thesis. Speaking is an ability when students can judge how accurate their selling and how they use the sentences they have learned and it merely different when it is conveyed to writing skill, they usually produce rather mistakes but in free speaking, they have tendency to make mistakes that they wouldn’t make i... |
but conveys the speaking in to meaning is not easy. By having some experts’ statement and some guidance, the writer believes that speaking will easier when someone else opens a certain topic or do the brainstorming. Brainstorming can motivate student to speak because the way of brainstorming work is interesting. It can... |
topic to be talked, they will keep silent because they don’t know what should be talked, the feel afraid to speak, the afraid of making mistakes etc. The use of brainstorming is a good idea to convey students in speaking English everyday. Nurkhasanah, iin.the effectiveness of teaching speaking through debate activity o... |
Biological species emerge and disappear in the natural course of evolution. There have been times in the Earth’s past when mass extinctions have occurred, causing a large number of species to disappear in a short time. This is generally believed to have happened due to external pressures on ecosystems, or sudden shocks... |
such a period due primarily to the impact humans have had on the environment, and on plant and animal habitats. Some scientists believe that 50% of existing species may become extinct in the next 100 years. Credit: Wikimedia Commons |
November 9, 2012 A couple of cups of coffee may help our brains process some words faster, a small experiment suggests. But we only get the message faster if the words are emotionally positive. The study included 66 healthy young men. They were told to consume no caffeine, nicotine or alcohol in the 12 hours before the... |
were randomly divided into 2 groups. One group took a tablet containing 200 milligrams of coffee, about the amount in 2 to 3 cups of coffee. Each person in the other group received a placebo (fake) pill. Half an hour later, the men were given tests that involved being shown a series of real and invented words. They had... |
press buttons to indicate whether a word was real or not. Men who took the caffeine pills did this faster and more accurately for words with a positive emotional connotation. They did not perform better than men who got the placebo pills for recognizing neutral or negative words. The journal PLoS One published the stud... |
it November 8. By Howard LeWine, M.D. Harvard Medical School What Is the Doctor's Reaction? You often hear people say things like "Don't talk to me. I haven't had my coffee yet." Researchers from Germany offer us new insight into why we might feel that way. The study comes from the Department of Psychology at Ruhr Univ... |
recognize and process the meaning of words faster if the words have a positive emotional slant. What these researchers found is that caffeine speeds up that link even more. But caffeine did not speed up how quickly people recognize and process emotionally neutral or negative words. Low doses of caffeine tend to put you... |
also generally helps you do mental tasks faster and with fewer errors. Now we can add the faster processing of positively charged emotional content. These are good explanations for why you want that first cup of coffee before talking to anyone. How caffeine affects the brain is not completely understood. But here is ho... |
absorbed in the stomach and small intestine. It enters the blood stream and is distributed throughout the body, including the brain. Once it reaches the brain, caffeine probably has multiple targets. But the main one seems to be adenosine receptors. Adenosine is a chemical that dampens brain activity. This counters the... |
a brain stimulant and mood enhancer. By hogging the adenosine receptor sites, caffeine doesn't allow adenosine to dampen brain activity. This puts the balance in favor of dopamine. It leads to feeling more awake and alert, with a more positive mood. What Changes Can I Make Now? Overall, coffee is generally safe when us... |
is moderation. In some people, too much caffeinated coffee can raise blood pressure. Teenagers seem to be more susceptible to an increase in blood pressure from caffeine. Coffee also can interfere with how well your body absorbs iron and calcium. But you need to drink a lot of coffee for it to greatly lower the amount ... |
in your bloodstream. And it's not the caffeine that interferes with the absorption. It's related to another ingredient in coffee called phenolic acid. So decaf coffee also will decrease absorption of these minerals. Depending on how you make your coffee, it can raise cholesterol levels a little. Again, it's not the caf... |
from the bean. If you boil or press your coffee, then the coffee oil gets into the brew. However, today most coffee in the United States is filtered through paper. And filtered coffee does not increase cholesterol levels. So what's the bottom line? If you are already a coffee drinker, enjoy it. If you don't drink coffe... |
that convey positive emotions is not a good enough reason to start. There's probably some amount of coffee (and other drinks containing caffeine) that carries a risk of real health hazards. I am still unclear as to what that level is for an otherwise healthy adult. My advice: If even one cup of coffee makes you jittery... |
interferes with sleep, that is one cup too many. I am honest with patients. I don't know if 10 cups of coffee per day is too much. I would not drink that much; 3 cups per day is my own limit. What Can I Expect Looking to the Future? The great majority of medical studies looking at coffee drinkers have |
shown better health outcomes for people who drink coffee. Almost none have suggested that coffee is bad for you. In fact, my personal limit of three cups per day may be too cautious. Maybe I'd be better off drinking more! |
The well-being of people all over the world depends on the various goods and services provided by ecosystems, including food, fuel, construction materials, clean water and air, and protection from |
natural hazards. Ecosystems, however, are under increasing pressure from unsustainable use and other threats including outright conversion. To address this concern, IUCN promotes the sound management of ecosystems through the |
wider application of the Ecosystem Approach – a strategy for the integrated management of land, water and living resources that places human needs at its centre, through the Ecosystem Management |
Programme. The Ecosystem Management Programme works on four key programmatic areas for IUCN: - Drylands, where the programme aims to demonstrate the importance of dryland ecosystem services for livelihood improvement |
and for adapting to climate change. - Climate Change, where the Climate Change Initiative aims to include biodiversity concerns in adaptation and mitigation polices and practice, as well as furthering |
natural resource management strategies that help biodiversity and people to adapt to the impacts of climate change. The Initiative coordinates Climate Change work across IUCN's programmes, regions, Commissions and member |
organizations. - Islands, where the Islands Initiative focuses on addressing integrated management challenges for marine, coastal and terrestrial ecosystems, for the conservation of island biodiversity and the sustainable development of |
island communities, and facilitates IUCN’s work on islands across the Union. - Disaster Risk Reduction, where the programme aims to promote integration of ecosystem management, livelihoods, community vulnerability and climate |
change adaptation to disaster management. In addition, the Programme provides technical input on integrating wider ecosystem-scale biodiversity issues into IUCN’s programmes globally, regionally and nationally. The Programme also serves as |
a focal point in the Secretariat for IUCN’s Commission on Ecosystem Management (CEM), a network of more than 800 volunteer ecosystem management experts from around the world. The Ecosystem Management |
Programme works in close collaboration with CEM to realize the Commission’s objectives in enhancing the implementation of the Ecosystem Approach. CEM members also contribute technical information to the Ecosystem Management |
The Enola Gay in History and Memory by Christine Girardin With the 60th anniversary of the atomic bombings fast approaching, commemorative events and symposia are being planned across the globe in places as diverse, yet symbolically significant, as Hiroshima, Nagasaki, |
Tinian, London, Tokyo, Washington, and Los Alamos. While forthcoming books by historians Tsuyoshi Hasegawa, Gerard DeGroot, and Martin Sherwin and Kai Bird will advance the scholarly criticism of the bombings and show that viable alternatives for quickly ending the war |
without a U.S. invasion of the Japanese homeland existed, the bombs' defenders, including Gen. Paul Tibbets, the pilot of the Enola Gay, will also be out in force. Tibbets, echoing a refrain made popular by President Harry Truman, insists that |
he never lost sleep over that decision. Interestingly, the 1952 Hollywood film, Above and Beyond, on which Tibbets consulted, shows him unable to sleep on the night before the bombing of Hiroshima as he grappled with the profound consequences of |
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