571,747 research outputs found

    Theological Touchstone: Wayfinding through Times of Uncertainty

    Get PDF
    The topic headings for each section relays the direction this article goes: Touchstones, Hope, Joy, Cultivating a Disposition of Joy and Gratitude, and Meaning Making

    Making their Voices Heard: Introducing the Joy of Poetry Writing In Foreign Language Classroom

    Get PDF
    The use of poetry in the classroom is not an uncommon phenomenon in foreign language teaching. Many teachers believe that poetry writing can help students improve their language fluency and provide meaningful literacy. However, some language teachers are quite skeptical of the idea, by referring to the fact that students’ limited linguistic resources will prevent them from performing the challenging task. This paper tries to show how poetry writing can be applied in EFL classroom, not only as a means to develop students’ language competence, but also as a medium to create meaningful dialogue among students. Previously designed as an additional activity in a formal academic writing class, the poetry writing has become one of the favorite sections in the students’ activities. By adding small but interesting features to the technique, poetry writing can in fact turn into an activity many students look forward to. During the process, the students are engaged in a meaningful exchange with their fellow learners, with language learning also happens along the way, sometimes quite unconsciously. Such process may help students to appreciate various forms of literary work, to improve the language fluency, and most importantly, to provide a sense of audience to students who want to make their voices heard. Keywords: poetry writing, EFL, peer analysi

    Joy : a phenomenological and aesthetic view

    Get PDF
    The word Joy, as represented in common language, falls short of its original meaning or logos. Having been steeped in contemporary Western culture, Joy has been weakened and trivialized. I use the term Joy to refer to a powerful way of coming to sense phenomena, in which and through which broad interpretations of our worlds become possible. Nondualistic Joy bridges the Cartesian distinctions between matter and spirit, body and mind, and therefore, cannot be 'captured' through dualistic interpretations. I do not seek to create an entirely new sense for the word 'Joy.' Rather, I seek to re-create its original and ontological Greek meaning; its logos and world-making power. My understanding of Joy grows out of related concepts in Buddhist, Hindu and Western traditions, especially the work of Martin Buber and Martin Heidegger. In part due to this, the relationship of aesthetics (both body and spirit), mystery, and phenomenological consciousness form the matrix for my exploration of Joy. I have chosen to conduct my exploration through poetic-thought. This viewpoint allows me to explore Joy in relation to human consciousness

    Joy leads to overconfidence, and a simple countermeasure

    Get PDF
    Overconfidence has been identified as a source of suboptimal decision making in many real-life domains, with often far-reaching consequences. This study identifies a mechanism that can cause overconfidence and demonstrates a simple, effective countermeasure in an incentive-compatible experimental study. We observed that joy induced overconfidence if the reason for joy (an unexpected gift) was u

    Relating emotional intelligence to academic achievement among university students in Barbados

    Get PDF
    This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)’s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students’ academic achievement.peer-reviewe

    Antony van Leeuwenhoek: Creation “Magnified” Through His Magnificent Microscopes

    Get PDF
    Although van Leeuwenhoek was not the inventor of the microscope, he advanced it more than anyone else for seeing living things. Antony van Leeuwenhoek1 (Fig. 1) found great joy in God’s smallest creatures. He first discovered protozoans in his youth. The Dutch haberdasher retained a child-like joy of discovery from his youth until his death at age 90. He lived to see tiny microbes though his homemade microscopes. He loved to grind and focus a new lens in order to see the unseen world. Leeuwenhoek spent countless hours grinding tiny lenses and looking through them. This Christian lay biologist even used candlelight to see specimens at night. For Leeuwenhoek, the amazing diversity of tiny life forms revealed under his homemade microscopes glorified God as much as looking at stars through a telescope. Leeuwenhoek was born in South Holland in 1632. As a young adult, he became a cloth merchant (also called a draper, or haberdasher). In 1668, he started his biological study as a hobby after seeing beautiful microscopic pictures while making a visit to London. After years of careful study, Leeuwenhoek (Fig. 2) made the microscope famous. In his lifetime, he became the father of microbiology and opened mankind to the world of microorganisms

    Clockface polygons and the collective joy of making mathematics together

    Get PDF
    The social and embodied nature at the heart of all knowing, doing, and learning contrasts with the images that pervade our cultural imagination of mathematical work as a solitary, cognitive activity. This article describes a playful experiment by the author group to do collective mathematics, in an extended effort to construct alternative images, instincts, and practices for ourselves. We present a pair of episodes of mathematical exploration that come from our work together and that we have seen as an early success, intimating features of a stabilized collective mathematics that we hope to continue pursuing. Coming from a single investigation of our group, these episodes offer narrative accounts of the parallel inquiries of subgroups, working to define and characterize a mathematical space we had collectively identified, and then to formulate and investigate conjectures about that space. The narratives are followed by a discussion of themes within and across them and reflections on their significance as a step toward self-organized collective mathematics

    There\u27s Nobody Home But Me

    Get PDF
    [Verse 2]A garden gate, a lad of eight, Dressed in a uniform of brown, Across the way, a troop that day Were getting volunteers in town “Who’s home with you, my boy?” they cried, The child saluted and replied: [Chorus] My brother’s over in the trenches, And sister’s gone to nurse out there While Daddy’s making ammunition, My mama also does her share I’ve got my uniform all ready, A solider boy, I’d like to be So if you’re over here for a brave volunteer, There’s nobody home but me. [Verse 2] A snow white bed, a curly head, A mother kisses baby dear, Her sleepy boy, awakes with joy And cries, “The solider boys were here They came to take us all away And mama I was proud to say:” [Chorus
    • …
    corecore