Thursday, December 10, 2009
End of Semester Predictions
Click here to obsever the columns of my "End of Semester" predictions for Fall 2009.
EDC Video Project
Well, after several attempts I've realized my bandwidth simply isn't high enough to bring this video about, but if you'd like to see it, please facebook my partner Rachelle Claire or I to watch it.
The basic background is I am imitating our professor, Mrs. Hambrick, and Rachelle is demonstrating the habits of an unsuccessful student
Religion Grades
Here are the scores for my religion class. I have listed them by category and explained my calculations.
Tests: 217/300
Which is a 72.3% average
Papers: 268/300
Which is an 89.3% average
Quizzes: 95/120
Which is an 81.6% average
Attendance: 34/40
Which is an 85.0% average
Participation: 36/40
Which is a 90.0% average
When I total these scores, I presently have 650/800 points which is an 81.25 % average, a B grade. Since the above scores however only comprise 80% of my grade in the course I have completed calculations to find the score I must obtain on the final to maintain a B grade.
80/100=.75 .80 x 81.25= 65
80 - 65= 15 100 - 80=20 20/100=.20
15/.20= 75
To obtain an 80% grade in my Religion Course, I must have scored at least 75% on my Religion Final Exam. Well, here's hoping studying will achieve what it ought to.
Tests: 217/300
Which is a 72.3% average
Papers: 268/300
Which is an 89.3% average
Quizzes: 95/120
Which is an 81.6% average
Attendance: 34/40
Which is an 85.0% average
Participation: 36/40
Which is a 90.0% average
When I total these scores, I presently have 650/800 points which is an 81.25 % average, a B grade. Since the above scores however only comprise 80% of my grade in the course I have completed calculations to find the score I must obtain on the final to maintain a B grade.
80/100=.75 .80 x 81.25= 65
80 - 65= 15 100 - 80=20 20/100=.20
15/.20= 75
To obtain an 80% grade in my Religion Course, I must have scored at least 75% on my Religion Final Exam. Well, here's hoping studying will achieve what it ought to.
Victory
It's convenient that I know if any where is a place I should write this it is here...
(please click on the link below)
(please click on the link below)
http://www.allison-adventures.blogspot.com/2009/12/victory.html
Thursday, December 3, 2009
Grammar
Lie, lay, lais, lye, laid.
No wonder so many people dislike the English language, sometimes things simply don't make sense, and other times to say something sensical takes an awful lot of work. These are experiments I typed into word during an online chat conversation with a friend. I was teased moments later for my choice to choose correct grammar but hey, I didn't want to accidentally use a term for soap, the famous written French works, or speak in an incorrect tense and state that my friend had been "laid" when it wasn't what I intended.
I'd like to challenge the theory that chat groups and text messaging only hinder students from incorrect grammar, in this semester's scenario where I am not taking any writing or composition course I feel I'm keeping my language sharp by putting it into frequent use. Additionally, the friends I speak to are individuals of significant learning and academic achievement, so I recognize I can learn as I read from them.
As Professor Hambrick informed us studies show, any reading is good reading and helpful to exercising the working memory.
I'll learn when I can.
No wonder so many people dislike the English language, sometimes things simply don't make sense, and other times to say something sensical takes an awful lot of work. These are experiments I typed into word during an online chat conversation with a friend. I was teased moments later for my choice to choose correct grammar but hey, I didn't want to accidentally use a term for soap, the famous written French works, or speak in an incorrect tense and state that my friend had been "laid" when it wasn't what I intended.
I'd like to challenge the theory that chat groups and text messaging only hinder students from incorrect grammar, in this semester's scenario where I am not taking any writing or composition course I feel I'm keeping my language sharp by putting it into frequent use. Additionally, the friends I speak to are individuals of significant learning and academic achievement, so I recognize I can learn as I read from them.
As Professor Hambrick informed us studies show, any reading is good reading and helpful to exercising the working memory.
I'll learn when I can.
Thursday, October 15, 2009
Thoughts on Religion...a lecture on religion that is
I attended a lecture last week in Tidwell by the Reverand Professor Fiddes on the connections of literature and the Bible, particularly in thoughts on hope and eternity. I wrote a summary, and did my best to relate the concepts to class. Here are my thoughts...
The Reverend Professor Fiddes opened his lecture by speaking of the natural human discomfort with time. The passage of time means merely one thing, a movement closer to the time of death, and thus enters hope for an eternity. In his lecture, Fiddes brought forth several views of eternity from famous literary authors to communicate about this eternity that humankind so hopes for.
Shakespeare was Fiddes’ first reference. Through Shakespeare’s “tragic hero” figures, a challenge to the system occurs as the characters create friction with their surroundings. This friction, and break from the status-quo, made Shakespeare’s pieces “art” in his times, and art was the first image of eternity Fiddes chose to expound upon. Art discloses value and beauty, and so to “die well”, as many of Shakespeare’s tragic heroes do, is to “make death serve one”, and triumph over it, creating eternity. Christ, Fiddes argued, also accomplished this. Christ brought to light more of humankind’s potential in life. The second image of eternity Fiddes posited with Shakespeare, was that of an open future, supported through the Epilogue of “The Tempest”. Prospero pleas before the audience, in character, that they would live lives of forgiveness, and free him by their applause. Prospero brings art and audience into each other, just as Christ-Fiddes states- by death allows humans to become “new creations”, free to change.
With this thought, Fiddes moved into speaking of James Cone. Cone wrote comparing the effect African American slave songs-songs of eternity and heaven had on their dissatisfaction with their conditions of slavery. These songs gave hope, but also created what Fiddes called “an enduring tension between art and the images of a hopeful future”. Eternity motivates humanity to find wholeness, Fiddes continued, quoting texts from William Blake. But, contemplation of eternity leads humanity to note the crisis of the present times, and the need for a healed future.
The final author Fiddes incorporated to the lecture, was TS Eliot. “Words in a pattern can weave time itself together” Fiddes quoted Eliot, and words in a pattern may redeem time by bringing together the fragmentation, and creating wholeness. Furthermore, words in a pattern are literature, aka, art. Christ was called the “word of God”, and Christ brought together the past, present, and future moments of God’s creation into a balance where sins were paid for simultaneously over the ages. Fiddes referenced this concept with Simultaneity: this allows for the balance of moments to be timeless, thus eternal.
Although Fiddes did not incorporate the Old Testament or Hebrew Bible to his lecture, approaching the Hebrew Bible and Old Testament from a literary perspective is incredibly feasible. It allows for historical discrepancies to be overlooked in the understanding of the “story” as a whole, and motifs desired to be impressed on the Hebrew peoples by the texts’ authors to become the primary focus. The specific number of people in the exodus from Egypt, and other such statistics, become decreasingly relevant. The point becomes the message, less than the facts. And when precision is less emphasized, there is more room to appreciate the textual material. Individuals such as Abraham, Moses, and David (as well as many others) can be considered artistically, like Shakespeare’s “tragic heroes”, and be deemed as having fulfilled their hopes for “eternal lives” by their endurance through the texts. Adopting a literary lens for viewing of the Hebrew/Old Testament texts, permits the viewer to make concessions for some discrepancies, and be less concerned with what the text allows for the enduring God. Approaching the text with Fiddes’ explanations for eternity makes the highest theme the eventual unification of chaos, with the first step being the compilation of the many “tense” moments.
Lecture: The Reverend Professor Paul S. Fiddes, “Patterns of Hope and Images of Eternity: A Theological-Literary Enquiry” . October 9th, 2009
The Reverend Professor Fiddes opened his lecture by speaking of the natural human discomfort with time. The passage of time means merely one thing, a movement closer to the time of death, and thus enters hope for an eternity. In his lecture, Fiddes brought forth several views of eternity from famous literary authors to communicate about this eternity that humankind so hopes for.
Shakespeare was Fiddes’ first reference. Through Shakespeare’s “tragic hero” figures, a challenge to the system occurs as the characters create friction with their surroundings. This friction, and break from the status-quo, made Shakespeare’s pieces “art” in his times, and art was the first image of eternity Fiddes chose to expound upon. Art discloses value and beauty, and so to “die well”, as many of Shakespeare’s tragic heroes do, is to “make death serve one”, and triumph over it, creating eternity. Christ, Fiddes argued, also accomplished this. Christ brought to light more of humankind’s potential in life. The second image of eternity Fiddes posited with Shakespeare, was that of an open future, supported through the Epilogue of “The Tempest”. Prospero pleas before the audience, in character, that they would live lives of forgiveness, and free him by their applause. Prospero brings art and audience into each other, just as Christ-Fiddes states- by death allows humans to become “new creations”, free to change.
With this thought, Fiddes moved into speaking of James Cone. Cone wrote comparing the effect African American slave songs-songs of eternity and heaven had on their dissatisfaction with their conditions of slavery. These songs gave hope, but also created what Fiddes called “an enduring tension between art and the images of a hopeful future”. Eternity motivates humanity to find wholeness, Fiddes continued, quoting texts from William Blake. But, contemplation of eternity leads humanity to note the crisis of the present times, and the need for a healed future.
The final author Fiddes incorporated to the lecture, was TS Eliot. “Words in a pattern can weave time itself together” Fiddes quoted Eliot, and words in a pattern may redeem time by bringing together the fragmentation, and creating wholeness. Furthermore, words in a pattern are literature, aka, art. Christ was called the “word of God”, and Christ brought together the past, present, and future moments of God’s creation into a balance where sins were paid for simultaneously over the ages. Fiddes referenced this concept with Simultaneity: this allows for the balance of moments to be timeless, thus eternal.
Although Fiddes did not incorporate the Old Testament or Hebrew Bible to his lecture, approaching the Hebrew Bible and Old Testament from a literary perspective is incredibly feasible. It allows for historical discrepancies to be overlooked in the understanding of the “story” as a whole, and motifs desired to be impressed on the Hebrew peoples by the texts’ authors to become the primary focus. The specific number of people in the exodus from Egypt, and other such statistics, become decreasingly relevant. The point becomes the message, less than the facts. And when precision is less emphasized, there is more room to appreciate the textual material. Individuals such as Abraham, Moses, and David (as well as many others) can be considered artistically, like Shakespeare’s “tragic heroes”, and be deemed as having fulfilled their hopes for “eternal lives” by their endurance through the texts. Adopting a literary lens for viewing of the Hebrew/Old Testament texts, permits the viewer to make concessions for some discrepancies, and be less concerned with what the text allows for the enduring God. Approaching the text with Fiddes’ explanations for eternity makes the highest theme the eventual unification of chaos, with the first step being the compilation of the many “tense” moments.
Test Planning
The last two weeks I have had far too many exams, projects, quizzes, and papers due than could possibly be normal.
We were in the midst of midterms, and I am aware of that, but with 5 classes I anticipated merely 5 midterms to fill my week. Instead, my course load for the past two weeks was as follows:
We were in the midst of midterms, and I am aware of that, but with 5 classes I anticipated merely 5 midterms to fill my week. Instead, my course load for the past two weeks was as follows:
- MIS 1305: midterm Exam, Dreamweaver project due, online Excel project due
- Religion 1310: midterm Exam, unit Exam, 2 quizzes, 2 papers due
- BUS 1301: book to be read, midterm Exam, 1st competition rounds for Foundation due
- EDC 1200: midterm Exam, PLS check (which thankfully I am current on)
- Math 1308: midterm Exam, second homework collection, online unit due
I total that to:
- 6 Exams
- 2 Quizzes (I chose not to count the class we have daily quizzes in)
- 2 Papers
- 1 book to read
- 3 "checks"/ homework collections
- and 2 projects.
It was an impressively busy two weeks. But, thankfully, all is well now, and my next exam is not until November 3rd. I would prepare a "5 day study plan" however I've not even been given the material yet to know what I must study.
Until I need it though, here it is...
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