Meditations on the Lord\u27s Prayer

The Rev. Donald Lynn Jerke (1941-1981) first presented these sermons to the University community in a series of chapel services in 1976 in his role as University minister. Then, in August of 1981, he presented the same series, somewhat edited, over KPLU\u27s Morning Prayer broadcast.https://scholar.csl.edu/osp/1002/thumbnail.jp

Emotional Freedom for the Christian Through Communication: A Study Course for Adults

This graduate research project entitled, Emotional Freedom for the Christian Though Communication: A Study Course for Adults, contains four chapters of basic information under the major headings of accepting, understanding, living with, and communicating with one\u27s emotions. This process within the headings as adapted from James C. Coleman\u27s Psychology and Effective Behavior in which her explains the steps to mastery of emotions as follows: (1) understand and accept them, (2) function with them and not against them, and (3) find constructive ways to express them. The practical outgrowth of these four chapters is the final chapter, a study course for adults. Therefore, these two sections combined fulfill the primary purpose of the paper which is the prepare a guide to be used in teaching about the communication of emotions or feelings in the church setting. The ultimate aim us building healthy personalities and relationships. Chapter two deals with a Christian\u27s acceptance of his emotions through a discussion of the relationship to the image of God in man, to sin, and to the new life. The chapter is written from the Wesleyan-Arminian perspective. It is determined that emotions are a part of the natural image of God in man and therefore a part of that creation from the beginning. In addition, because of the fall, it is evident that emotion is affected by original sin, but is not actual sin until an actual choice is made in that direction regarding that emotion. Lastly, it is emphasized that the Christian has freedom in his emotional life through the Holy Spirit as he is no longer under the power of sin. He can grow in grace. Chapter three deals with the understanding of emotions in the areas of their nature, misuse, and relationship to thoughts and values. For the Christian to know the meaning of emotion. the physical aspects of it, its development and patterns enables him to recognize emotion for what it is and deal with it accordingly. A presentation of the misuse of emotion with particular emphasis on defense mechanisms and games people play, gives one the opportunity to evaluate himself and how he deals with is emotions and reality. The final discussion of thoughts and values reinforces the idea that Christians do have a measure of control over their emotional reactions. This knowledge is presented in order to reduce inhibitions toward emotions and its expression. Chapter four focuses on living with emotions. The emphases are on growth toward wholeness, the use of choice, and verbal expression. Descriptions of wholeness are provided to allow the Christian to relate this to his growth in Christlikeness. In the area of emotion, the process of growth toward freedom of emotional expression is discussed. The power of choice is emphasized for the Christian and elaborated in choosing to be real to trust and risk, to be private, to be responsible, and choosing to change. Expression of emotion is explained as a necessity for man and encouraged as a life-style. Chapter five explores constructive ways of communication emotion as discussed by selected authors. It focuses on communication as the constructive way of dealing with emotion. The work of the following authors is resented: John Powell, Thomas Gordon, William Piestsch, Virginia Satir, David Augsburger, and George Bach. These authors advocate emotions and feelings as normal and natural and require an honest sharing of feelings for effective communication. In addition, communication requires a nonjudgmental attitude and a type of listening in which one can restate of clarify a message (feeling and content) to the speaker\u27s satisfaction. Emotional freedom and good relationships result. Chapter six contains the study course which is a practical, Biblical application of the body of the study. The topical and relational Bible studies are divided into these units: (1) to love God, (2) to love self, and (3) to love others. The eight lessons are designed to complete the entire learning process including fellowship, approach, exposition and response, and conclusion and decision as the four parts of the hour. The learner is active in discover and guided actively by the teacher toward life application. The learner is able to practice the communication process. Teacher instructions and materials are included. This study on emotional freedom is designed to teach the Christian about his emotions and give him a way of living constructively with them. It is mean to enable him to build effective relationships and in addition to enable him to serve as an effective lay-counselor to his fellowman

Reality as a Basis for Religious Education

It is the purpose of the author to present in detail the theological, philosophical, and educational presuppositions and understandings of the Educational Center and indicate their application to the Center\u27s unique educational method. In Chapter Two those concepts are presented and terms defined which express the Center\u27s view of existence, its religious dimensions, its relationship to the Christian faith, and its implications for the educational task of the Church. Chapter Three presents an overview of the Center\u27s methodology and its application to the structure of particular courses and the development of educational programs at the parish level. In Chapter Four areas for further study are suggested and an evaluation offered. The appendices contain a current list of intensive courses available through the Educational Center and a sample lesson plan illustrating the structure of a class session

UND University Village Development: Finding Community in a Diversely Populated Area

Campus planning has become an increasingly important topic over the past twenty years in the field of city planning. With many state?s universities growing at an alarming rate university officials are beginning to wonder were to look for expansion. This thesis project focuses mainly on how to integrate a new style of public university that begins to fund itself through the events that are located on campus. With this new type of development there are concerns about losing the idea of focusing the attention on the student and turning towards just trying to turn a profit. This is the case on the University of North Dakota Campus. This campus has recently expanded its boundaries to include a luxurious new hockey arena that draws in fans from around the Midwest. With such a fan draw the University is looking into ways to incorporate these new visitors into their campus without disturbing the educational element of the college. One way to achieve this goal is to promote a mixed-use development that incorporates all the users into the same site at different times. This type of high-density development will allow the University to expand its student base onto the site and allow for visitors to enjoy the college atmosphere. This thesis is focused mainly on how to integrate these two groups (visitors and students) and the Universities existing alumni who also have an interest in the site. The main idea behind this design is a form of development called New Urbanism. This type of development promotes mixed-use development at a pedestrian scale. This project will also focus on the ideas of campus planning and transit orientated design or TOD. This thesis project will attempt to create a new type of campus design which will further move the University into the community

The geometric properties of an expandable whirling-membrane solar-energy concentrator

Geometric properties of expandable whirling membrane solar energy concentrator used in conjunction with electrical conversion systems for spacecraft auxiliary power unit

North Dakota Youth Correctional Center: An Exploration of a Multi-Faceted Campus

The campus of the North Dakota Youth Correctional Center (NDYCC) lies nestled between the Heart River to the east and the scenic buttes to the south. Just outside the city center of Mandan, North Dakota. Due to a disconnected campus, NDYCC is presently struggling to implement a new treatment entitled, Educating for Quality by Understanding Interpersonal Potential (EQUIP), which is a treatment approach focusing on cognitive restructuring, anger management, social skills, and social decision-making. My project will address this problem through the re-design of the campus masterplan and the design of a new cottage prototype. To further enable NDYCC?s treatment theory to reach the next level of effectiveness, the theoretical premises of my thesis project will also focus on the interpersonal potential of the facility?s occupants, the troubled adolescents of North Dakota, through the clear organization and integration of residence, education, and incentive programs

What\u27s Going On Here?

There\u27s a cartoon around which shows a perplexed father driving home from the local high school PTA meeting with his wife; he says, Twenty years ago I was told I wasn\u27t as smart as my father. … Today rm told I\u27m not as smart as my teen-ager …. Where did we go wrong