Two baptisms in the acts of the apostles

There has long been a discussion, in both exegetical and theological circles, about the relationship between water baptism and Spirit baptism. Certainly, there is reference to both baptisms in Luke-Acts (e.g., Luke 3,16; Acts 8,36-38); unfortunately, Luke does not give us enough data about them so that we can understand them in such a way as to answer all questions. On the other hand, it seems that the two baptisms can be distinguished well enough to give us good understanding of the relation between them and the difference that separates them. It is worth perusing Acts to see just what these two baptisms are, and to make sure we do not confuse the one with the other. We begin with the very early statement of Acts, wherein Jesus calls the Pentecost outpouring of the Spirit a 'baptism in the Holy Spirit' (Acts 1,5).peer-reviewe

Deposition of Dorothy Kilgallen Kollmar, New York Journal American Reporter

Deposition statement of New York Journal American Reporter Dorothy Kilgallen Kollmar. She answers Attorney F. Lee Bailey\u27s questions regarding conversations she had with trial Judge Blythin (in chambers) before the trial proceeded. Her statements indicate that Judge Blythin believed the case was open and shut and also his surprise of all the media attention the case brought. Kollmar commented that the case was a good media draw because of the classic mystery surrounding the murder

Concept Mapping As A Tool To Promote Cognitive Integration

For 20 years there has been a push to integrate the basic and clinical sciences in medical school curricula. Recently, studies have suggested that cognitive integration by the student is best achieved when the relationships between basic science and clinical domains are explicitly demonstrated. Concept mapping in response to a prompt, which asks students to create relationships among clinical and basic science concepts, should provide explicit connections that lead to a deeper conceptual understanding of the material. We designed a study to test the hypothesis that concept mapping improves the ability of students to diagnostically discriminate between multiple endocrinopathies when compared to students who were provided with similar resources. We also looked to see if knowledge retention was correlated with concept mapping or the type of notes taken during studying.https://dune.une.edu/cetl_minigrant_posters/1001/thumbnail.jp

Was Jesus Right to Eat with Sinners and Tax Collectors?

All Jewish religious teachers wanted sinners to repent; how one achieves this was disputed, as was Jesus\u27 choosing to associate with sinners in their houses and at their meals. Four times Luke describes Jesus as fraternizing with sinners, which violated Jewish pious practice. The first three times (chaps. 5, 7 and 15) Jesus underlines his motive for this conduct and its value; the fourth time (chap. 19), and rather late in the Gospel, Luke shows that indeed Jesus\u27 method proved true, i.e. the wisdom of his conduct was shown justified by repentant children of God

Conditional expression of Spry1 in neural crest causes craniofacial and cardiac defects

<p>Abstract</p> <p>Background</p> <p>Growth factors and their receptors are mediators of organogenesis and must be tightly regulated in a temporal and spatial manner for proper tissue morphogenesis. Intracellular regulators of growth factor signaling pathways provide an additional level of control. Members of the Sprouty family negatively regulate receptor tyrosine kinase pathways in several developmental contexts. To gain insight into the role of Spry1 in neural crest development, we analyzed the developmental effects of conditional expression of Spry1 in neural crest-derived tissues.</p> <p>Results</p> <p>Here we report that conditional expression of Spry1 in neural crest cells causes defects in craniofacial and cardiac development in mice. <it>Spry1;Wnt1-Cre </it>embryos die perinatally and exhibit facial clefting, cleft palate, cardiac and cranial nerve defects. These defects appear to be the result of decreased proliferation and increased apoptosis of neural crest and neural crest-derived cell populations. In addition, the domains of expression of several key transcription factors important to normal craniofacial and cardiac development including <it>AP2</it>, <it>Msx2</it>, <it>Dlx5</it>, and <it>Dlx6 </it>were reduced in <it>Spry1;Wnt1-Cre </it>transgenic embryos.</p> <p>Conclusion</p> <p>Collectively, these data suggest that Spry1 is an important regulator of craniofacial and cardiac morphogenesis and perturbations in Spry1 levels may contribute to congenital disorders involving tissues of neural crest origin.</p

Student Perceptions Of Integrated Vs. Separate Basic Science And Clinical Resources

For 20 years there has been a push to integrate the basic and clinical sciences in medical school curricula. Recently, studies have suggested that cognitive integration is achieved when the relationships between basic science and clinical domains are explicitly demonstrated. In order to investigate methods that promote cognitive integration we performed a pilot study to develop and test different learning resources. We then surveyed students’ perceptions of these resources and analyzed how the resources affected their note taking. Our study suggests that the type of resources can influence the type of note-taking done by students, and that the process of taking integrated notes can enhance learning and retention. This was a pilot study and is limited by its small sample size. Additional research is planned to confirm and expand on these results.https://dune.une.edu/cetl_minigrant_posters/1000/thumbnail.jp