The Theology and Practice of Baptism

The subject of baptism has a high level of consciousness in the corporate mind of the Seventh-day Adventist Church (SDA). There are only two sacraments recognized by the church. Baptism is one of them. Baptism is the focus of the mission of the church. Numbers of baptisms is the evident object of that mission. It is the rite of entrance into church membership. It is the criteria for evaluating the pastor, the local church, and the work of the corporate church. Even though baptism holds such a central place in the life of the church, it is still a point of controversy, misunderstanding, and discord. This conflict involves both the theology and the practice of baptism. These issues provide a rationale for this project, which can help resolve the conflict surrounding baptism by affecting the way we perceive baptism and the way we practice baptism. This study views baptism as a sacrament, a means of receiving the grace of God. It does this by focusing our faith on the death, burial, and resurrection o f Christ. If baptism is conducted in the proper way, then faith unites both the candidate and the participating membership with Christ thus the grace of God is imparted. Thus it becomes a sacrament. Second, baptism is viewed as ordination. This concept is predicated on the reception of the Holy Spirit in baptism. When the Holy Spirit comes to us it annoints or ordains us for ministry and at the same time equips us for that ministry. Baptism as ordination functions to keep before the church is mission which, in the context o f baptism as ordination, gives meaning and purpose to our discussion of the role of the laity in the work of the church. This project also sees baptism as initiation . While we have in the past viewed baptism as the rite of entrance into the church we have not conducted baptism as a service of initiation , nor have we conducted this service in such a way as to achieve initiation . The empirical data uncovered the startling and yet encouraging fact that a strong majority of our members hold theological views of baptism consistent with the theology developed in the project. However, the findings reveal a different picture of the practice of baptism. Our practice of baptism does not always correspond to our theology. With more attention given to this vitally important sacrament within the life of the church, the spiritual life as well as the work of the church can be greatly enhanced

Development of Empirical Models to Rate Spruce-Fir Stands in Michigan\u27s Upper Peninsula for Hazard From the Spruce Budworm (Lepidoptera: Tortricidae): A Case History

The procedure used to develop empirical models which estimate potential spruce budworm impact to spruce-fir stands in Michigan\u27s Upper Peninsula is reviewed. Criteria used to select independent variables, to select the best of alternative multiple linear regression models. and to validate final models are discussed. Preliminary, intermediate, and final results demonstrate a cyclic pattern to the development procedure. Validation is emphasized as an important step in the procedure. Implications of using the hazard-rating system as a pest management tool in the stand management process are discussed

The Concept of Character Development in the Writings of Ellen G. White

Problem. Character development is a fundamental objective of the Seventh-day Adventist educational system. The purpose of this study was to define the concept of character development in the writings of Ellen G. White whose thought is foundational to the philosophy of the worldwide system of Seventh-day Adventist schools. The investigation focused on four subproblems: (1) the meaning and significance of character; (2) the nature of character development; (3) factors affecting character development; and (4) responsibility for character development. Method. The problem was approached by (1) carefully perusing White\u27s published writings and noting every statement related to the study; (2) inductively analyzing the statements and arranging them logically into categories related to the subproblems; and (3) interpreting the data with the use of appropriate hermeneutics and synthesizing the findings. A survey of selected research studies on character development— those of Hartshorne and May, Ligon, Peck and Havighucst, Piaget, and Kohlberg— was included to provide a background against which White\u27s concept may be understood. Conclusions. The study concluded that White in her writings expresses a definite concept of character development, structured around her belief that man and his character can be understood only within the context of God. The fundamental elements of her concept are as follows: 1. Character is that which gives motivation, coherence, consistency, and direction to the total relational and behavioral functions of man. It involves the whole man: what he is— his motives, feelings, and thoughts— and what he does— his actions and habits— in respect to his relationship to God, man, and himself. 2. Character is important for the fulfillment of divine purpose in history, the vindication of the validity of the Christian faith, and the optimum realization of human potential and destiny. 3. Godlikeness is the ultimate objective of character development. Hence the norm for evaluating human character is the character of God, revealed in Jesus and particularized in the Bible and in the law of God. Likewise the ultimate evaluation of character rests with God\u27s judgment. 4. The means of character development are located in God\u27s movement of grace toward man in the redemptive activity of Christ and the empowering of His Spirit. When man in faith chooses to accept the provision of God and enters into a new relationship with Him, the Spirit of God actualizes within man a divine-human unity with a new motivation and a new empowering. In this experience, self-centeredness gives way to God-centeredness, so that man\u27s basis of action is no longer the self, but the internalized principle of godlikeness, namely, love, which assures man to exist, relate, and function on a principled level, making character development possible. 5. As man continues to grow and mature in this divine-human unity, and as God continues to remain the central motivating and empowering force of life, perfection of character becomes his privilege. Contrarily, retrogression remains a constant threat. 6. Personal and relational factors such as self-concept, heredity, environment, health, intelligence, dietary habits, purposive vocation, study of the Bible, meditation, prayer, worship, peer relations, and unselfish service influence character development either as preparatory to or nurturing of the divine human unity within man. 7. Although the individual Is ultimately responsible for character development, the home and the school share a major responsibility for providing their wards adequate character oriented nurture and atmosphere. Parental responsibility Includes adequate prenatal and early childhood care, modeling, discipline, teaching, and providing choice-making opportunities. The responsibility of the school, in addition to many of the above, centers around the selection of teachers and curricula committed to character development

High School Science Teachers and Forestry Education: How are they Connected?

A quantitative study of high school science teachers in the five state Southern Piedmont region of the United States investigating their attitudes toward and understanding of forestry as well as the extent to which they are teaching forestry concepts was conducted. Specific factors that were addressed include teachers’ attitudes toward the impacts of forest management, specific forest management practices, forest management goals, the forestry profession, and forestry education. The primary method of data collection for this study was a web-based survey and data analysis included calculating descriptive statistics, performing exploratory factor analysis and producing several regression models. Very few similar studies have previously occurred and even fewer in the critically important southeastern U.S. forestry region. The study will provide insight into the way teachers think as well as levels of high school student exposure to forestry concepts. Results may also help to clarify enrollment trends in in college forestry and natural resource programs. Results will be discussed in the context of variation in attitudinal, knowledge-based, education, and demographic variables