Ronnie Davis in a Senior Organ Recital

This is the program for a senior organ recital of Ronnie Davis. This recital took place on May 5, 1977, in the Mabee Fine Arts Center Recital Hall

Why does Job repent?

In the book of Job, the main character is declared a righteous man by both God and Job’s peers. Throughout the book, Job’s innocence is maintained and ultimately he is vindicated by God. It is a puzzle, then, to find an impassioned cry of repentance in the final chapter (42:1-6). This article investigates the nature of Job’s repentance by considering the context, content and consequences of that action. In examining the context, Job’s encounter with God is of primary focus. The content is, then, examined exegetically to unpack the central meaning. Finally, the results of Job’s actions as revealed in the final narrative are considered so as to highlight the value of Job’s response to God.nf201

A proper perspective on the "real" world : pastoral/theological exegesis of Ephesians 6 :10-20

Early in the book of Ephesians, the Holy Spirit writing through Paul leads the believer in praise of God for the “mystery” of God’s work on our behalf (1:3-10) and proceeds to intercede for the Ephesians that “the eyes of your heart may be enlightened…” (1:18). Indeed, much of the book unfolds so as to provide insight for the believer about one’s life in Christ, role among the believers, and the call to live among family and community. Throughout the book, the tensions of living a radical life in Christ remain a subtheme. This underlying motif is brought to the centre of focus in the climactic revelation of mystery for the believer reached in the final chapter where the Holy Spirit provides a proper perspective of the reality of the world in which the believer lives. Understanding this proper perspective is crucial for the follower of Christ. In this article, the author will examine the structural and thematic context of 6:10-20 in the letter of Ephesians and unpack the significance for the present disciple of Christ. As the exegesis unfolds, one is confronted by the nature of the “real” world beyond the flesh and blood, is presented with the call to holy living in light of this reality, and is challenged to act boldly in response to the true enemy of our faith.http://www.ctbs.org.za/sa-baptist-journal-of-theology/hb201

The Effects of Role Stress Elements on Primary School Counselor\u27s Perceived General Self-Efficacy

The authors examined the predictive relationship between role stress elements (role ambiguity and role conflict) and the perceived general self-efficacy of primary school counselors’ ability to effectively implement a comprehensive counseling program. A standard multiple regression technique was computed to test whether a relationship exists between role stress elements (role conflict and role ambiguity) of primary school counselors and their perceived general self-efficacy scores. The predictor variable role ambiguity and role conflict accounted for 8.6% (Adjusted = 6.5%) of the variance in the criterion variable perceived general self-efficacy scores. The results revealed a linear relationship between role stress elements and the general perceived self-efficacy scores of primary school counselors. Role ambiguity, ambiguous and unclear expectations not aligned with the American School Counseling Association (ASCA) National Model, were identified as the independent predictor of primary school counselors\u27 general self-efficacy scores. Findings support the importance of alignment between the American School Counselor Association (ASCA) National Model and assigned roles and responsibilities of primary school counselors to increase perceived self-efficacy and diminish the experiences of role stress

The Impact of Personal and Service-Related Factors on the Perceived Academic Success Among College Students

In recent years, student completion of the first year and second-year college curriculum has become a significant barrier to student success and retention especially at Historically Black Colleges and Universities. Despite low pass and retention rates, many degree programs in the U.S. require at least one college-level mathematics course, and the failure in this math course has contributed disproportionately to the failure to complete the first- and second-year curriculum. The purpose of this study was to examine the predictability of the relationship between selected personal, academic, and service-related factors and the perceived academic success in mathematics among college students. Specifically, this study was concerned with the predictive power of the variables gender, ethnicity, course schedules, degree program, type of instructional method, tutoring, advisement, and faculty mentoring on the perceived academic success in math among college students. The present study provides pertinent data on the significant association between personal characteristics of college students and their academic performance in mathematics. By being able to identify the personal characteristics of these college students who are not successful in math courses, the institution will be able to develop programs to assist them in enhancing their academic performance in mathematics. Also, this study enhances college administrators’ level of awareness of how student support service factors influence the academic achievement of college students in mathematics related courses. By understanding how these factors are related administrators on college campuses can develop insight into the type of service support college students will need to navigate mathematics courses, particularly at the freshman and sophomore levels