Spartan Daily, November 17, 1998

Volume 111, Issue 56https://scholarworks.sjsu.edu/spartandaily/9344/thumbnail.jp

Spartan Daily, November 13, 1998

Volume 111, Issue 54https://scholarworks.sjsu.edu/spartandaily/9342/thumbnail.jp

Trouble with Daubert-Kumho: Reconsidering the Supreme Court\u27s Philosophy of Science, The

This Article begins with a brief exploration of the philosophy of science that is laid out in the Daubert, Joiner, and Kumho cases. It then proceeds to examine the question, “what is science”? A related section considers the disadvantages and ironic results of the Daubert-Kumho definition of science. Next, the Article considers the characteristics of a good scientific theory or model. It compares the resulting criteria to those set out in Daubert and its progeny and shows how the Supreme Court’s philosophy can produce dubious consequences. A final section sets out the conclusions, which include the possibility that the Supreme Court could have avoided some of the confusion in Daubert if it had confined itself to interpreting the rule that was at issue

Christian Eschatology and the Physical Universe

The scientific picture of the end of the Universe has undergone dramatic changes since 1998, with its future characterized by accelerated expansion and futility. Yet Christian systematic theology has been largely silent on this, despite the interest in eschatology in popular culture and in theology itself. This thesis argues that Christian theology can learn and contribute in a dialogue with the scientific picture of the future of the Universe. Using a Wesleyan approach to theology, the biblical narratives are explored in conversation with the scientific discoveries. If Christian eschatology is to have a fruitful dialogue, then it must take seriously the relationship between creation and new creation. In particular this relationship, modelled by the resurrection, must be represented by a tension between continuity and discontinuity. In this way the movement to new creation is seen as transformation rather than destruction of this creation. Indeed, there are pointers to this new creation which may be part of a revised natural theology. The action and faithfulness of God are both key elements in this transformation, working both in process and event. Contemporary theologians including Mollmann and Pannenberg either ignore this tension or fail to relate it to the physical Universe. At the same time the 'scientific eschatologies' of Dyson and Tipler, and the eschatoiogical speculations of contemporary fundamentalism are shown to be inadequate scientifically and theologically. This tension leads to the suggestion that space and time are real in creation and new creation, and a multidimensional view of God's relationship with time is proposed. Further, speculation on the transformation of matter in new creation needs to reflect its relationality and context. The consequences for the relationship of Christian eschatology to the biological world, providence, hope, ethics, and Christian apologetics are explored. In particular such a robust Christian eschatology engages constructively with questions of hope in contemporary culture

Towards a Quintessential Approach to Crisis and Disease: The Crossroads-Crossfire-Turning Point- Conflict Theory (CCPC)

N

The Cowl - v.55 - n.5 - Oct 17, 1990

The Cowl - student newspaper of Providence College. Volume 55, Number 5 - October 17, 1990. 24 pages

Ways of promoting creativity in EFL classroom

Creativity is one of those notions taken for granted but the moment one tries to define it, one raises more questions than provides answers. Nevertheless, it plays a very important role in everyday situations and in education. The aim of the present study is to examine English language teachers' beliefs about creativity, its importance in language learning process and the ways of promoting it among their students. The study included 20 EFL teachers and the instrument used was a questionnaire. The results indicate that the majority of the teachers perceive creativity as a characteristic which can be facilitated in everyone. English language classes are seen as offering a lot of opportunities for promoting creativity, unlike schools and general curricula. However, creativity in the classroom is seen rather as a “tool” for raising students’ motivation than something that has to be promoted.Kreativnost je jedan od onih pojmova koje uzimamo zdravo za gotovo, no vrlo ga je teško objasniti i definirati. Međutim, neoporivo je da ona ima vrlo važnu ulogu u svakodnevnom životu i obrazovanju. Cilj je ovog rada istražiti razmišljanja hrvatskih nastavnika engleskog jezika o kreativnosti, njezinoj ulozi u procesu učenja stranog jezika te načinima na koje je nastavnici potiču na satovima engleskog. Istraživanje je temeljeno na upitniku koji je ispunilo 20 nastavnika engleskog jezika u osnovnim i srednjim školama te školama stranih jezika. Rezultati pokazuju da većina nastavnika konceptualizira kreativnost kao osobinu većine ljudi koja se može poticati u svima. Satove engleskog jezika smatraju bogatim izvorom za promicanje kreativnosti, za razliku od škola i nastavnih programa

What Caused the Big Bang?

This book critically explores answers to the big question, What produced our universe around fifteen billion years ago in a Big Bang? It critiques contemporary atheistic cosmologies, including Steady State, Oscillationism, Big Fizz, Big Divide, and Big Accident, that affirm the eternity and self-sufficiency of the universe without God. This study defends and revises Process Theology and arguments for God's existence from the universe's life-supporting order and contingent existence