Free Essay

An Annotated Work Somehow

In:

Submitted By Maneyney
Words 2154
Pages 9
Learning Psychology
Authors: Roya Khoii, Pourhassan Elham
Title: Effects of Different Types of Dictation Practice on Immediate and Delayed Performance on Tests of Present Tense “To Be” Verbs and Indefinite Articles
Journal: Iranian Journal of Teaching English as a Foreign Language and Literature, Vol. 2, No. 3. 2010

Introduction

The role of grammar in language instruction has been an issue of great controversy. In the early parts of the twentieth century grammar teaching was so fundamental in language instruction that the other aspects of language learning were either overlooked or de-mphasized. In the past, grammar teaching was considered as the presentation and practice of discrete grammatical structures. The present study investigated the effects of three types of dictation practice (standard dictation, dicto-comp, and dictogloss) on elementary EFL learners' immediate and delayed performance on tests of present tense to be verbs and indefinite articles in English.

A. Statement of the Problem:

* Will the effects of the standard type of dictation between its immediate and delayed effects on acquisition of grammatical knowledge be different to that of the effects of dicto-comp dictation and dicto-gloss dictation when it is measured by performance on multiple-choice tests?

B. Hypothesis:

* Empirical Hypothesis:

* If students score higher when subjected to the standard type of dictation than that of those under dicto-comp dictation, than those under dictogloss type of dictation then the Standard Dictation has a different immediate and delayed effect to the other types of dictation.

* Null Hypothesis:

* There is no significant difference between the immediate and delayed effects of Standard Dictation, Dicto-comp dictation and Dictogloss dictation.

C. Objectives of the study: The study would want to show how the different types of dictation affects the acquisition of grammar in elementary Persian students. The study would serve as a basis as to what type of dictation must be administered to the students in teaching to help them with their learning and understanding of a specific subject not just English.

Methodology:

A. Research Design

A “quasi-experimental pretest-posttest nonequivalent-groups design” was employed to conduct this study. The independent variable of the study was dictation, which appeared in three forms: standard dictation, dicto-comp, and dictogloss, and the dependent variable was grammar.

Three intact classes were randomly assigned to three experimental groups (standard dictation, dicto-comp, and dictogloss groups), each receiving one form of dictation practice as treatment. There was no control group in this study.

B. Reseacrh Environment

The research is done in a classroom environment in the English language institute in Iran.

C. Subjects/Participants

The participants of this study consisted of 59 elementary level young-adult Iranian female students studying English as a foreign language in an English language institute in Iran in three intact classes, each consisting of 20, 20, and 19 students.

D. Procedure

The procedure consisted of the administration of an achievement test and two pretests, three different types of treatment (i.e., standard dictation, dicto-comp, and dictogloss), and the administration of two immediate and two delayed posttests:

Phase 1: Pretests

After the selection of the ultimate participants of the study based on their scores on the achievement test, each group received a 20-item multiple-choice pretest of present tense to be verbs and another 20-item multiple-choice pretest of indefinite articles.

The present tense to be verbs items had three choices each (i.e., “am”, “is”, or “are”). The indefinite articles items had two choices each (i.e., “a” or “an”), and the students were to choose the correct answer and mark it on their answer sheets. The time allocated to these two tests was 30 minutes. One point was given to each correct answer, and there was no penalty for wrong choices.

Phase 2: Treatment

The target structures were taught in a step-by-step fashion by writing different examples containing the target grammatical patterns on the board. When the students became familiar with the patterns, they practiced them by performing some oral grammar drills including substitution, transformation, and expansion drills. At first they practiced the patterns in groups, then in pairs, and then individually.

Finally, the teacher wrote some extra sentences on the board and asked the students to copy them in their notebooks and practice them at home. All the classes were taught by the same teacher using the same material.

From the following session, each group received a different form of dictation practice. In the standard dictation group, the teacher read the passage at the normal speed three times, with each reading serving its own purpose. In order to administer the dictogloss to the second group the procedure consists of preparation, dictation, reconstruction, and analysis with correction. The procedure of dicto-comp in this study followed the instructions given by Celce- Murcia and Hilles (1988). At first, the teacher reviewed the structures in the text and made sure that all the students were aware of the form and meaning of the target structures. She also emphasized that the students had to use them in their reconstructions of the text. Secondly, the teacher read the dicto-comp to the students three times at the normal speed. The students listened but did not write until after the last dictation. After each of the first two readings, the students were allowed to ask questions about the words or phrases that confused them.

Phase 3: Immediate Posttests

One session after the end of the treatments, two immediate posttests of the target grammatical structures were given to all the three groups. Like the items on the pretests, the present tense to be verbs items had three choices, and the indefinite articles items had two choices each. The students had 30 minutes to answer the questions.

Phase 4: Delayed Posttests

Three weeks after the immediate posttests, the students' progress in the two target grammatical structures in all the three groups was tested again using two delayed posttests similar to the pretests. The time allocated to the tests was 30 minutes.

E. Instruments Used

The instruments used in this study consisted of an achievement test, two pretests, two immediate posttests, and two delayed post-tests.

* Achievement test

The achievement test was a forty-item teacher-made test in the multiple-choice format based on the students' textbook Magic Time (Kampa & Vilina, 2001), which the students had studied the previous semester. The test included 10 listening comprehension items, 20 vocabulary items, and 10 matching items.

F. Statistical Analysis

* Achievement Test

As mentioned before, the researchers constructed a forty-item test based on the students' previous course book. After scoring the papers and calculating the B-indices of the items, 10 of them were eliminated due to their low B-indices.

With F (2, 52) = 1.056, p =.355 (two-tailed), it was concluded that the three groups were homogeneous in terms of their variance and running a one-way ANOVA in order to compare the means of the three groups on the achievement test was legitimate.

The result of the ANOVA given in Table 3 [F (2, 52) = 1.108, p = .388 (two-tailed)] indicates that the three groups belonged to the same population in terms of language knowledge before the beginning of the treatment. * Analysis 2: Pretests

After the administration and scoring of the achievement test, two pretests, one including 20 multiple choice items on present tense to be verbs and the other including 20 indefinite articles, were administered to the three groups in one session.

The pretest mean scores of the three groups were very low. Considering 20 as the highest score on each pretest, it was concluded that the three groups had no or very little knowledge of the target grammatical structures. However, two one-way ANOVAs along with the related Levene’s statistic were run in order to compare the means of the three experimental groups on the pretests.

Based on the result of the Levene’s test in Table 5, F (2, 52) = 1.776, p = .179 (two-tailed), it was decided that the three groups enjoyed equal variances. Moreover, a one-way ANOVA comparing the means of the three groups on the present tense to be verbs pretest revealed that, with F (2, 52) = .544, p = .584 (two-tailed), there was no significant difference between the means of the three groups on this test.

* Analysis 3: Immediate Posttests

After establishing the homogeneity of the participants regarding the variables of the study, the treatment phase started and continued for three sessions. Then, one session after the end of the treatments, the immediate posttests of the two target grammatical structures were administered to the three groups.

The mean of the standard dictation group was the highest (16.20) on the to be verbs immediate posttest with the dicto-comp group scoring the lowest. On the indefinite articles immediate posttest, the mean of the standard dictation group was also the highest (14.90), with the dictogloss and dicto-comp groups scoring 10.39 and 10.24, respectively. Later a one-way ANOVA was conducted to check the statistical significance of the differences between the means of all the groups on the test.

F (2, 52) = 11.540, p = .000 (two-tailed) indicates that there was a significant difference between the means of the three groups on the immediate posttest of present tense to be verbs.

* Analysis 4: Delayed Posttests

To investigate the delayed effects of the treatments, three weeks after the administration of the immediate posttests, two delayed posttests of present tense to be verbs and indefinite articles each with 20 items were given to the three groups.

The means of the dictogloss, dicto-comp, and standard dictation groups were 16.00, 14.94, and 11.15 on the delayed posttest of present tense to be verbs, and 10.72, 11.00, and 10.45, respectively, on the delayed posttest of indefinite articles. The results of a one-way ANOVA with F (2, 52) = 9.050, p = .000 (two-tailed) indicated that there was a significant difference between the three groups' mean scores on the delayed posttest of the present tense to be verbs.

G. Discussions:

The quantitative analysis of the collected data indicated that the standard dictation group had significantly outperformed the other groups on immediate tests of English present tense to be verbs and indefinite articles, but it could not carry over this effect to the delayed posttest.

There might be several reasons for the findings of this study. In the standard dictation group, the students wrote the sentences or phrases chunk by chunk as they heard them; therefore, they kept the chunks only for a short time in their memory. Thus this type of dictation involved immediate recall and had an immediate effect on the students' performance on the given test.

Based on the results, the performance of the standard dictation group deteriorated on both the delayed tests of the target structures.

In dicto-comp and dictogloss activities, the students had to listen to the passage as a whole and were not allowed to write it during the listening phase. Then they tried to reconstruct the text from their memory without any further help. The students were supposed to reconstruct the text with a delay. The probable internalization of the target grammatical structure, which resulted from doing the dicto-comp and dictogloss activities, surfaced on the students' performance on the delayed posttest of present tense to be verbs.

The results also indicated that that the dicto-comp and dictogloss treatments did not produce the same positive effect on the students' performance on indefinite articles delayed posttest. The researchers believe that the structures explored here might have been difficult for young-adult students to acquire, and they might not have had a clear realization of them, particularly because their native language (Persian) lacks a distinctly similar structure to English indefinite articles.

H. Conclusions/Implications:

This study revealed the differing immediate and delayed effects of three types of dictation practice on elementary students' performance on tests of the targeted grammatical structures. Based on the results of the statistical analysis of the collected data, it was concluded that the standard dictation activity is superior to dictogloss and dicto-comp activities in promoting students’ performance on immediate tests of present tense to be verbs and indefinite articles, while dictogloss and dicto-comp activities are superior to the standard dictation activity in promoting the students’ performance on delayed tests of present tense to be verbs. However, none of the three types of dictation activities seem to produce a statistically significant difference in delayed performance on tests of indefinite articles.

I. Recommendation

Since grammar is a crucial component of language, materials developers could include some dicto-comp and dictogloss activities as useful techniques for teaching and practicing grammatical structures. Practicing with different types of dictation not only produces some long-lasting effects regarding the acquisition of some grammatical structures, it can also add variety in the language class.

Similar Documents

Premium Essay

Report

...------------------------------------------------- SPO1007: Sport in Context To be submitted by Wednesday 23rd March, 2016. ------------------------------------------------- An annotated bibliography of sports history related to ONE of the issues discussed in the module (class, gender or ‘race’) * 1500 words individual assignment * Summarising and evaluating the quality of 3 relevant articles * Exploring how the past can help explain the present in sport * SUBMIT your assignment ONLINE “An annotated bibliography of sports history related to one of the issues discussed in the module” The issue I have selected is Race. I have chosen three articles the articles I have chosen are as followed. “The Myth of Racial superiority in sports” this article was taken from the week 8b seminar, the second article is “'Race', sport, and British society” this article was retrieved from a literature search on nelson. The final article is “Why Black People Are Good at Sports” this article was from a web search. * A brief description of how you found the article and why you selected it * A summary of the key content of each article, related to your chosen topic – ‘race’, class or gender (main arguments, key concepts used, sporting examples used, etc.) * A quote taken directly from the article highlighting one of the main arguments (correctly referenced) * Show how the historical knowledge from the article can help us understand contemporary sport *...

Words: 1130 - Pages: 5

Premium Essay

Blah

...policy (if it is a historical topic, think about the following: did Congress pass the legislation? Why did the policy succeed or fail? Did the president approve or veto the policy?) ▪ Each public policy topic from the list may only be selected by ONE student in each class period ▪ Students will make connections between their chosen public policy and topics studied in U.S. Government. Students must choose three of the topics below to address in their paper somehow: 1) Bipartisanship or lack thereof in Congress 2) Bureaucracies (agencies or heads of agencies) 3) Divided government or unified government 4) Federalism (lobbying efforts from states) 5) Interest groups (name specific) 6) Media (advertisements – describe) 7) Presidential leadership 8) Party discipline (or lack thereof) in Congress Requirements of the Combined Research Paper 1. Thesis Statement 2. Annotated Bibliography 3. Formal Outline 4. Final Paper (including parenthetical citations and Works Cited) Your paper must address an issue in which there is existing national legislation that needs to be amended and/or an issue where someone has been harmed or is being harmed and legislation is lacking. Your research paper should have an introduction with a clearly stated thesis, an explanation of the problem or controversy,...

Words: 1358 - Pages: 6

Free Essay

American Dream Themes in Taxi Driver

...American Dream Theme’s in Taxi Driver An Annotated Bibliography Dempsey, Michael. Rev. of Taxi Driver, by Martin Scorsese/Michael Phillips/Julia Phillips/Tony Bill. Film Quarterly Vol. 29, No. 4 (Summer, 1976). Pp. 37-41. Print. Dempsey’s review of Taxi Driver directed by Martin Scorsese is an analytical synopsis of the film given in comparison through other novels and films. Dempsey opens his criticism of Taxi Driver by stating that Taxi Driver’s inspiration came from Robert Bresson’s Four Nights of a Dreamer. Dempsey continues to recap the film and calls De Niro’s portrayal of the main character as bringing a brilliant conception alive with expert minimalism. Dempsey’s most surprising review comes in the form of the infamous climactic end to the film. Dempsey describes this as “only a revenge movie cliché; like the shark attacks in Jaws” further stating that is only provided a reflexive physical reaction. Ebert, Roger. Rev. of Taxi Driver, by Martin Scorsese/Michael Phillips/Julia Phillips/Tony Bill. 1 Jan. 2004. Web. 24 Nov. 2013. < http://www.rogerebert.com/reviews/great-movie-taxi-driver-1976>. Ebert’s review of Taxi Driver directed by Martin Scorsese was a post look of great American films that Ebert put on his acclaimed “top rated” listing. Ebert describes the lead character Travis Bickle as “ a character with a desperate need to make some sort of contact somehow—to share or mimic the effortless social interaction he sees all around him, but does not participate...

Words: 904 - Pages: 4

Free Essay

Rhetoric Strategy in Artistic Writing

...Student’s Name: Eric Elias Kiruja Instructor: Professor Kirui Course: English literature Date: 15th May, 2004 Rhetoric strategy in Artistic Writing Pathos, logos, and ethos is clearly a tool and an instrument of writing that appeal to the seat of emotion, reason and ethnic. The strategy pays dividends to the extent that it calls to these three aspects of life to address issues. Scholars and majority writers in their scholarly and oratorical works have relied so much on the use of the rhetorical style of writing to construct pathos logos and ethos. “Letter from Birmingham Jail," by Martin Luther King Jr (Francisco, 23) is a profound example of this style at play. The three ideologies independently can survive any intellectual argument; they don’t have to work in tandem. This paper seeks to decipher the effect of using the rhetorical strategy to address racial injustice, and diverse religious ideology. Martin Luther employs the use of pathos and logos to create such a strong emotional appeal. To some extent, all human beings are caught in the inescapable network of mutuality. Martin Luther contends that whatever affects one person directly affect another indirectly. Martin Luther King Jr. in a sense achieves a deep sense of pathos by appealing to the logos. The emotional stylistic appeals clearly put the issues on steroids by drawing from particular aspects that cut across geographical location. The racial injustice is a threat...

Words: 1921 - Pages: 8

Free Essay

John

...and argue that salvation can be disguised in many ways even as malicious at times. It will utilize research directly from the psychoanalytic concept, traumas, and realizations of the few characters who get passed they’re own demons and come to a self-religious realization. Additionally, the essay will pursue the relationships between the grandmother, the misfit, and the son, John Wesley and his Mother and their last minute, virtuous moments right before Gods jurisdiction is handed upon them. John Wesley realizes that his actions anytime before that moment were inexcusable towards his mother, but now it is too late as he is murdered in the woods and the grandmother’s having her salvation just before the Misfit eradicates her as well. Annotated Bibliography Yao, Tianyuan Ben. "A Test of Faith: Analysis on “A Good Man is Hard to Find”." A Journal of Academic Writing (2013): 10. Yao explores, summarizes, and annotates the relationships between the Grandmother and the Roman Catholic Faith. She identifies that the grandmother puts herself and her life before that of anyone else’s which directly contradicts...

Words: 1174 - Pages: 5

Free Essay

Book Report

...subtleties and thematic nuances because initial readings require more rigorous information processing. Nabokov believed that only upon further reading and re-reading could one interpret the significance of an author’s style. His 1955 classic, Lolita, is a veritable case study on literature as art. Ever the writer’s writer, Nabokov uses language as a means of artistic expression. In Lolita, shocking subject matter is effectively assuaged by means of literary invention. Nabokov, referencing his novel, once noted: There are gentle souls who would pronounce Lolita meaningless because it does not teach them anything. I am neither a reader nor a writer of didactic fiction…For me a work of fiction exists only insofar as it affords me what I shall bluntly call aesthetic bliss, that is a sense of being somehow, somewhere, connected with other states of being where art (curiosity, tenderness, kindness, ecstasy) is the norm (Azevedo 2). The story itself is replete with abhorrent topics: rape, murder, and pedophilia, to name a few. Through his protagonist Humbert Humbert, however, Nabokov enchants an otherwise grim tale. Lolita is the story of Humbert’s obsession over the 12-year-old Dolores Haze. Humbert’s use of flowery language, alliteration, and repeating sentence patterns seduces the reader to indulge his sick fantasies. Literary aesthetic makes the abominable subject material practically irrelevant,...

Words: 1216 - Pages: 5

Premium Essay

Color of Water

...Colorblindness and our loss of heritage Like many popular literary works in American history “The Color of Water” focuses on the issue of race in America. This is nothing new since a lot of the great works of American history like “Huckleberry Finn” and “The Color Purple” took on the somewhat of a unique experience that many Americans have regarding race. One of things that is a different about ‘The Color of Water” is that the character of Ruth espouses to her children the idea that we build a society that is color blind. Even the title of the work hints at this view since water has no color, thus the color of water is clear. Even though this idea of a colorless society sounds great it is utopian and just not possible. It is a much better idea that if we are going to tackle the issue of race in this country, that we do not pretend that we can’t see differences amongst various ethnicities. The real goal should be that we recognize these differences and celebrate them. To understand why Ruth would say to advocate something like a color blind society it is important to understand who Ruth is. The character of Ruth, even though she was a real person, could be looked upon as being a symbol for the American experience. The classic American dream is one in which hard working immigrants move to the US, the land of opportunity, and make it big through hard work and determination. The American experience is different from the American Dream in that it is the realistic events and...

Words: 2856 - Pages: 12

Premium Essay

Should Voting Be Mandatory

...Dior Hunter Bailey-Hofmann English 103 17 January 2015 Should Voting Be Mandatory? In the United States, voter turnout during elections has decreased over the last fifteen years. In 2012 the Bipartisan Policy Center (BPC) compared voter turnout rates, for the 2008 and 2012 presidential elections, The BPC states “Despite an increase of over eight million citizens in the eligible population, turnout declined from 131 million voters in 2008 to an estimated 126 million voters in 2012 when all ballots are tallied. Some 93 million eligible citizens did not vote.” Many Americans feel like their vote doesn’t count anyway, mainly citizens who are already disadvantaged. Australian professor of Politics Lisa Hill states in her article What We’ve Seen in Australia With Mandatory Voting that, “Places with mandatory voting also have less wealth inequality, lower levels of political corruption and higher levels of satisfaction with the way democracy is working than voluntary systems.” Critics say that implementing mandatory voting is against the constitution, and what we value the most, freedom. Furthermore, Hill states “ Is being required to vote a violation of autonomy? Sure, but so is mandatory taxation, jury duty and the requirement to educate our children. Yet, these are all good ideas.” Voting should be mandatory because as American citizens we live in a democratic society where everyone should have an opinion. Although, Americans value independence and the free-will to do...

Words: 1567 - Pages: 7

Free Essay

Clinical Trials

...Running head: Increasing Recruitment and Retention of Minority People in Clinical Trials Name Course Tutor Date Introduction Clinical trials are faced by numerous problems among them being difficulties in recruitment and retention of minority groups. The challenges that are faced in recruiting and retaining these groups have been well documented through various researches. In order to successfully recruit and retain minority people in clinical trials research in the health fields must undertaken beyond the traditional methods so that the barriers prevalent in the process of recruitment and retention can be overcome. Some of these barriers are related to mistrust and fear of science-based experiments following a history of atrocities committed in the name of science (Area, Alvidrez, Nery, Estes, & Linkins, 2003). This essay is going to highlight the strategies to increase recruitment and retention of minority people participation in clinical trials. Discussion Background Ethical consideration in medical research and clinical trials particularly with regard to humans came into the limelight in the first half of the 20th century following the medical experiments conducted by the Nazis on humans. These experiments saw the development of the Nuremberg code, which began a wide range of regulations that emphasized on the need for the protection of human beings who participated in trials that were prevalent in medical research. Principles...

Words: 2811 - Pages: 12

Premium Essay

Personal Narrative: My Growth As A Writer

...You as a writer are just like a butterfly. At the beginning of your writing career, there are many weaknesses just like a measly caterpillar that could get swept off its feet in just one breath. This year specifically, I have seen significant growth in my abilities, and have begun to grow my wings to fly to the next level of writing. Although I have written my essays to the best of my abilities, there are still some things I need to work on. I’m not perfect and never will be, but I hope that I can expand my strengths and minimize my weaknesses. By viewing my strong and weak points in my writing this year, I can make goals for next year and better myself in the art of writing. Strengths Heading towards Honors SLC next year, I can expand my growth as a writer by looking at my strengths and weaknesses. Throughout the year, I have noticed...

Words: 1922 - Pages: 8

Free Essay

Visual Guide to Essay Writing

...A VISUAL GUIDE TO ESSAY WRITING Dr Valli Rao, Associate Professor Kate Chanock, and Dr Lakshmi Krishnan use a visual approach to walk students through the most important processes in essay writing for university: formulating, refining, and expressing academic argument. ‘MetamorTHESIS‘ Your main argument or thesis is your position in answer to the essay question. It changes and develops as you undertake your reading and research towards the essay. how to develop & communicate academic argument “I love the way the authors explain what an argument is. I also love the way they justify holding opinions in an academic context … A Visual Guide to Essay Writing shows you excellently how to communicate with your marker by employing your ‘authorial voice’.” - Dr Alastair Greig Head, School of Social Sciences The Australian National University Valli Rao Kate Chanock Lakshmi Krishnan “This is a great book ... clear, useful, beautifully conceived and produced ... an intriguing approach, one that will make sense to students and really assist their essay writing skills.” - Brigid Ballard & John Clanchy authors of the international best-seller Essay writing for students: a practical guide How effective structure supports reasoned argument in essays1 Discipline/field Topic Underlying question Introduce discipline/field/context and topic Roughly, 10–15% of essay length Why is this topic interesting from the perspective of the discipline/field...

Words: 20948 - Pages: 84

Premium Essay

How to Do a Critical Reading

...Annotate. Annotating puts you actively and immediately in a "dialogue” with an author and the issues and ideas you encounter in a written text. ... 3. Outline, Summarize, and Analyze. ... 4. Look for repetitions and patterns. ... 5. Contextualize. ... 6. Compare and Contrast. When you write about literature . . . Some Tips for Academic Writers Sentence Style 1. Use simple sentences as rubrics (pointers). 2. Use compound sentences to suggest balance and to present pairs of ideas of equal value. 3. Use complex sentence to emphasize the most important ideas and to subordinate less important ideas. 4. Avoid "empty" sentence frames that say little or restate the obvious. 5. Use present tense when referencing details in a literary work except for passages written in the past tense. 6. Incorporate short, key quoted phrases into analytical sentences. 7. Avoid the use of such words and phrases as "you" and "the reader" that often lead to wordiness. 8. Avoid the phrase, "In conclusion," when opening the concluding paragraph. 9. Avoid gratuitous complements and superlatives. Paragraph Development 1. Use Pattern 1 paragraph frames for most paragraphs in the body of academic essays. 2. Begin body paragraphs with claims as topic sentences that repeat key concepts from the thesis sentence. 3. Always introduce the speaker, context, and/or significance of block quotations. 4. Always follow block quotations with a response that clarifies the significance of the quoted passage...

Words: 4605 - Pages: 19

Free Essay

Creationism vs. Evolution

...Outline I. Introduction Thesis: In studying the underlying constructs of psychology – the origins of humanity, human nature, and human purpose – one sees the extensive influence of evolution. When contrasted with the biblical view of creationism, it becomes clear that modern psychology shares little in common with biblical principles. II. Basic Constructs of Human Psychology A. Human 1. What is a human being? 2. How do humans differ from animals? B. Human Behavior 1. Thought, feeling, action 2. Inner and outer worlds of human perception III. Human Origins A. Evolution 1. Life from non-life material/Big Bang Theory 2. Genetic mutation 3. Natural selection a. Competition as the foundation of behavior b. Law of the Jungle B. Creationism 1. God created the universe and all creatures 2. Each species was created separate and distinct 3. God created man special in God’s own image IV. Human Nature A. Evolution 1. Survival of the fittest a. Social behavior b. Mating c. Reproduction 2. Behaviorism a. Behavior is a combination of social learning and genetic influencces b. Effect on antisocial behavior on reproduction 3. Biological determinism a. No real basis for free will B. Creationism 1. Humans were made in God’s image a. God is love, justice, kindness, and joyful 2. The Fall of Man separated humans from God a. ‘War’ between good and evil b. Man’s nature is now sinful 3. Jesus the Son of God redeemed human...

Words: 4365 - Pages: 18

Premium Essay

Introduction to Rizal Course

...LECTURE GUIDE IN SOC 6 WEEK 1—ORIENTATION / INTRODUCTION TO RIZAL COURSE WEEK 2 BACKGROUNDER OF RIZAL’S FAMILY / HISTORICAL BACGROUND OF RIZAL: A. ANCESTRY OF RIZAL. Rizal came from a mixture of races. From his father side, his great grandfather was a Chinese merchant from Amoy, China. In the closing year of the 17th century, Domingo Lamco who assumed the family surname “ Mercado “ in consonance with the decree of Governor General Narciso Claveria to free all Spanish subjects and their children from prejudices associated with having Chinese surnames. Lamco married a wealthy Chinese mestiza, Ines dela Rosa and from Manila, they moved to Binan and became tenants in the Dominican hacienda which those time large portion of the town were owned by Dominican friars. Rizal’s great grandfather was Francisco Mercado, the son of Domingo and Ines dela Rosa, who married a Chinese mestiza Cirila Bernacha, had a son by the name of Juan Mercado, who married a Chinese mestiza Cirila Alejandrino, serving as Riza’s grandfather. Juan and Cirila had 14 children, one of whom was Francisco Mercado, Rizal’s father who married Teodora Alonzo. Rizal’s father was an erudite man. He took courses in Latin and Philosophy at Colegio de San Jose in Manila. For Rizal, his father was a model father because of his honesty, industry and prudence. Rizal inherited from his father self – respect, serenity and poise, seriousness and a deep sense of dignity. On the other hand, from his mother side, Rizal’s...

Words: 12010 - Pages: 49

Premium Essay

Rondell Data Corp Case Study

...eight months Frank had worked for Rondell. These problems were nothing new at the sprawling old Rondell factory; Frank's predecessor in the engineering job had run afoul of them too, and had finally been fired for protesting too vehemently about the other departments. But the Model 802 should have been different. Frank had met two months before (July 3, 2004) with the firm's president, Bill Hunt, and with factory superintendent Dave Schwab to smooth the way for the new modulator design. He thought back to the meeting. . . . "Now we all know there's a tight deadline on the 802," Bill Hunt said, "and Frank's done well to ask us to talk about its introduction. I'm counting on both of you to find any snags in the system, and to work together to get that first production run out by October second. Can you do it?" "We can do it in Production if we get a clean design two weeks from now, as scheduled," answered Dave Schwab, the grizzled factory superintendent. "Frank and I have already talked about that, of course. I'm setting aside time in the card room and...

Words: 5292 - Pages: 22