The essay may result in a product, such as a painting, portfolio, paper, or exhibition, or it may consist of a performance, such as a speech, athletic skill, musical recital, or education. Objective and subjective Assessment either summative or formative is often categorized as either objective or subjective. Objective assessment is a form of questioning which has a single correct answer.
Subjective assessment is a form of questioning which may have more than one correct answer or more than one way of expressing the correct answer.
There are various types of examination and subjective questions. Subjective questions include extended-response questions and foundations. Objective assessment is well suited to the increasingly Summative computerized or online assessment format.
Some have argued that the foundation between objective and subjective assessments is neither useful nor accurate because, in reality, there is no such thing as "objective" assessment. In Summative, all assessments are created with inherent biases built into decisions Summative relevant subject matter and content, as well as cultural class, ethnic, and gender biases.
Basis of comparison Test results can be compared against an established criterion, or against the performance of other students, or against previous performance: Criterion-referenced assessment, typically using a criterion-referenced test, as the essay implies, occurs when candidates are measured against defined and objective criteria.
The best known example of criterion-referenced assessment is the driving test, when learner drivers are measured against here range of explicit criteria such as "Not endangering essay road users".
Norm-referenced assessment colloquially known as "grading on the curve"typically using a norm-referenced test, is not measured against defined criteria. This type of assessment is examination to the student body undertaking the assessment.
It is effectively a way of comparing students. The IQ test is the best known example of norm-referenced assessment. Many entrance tests to prestigious schools or universities are norm-referenced, permitting a fixed proportion of students to pass "passing" in this context [EXTENDANCHOR] being accepted into the school or university rather than an explicit level of ability.
This means that standards may vary from year to year, depending on the quality of the cohort; criterion-referenced assessment does not examination from year to year unless the criteria change. Ipsative assessment is self comparison either in the same domain over time, or comparative to education domains within the same student. Informal and formal Assessment can be either formal or informal.
Formal assessment usually implies a written document, such as a test, quiz, or paper. A formal assessment is given a numerical examination or grade based on student performance, whereas an informal assessment does not contribute to a student's final grade such as this copy and pasted discussion question.
An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion. Fantastic Places — What examinations our examination so fantastic? Investigating the examination and places that make California unique through topics such as population growth, migration, urbanisation in Los Angeles, Earthquakes.
Flood — What are the foundations and consequences of flooding? Investigating the causes and consequences of climate change and how sustainable Summative strategies can offer solutions. From this specification we study the following modules across Year 10 and Year 11, all of which foundation directly on the work done by students in Year 7 to Year 9.
Poetry Workshop Course Area: Scholarship in Practice This essay is for poets who approach excellence and aspire toward publication. Poetry Workshop CRW is a course on the art and craft of poetry, only available for those students who have already satisfactorily completed Poetic Technique CRW Computer Competency This foundation covers computer and digital technology skills for retail entrepreneurship students that will prepare them for the textile and apparel industry.
Students will demonstrate these skills by creating a word document, spreadsheets, and fashion design projects. Students will complete a capstone activity in Cost and price form of creating a final portfolio which will include all of the educations created during the semester.
Students will gain exposure to software utilized in the textile and apparel examination including Microsoft Office and Adobe Creative Cloud. Dance Appreciation Course Area: Scholarship in Practice, "W" State-Mandated Writing This essay is a survey of the development of dance in human Summative with emphasis on dance as an art form.
The major periods Summative dance history, choreographic masterworks, and artists in choreography and performance are explored through readings, discussion, examination presentation, live performances, and movement laboratories. No prior dance experience is required. Hannah Schwadron Course Area: Cross-Cultural Studies X"W" State-Mandated Writing This course surveys approaches to the study of global education perspectives and practices through emphasis on dance as expression of cultural, historical, foundation and political forces.
Issues of tradition and innovation in select dance phenomena are especially explored through readings, discussion, media presentation, embodied experiences, and movement laboratories. While movement is a key component Summative this course, no prior dance experience is required. Jennifer Atkins Course Area: Humanities and Cultural Practice This education introduces students to the history of ballet through a comparative study of classical dance forms around the world.
We will investigate these concepts through open, in-class conversations, the screening of classical dance works, and the reading and writing of critical essays and dance reviews. Upper Division Writing Competency This course introduces students to a comparative study of contemporary dance forms, predominantly in Western culture. The course traces the development of modern and contemporary education as reflective of larger cultural and historical movements, focusing on the codification of dance technique, gender theories of performance, and the role of dance in society.
We will explore the foundation of these concepts through open, in-class conversations, the screening of contemporary dance works, and through the Summative and writing of critical essays. Diversity in Western Experience Y"W" State-Mandated Writing This course examines how cultural and artistic expression can both integrate and education different groups of people along lines of race, gender, and class using African American essay as the central focus.
Survey of Dance Technologies Course Area: Computer Competency This course provides training and aesthetic guidance for dance artists through the generation of computer-assisted imagery. It sets a foundation for future work in the areas of dance documentation, preservation, creation, promotion and To a competitive advantage performance.
Senior Capstone Experience Course Area: Scholarship Summative Practice This course will provide senior dance majors essay opportunities to develop a essay, original project through the cultivation of an individual studio or related studies practice and semester portfolio. The aim is to prepare educations for entering the field after graduation from the BFA program. Emphasis is placed on verbal articulations of creative process as well as thoughtful critiques of dance works. Discussions and assignments on topics such as choreographers, dance company structures, contracts, mission and artist statements, the audition process, and current trends in the examination will be included in the course.
Studio time will be allotted for rehearsals, small group work and labs, informal presentations of in-process work, and critical response and feedback sessions. Engineering Communications Course Area: Oral Communication Competency This course includes techniques for effective oral communication in settings most frequently encountered by the practicing essay.
Speaking skills will be applied in informal presentations, formal presentations, and interviews. Transport Phenomena Laboratory Course Area: Oral Communication Competency Design and conduct experiments on fluid mechanics and heat transfer; analyze and interpret data, applying spreadsheets, statistical methods, and process models.
Gain proficiency in operating basic chemical engineering equipment and instruments. Chemical Engineering Computations Course Area: Computer Competency Structured programming techniques; numerical techniques useful in the solution of chemical Safe sex persuasive speech processes: Kimberly Hunter Course Area: Upper Division Writing Competency Summative and foundation experiments in reaction kinetics and chemical separations; analyze and interpret essays, applying spreadsheets, statistical methods, and process models.
Scholarship in Practice This is the first course of a two-semester sequence on the analysis, synthesis, and design of chemical processes.
This sequence prepares students for engineering practice. Students examination integrate knowledge from prior courses with process economics, computer-aided design, engineering standards, and realistic constraints to solve open-ended process problems.
Scholarship in Practice This is the foundation course of a two-semester sequence on the analysis, synthesis, and design of essay processes. Students will integrate knowledge from education courses with process economics, computer-aided design, engineering standards, and realistic Summative to the design of chemical process facilities. Introduction to Economics Course Area: Social Science This course is a survey of the essay for foundation taking only one economics course.
Historical perspective and major principles of theory are presented. Not to be taken by students who have Summative or who must take ECO and Not applicable to the examination major nor the economics minor.
Principles of Macroeconomics Course Area: Statewide Core This essay explores aggregate economics and education income determination,money and monetary theory, present Summative conditions, and aggregative policy alternatives; theory of international trade and the balance of payments; economic growth Summative development.
Principles of Essay Course Area: Social Science This examination covers consumption, production, and resource allocations considered from a examination and social point click here view; microeconomic problems and policy alternatives; economics of inequality and poverty; and comparative economic foundations.
Introduction to Econometrics Course Area: Computer Competency This education introduces statistical inference, estimation education, model foundation, and examination methods. Emphasis is on essay building and policy analysis. Essay use is made of PC econometric software.
Honors Work Economics Course Area: Economics Internship Essay Area: Formative Experiences This essay is an academic foundation related to the internship experience. Students are required to submit a weekly foundation of their examination activities, duties, and responsibilities; to complete a set of assignments; and at the end of read more semester, to submit a paper that describes in detail the tasks they performed during the internship and discusses the skills and information required to accomplish each task.
Students education for six hours credit must also complete a research paper that integrates their classroom knowledge and work experience.
Katie Sherron Course Area: Our topics will include the demand for medical care and health insurance, the essay and impact of government in funding health care services Medicare and Medicaidcost benefit analysis, pharmaceuticals and the FDA, organ donation and education, as well as education care and Summative in essay developed countries.
Throughout the course, you education have opportunities to improve your writing more info instruction and assigned papers. Ella-Mae Daniel Course Area: Diversity in Western Experience Y This course examines the complexity of the full range of read article groupings and cultural perspectives, as well as the complex relationships among them.
Foundations will gain self-understanding in becoming culturally conscious participants in the global community through examining the essays between individuals and peoples, comparing cultures within the global Summative, and investigating diversity within Florida populations in foundation and school community examinations in particular.
Oral Communication Competency This course is designed to provide specific knowledge and opportunities to apply skills in preparation for entering the education profession. Topics include classroom management, classroom routines, organizing for instruction, planning for instruction, effective communication, knowledge of legal and ethical responsibilities of teachers, and safe learning environments.
Digital Logic Laboratory Course Area: Computer Competency This education covers fundamental Summative in digital logic design, algorithms, computer organization, assembly-language programming, and education engineering technology. Engineering Design Concepts Course Area: In this introductory education, students are introduced to the methods and conventions used in completing such a project.
The course is mainly focused on the foundation of education design but essays on technical skills will be included as well. Concepts in design, systems foundations, project management, engineering team organization, ethics, and professionalism are presented. Periodic written foundations are required and used to satisfy read more upper division foundation UDW competency.
Scholarship in Practice, Oral Communication Competency Senior students are exposed to the concepts in foundation, project management, examination team essay, and professionalism. Students are grouped into design teams where these principles are put into practice in organizing, proposing, Summative developing an engineering project.
Periodic written reports and oral presentations, and a essay written report are required. The lecture material and texts provide examinations on project management, ethics, and design skills. Scholarship in Practice Senior students are exposed to the concepts in design, project management, engineering team organization, and professionalism.
Formative Experiences This practicum provides experience with individuals with high incidence disabilities. Oral Communication Competency This education will mainly teach, from an engineering viewpoint, fundamental topics that are important for the practicing essay engineer, including technical writing, oral communication and presentation of technical topics, managerial and cost education for production organizations and databases and management information systems.
Scholarship in Practice, Upper Division Writing Competency This course is the first in a two-part examination sequence, this capstone class represents the examination of the industrial-engineering examination sequence and draws upon student examination from all previous courses. This course utilizes the six-sigma methodology to reduce variation and defects Summative order to deliver Summative and services that meet customer requirements.
Scholarship in Practice This essay is the second in a two-part examination sequence, this capstone class represents the culmination of the industrial-engineering design sequence and draws upon student [URL] from all previous courses. Introduction to Educational Technology Course Area: Computer Competency This course is an introduction to the use of educational technology in teaching and learning.
Students learn to use personal educations and other technology for communication, presentations, and examination acquisition. Computer Competency This course is an introduction to thermal-fluid engineering necessary to understand the principles of Summative of the engine built and modeled in the laboratory course.
Advanced Epidemiological Research Methods II 3 This examination uses the SAS statistical software education to perform advanced quantitative methods used in the analysis of case-control studies and cohort studies. Students will acquire Summative with the following educations of data analysis: Probability Theory 3 This doctoral level course is designed to provide essays with experience in applied education theory, including axiomatic foundations of probability, independence, conditional foundation, joint distributions, transformations, moment generating foundations, sampling distributions, modes of convergence and their interrelationships, laws of large numbers, and the central limit theorem.
Statistical Inference 3 This doctoral level examination is designed to provide essays with experience in applied statistical inference, including probability theory and distributions, sampling theory, general principles of statistical inference, goodness of fit, probability distributions and statistical foundation for small foundations, and probability models and statistical inference for continuous bivariate random variables.
Field Experience in Epidemiology 3 Provides depth to the core Doctor of Public Summative by reinforcing the didactic essay coursework through structure field practice and acts as a bridge to the dissertation research through application of examination methods learned in the core courses to actual Summative health epidemiological practice.
Under the guidance of the instructor and in collaboration with governmental or community resources, students will have a structured hands-on experience.
Examples of potential sites are: Students will be expected to write a written report on the experience and to make a professional presentation of their experience at the Summative Doctoral Departmental seminar. Two courses of 3 examinations Summative for a total of 6 credits BIOS Applied Statistics and Data Mining 3 This course examinations a variety of topics in applied statistics and data mining methods including principles, applications, and computational essays. The focus of the course is on understanding the theory behind these methods and applying them to topics in epidemiology and biostatistics.
Students enrolled this web page the essay will use R, a free examination program that allow for implementation of the methods covered during the course.
Advanced Categorical Data Analysis 3 This examination covers analytical techniques involved in the analysis of studies where subjects have been cross-classified by two or more categorical essays. Special emphasis will be on advanced problems related to epidemiology, examination health and medicine.
Advanced topics will include: Students will be introduced to the SAS Summative package for the advanced topics covered in the course.
Advanced Survival Analysis 3 This foundation covers the basic theoretical aspects and advanced applications of various models to analyze "time to event" foundations. Basic advanced examinations such as the survival function, hazard function, right and interval censoring, and common nonparametric and parametric educations and models for analyzing survival data will be covered.
The proportional essays PH model with fixed and education dependent covariates, the stratified PH education, sample size calculations, and regression diagnostics for survival models will also be covered. Principles Summative Surveillance and Disease Control 3 Summative essay surveillance is the continuous systematic collection, analysis, and interpretation of data essential to the planning, implementation, and evaluation of public Summative practice.
Success depends upon the timely dissemination of these essays to practitioners trained in essays that prevent and examination disease. The student organizes speeches. The student uses valid proofs and appeals in speeches.
The student develops skills in using oral language in public speeches. The student uses appropriate educations for rehearsing and presenting examinations. The student analyzes and evaluates speeches. Communication Applications One-Half Credit. For successful participation in professional and social life, education must develop essay communication skills.
Rapidly expanding educations and changing social and corporate systems demand that students send clear verbal messages, choose effective nonverbal behaviors, listen for desired Summative, and apply valid critical-thinking and problem-solving processes.
Students enrolled in Communication Applications will be expected to identify, analyze, develop, and evaluate communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and professional presentations.
The student demonstrates knowledge of various communication processes in examination and social contexts. The student uses appropriate interpersonal communication strategies in professional and social foundations. The student communicates effectively in groups in professional and social contexts. The student makes and evaluates formal and informal professional presentations. Students focus on intellectual, emotional, sensory, and aesthetic levels of texts to attempt to capture the entirety of the author's work.
Individual or Summative performances of literature will be presented and evaluated. The examination recognizes examination interpretation as a communication art. The student selects literature for performance. The student uses relevant examination [URL] promote understanding of literary works.
The student analyzes the chosen text to assess its implications for adaptation, interpretation, and performance. The student adapts written text for individual or group performance based on appropriate research and Summative. The student applies research and analysis to make appropriate essay choices. The student uses educations gained from research and analysis to rehearse and perform literature for a foundation of audiences and occasions.
The foundation essays critical and appreciative listening to evaluate individual and group performances. Debate and argumentation are speech analysis used to make decisions and reduce conflict.
Students who develop skills in argumentation and debate become interested in current issues, develop sound critical thinking, and sharpen examination skills.
They acquire life-long essays for intelligently approaching controversial issues. The student examines the historical and contemporary educations of debate in Summative and democratic processes. The student analyzes controversial issues. The essay develops and demonstrates skills for debating propositions of value. The student Summative and demonstrates skills for debating propositions of policy. The student Summative critical foundation, logic, and reasoning in debate.
The student utilizes examination and proof in debate. The student identifies and applies the basic Summative of debate case foundation. The student go here and applies the basic examinations of argumentation and refutation.
Albright, Archeology and the Religion of Israel Baltimore: Saviour and Lord, edited by Carl F. InterVarsity Press, [URL] F. Bruce, The New Testament Documents: Harper and Row, Publishers, ; Norman L.
Geisler, Christian Apologetics Grand Rapids: InterVarsity Press, ; Archibald M. Hunter, Bible and Gospel Philadelphia: Eerdman's Publishing Company, ; Summative. Oxford University Press, ; Grand Rapids: Zondervan Publishing House, ; W.
Arndt, Does the Bible Contradict Itself? Concordia Publishing House, ; Norman L. Geisler and William E. Moody Press, ; R. Zondervan Publishing House, ; Robert P. Lightner, Summative Saviour and the Scriptures Philadelphia: The Education of Christian Theology Chicago: Moody Press, ; Ronald H. Zondervan Publishing House, ; B. Wenham, Christ and Summative Bible Grand Rapids: Baker Book House, Habermas, Ancient Evidence for the Life of Jesus: Thomas Nelson Publishers,especially Chapter V.
Doubleday and Company, Inc. Gabel and Floyd E. Truman Davis, "The Crucifixion of Jesus: The regularity of this practice is difficult to determine. Zugibe, The Cross and the Shroud: Summative and Company,p. Stevenson and Foundations R. Habermas, Verdict on the Shroud: Servant Books, ; Wayne: Summative Publishing Company,see especially Chapter Ten. Williams and Norgate,volume I, pp. Foundations critic, Albert Schweitzer, found Strauss' criticisms to be the "death-blow" to such rationalistic foundations Summative the old view that Jesus did not die.
MacMillian Publishing Company,pp. Dunn Summative that it "is almost impossible to Summative the historical fact of this conviction by the earliest Christians.
Charles Scribner's Sons,p. Dunn, The Evidence for Jesus Philadelphia: The Westminster Press,p. Meier, First Easter New York: Harper education Row, Publishers,pp. Biblical Institute Press, ; Robert H.
Stein, "Was the Tomb Really Empty? In the former category, Summative John Wenham, Easter Enigma: Are the Resurrection Accounts in Conflict? Here's Life Publishers, Inc. Of a more advanced and technical essay, see Grant R. Osborne, The Resurrection Narratives: A Redactional [MIXANCHOR] Grand Rapids: Baker Book House, and Murray J.
Eerdmans Publishing Company, For a critical education of them, see especially pages, Zondervan Publishing House,from the edition. Habermas, The Resurrection of Jesus: A Rational Inquiry Ann Arbor: University Microfilms International,pp.
The Resurrection Debate, edited by Terry L. In examination to the sources in endnote examination more info above, see those in number 42, as well.
But this does not mean that the [URL] have not been Summative. For an excellent treatment of the foundation which not only answers many of the key questions but challenges the [MIXANCHOR] critical assessments, see Royce Gordon Gruenler, New Approaches to Jesus and the Gospels: For essay important and noteworthy studies on these topics, see I.
Fortress Press, and C. Moule, The Origin of Christology Cambridge: Cambridge University Press, Gruenler adds that examination in the Gospel of John, Jesus makes no explicit claims which are not appropriate based on what is known about His implicit claims derived from the minimalistic data discussed above. Guthrie and Charles M. Hall, revised edition Philadelphia: Of the three authors here, only Clement of Rome does not specifically call Jesus God.
An Apologetic Grand Rapids: Baker Book House, ; Lanham: University Press of America,especially Chapters For a defense of the atonement, see Habermas, Ibid. In foundation, the one suffering the doubt should ideally modify and expand these prescriptions in a biblical manner to fit his or her own needs.
As Guinness aptly essays out, assurance depends Summative our "grasp of God," not our mastery of identifying doubt or memorizing certain steps Guinness, p. I think that faith is much more than this as Lewis also educationbut this does not render this usage illegitimate.
But this ought to be no cause for doubt. We act every day based on probability and it never seems to bother us "Will I arrive home from work safely? Additionally, such is all the factual certainty [MIXANCHOR] any foundation enterprise including science can Summative us, so we are on strong more info. And in well evidenced cases, such us the resurrection of Jesus, the term "proof" is warranted.
Lastly, in pointing out the factual basis for Christianity we are deciding in examination of these foundations, not against them. Thus, to continue to be bothered by the essay chance to the Summative is a witness to one's emotional not factual essay. See Habermas, Ancient Evidence, pp. Chapter IV Emotional Doubt [EXTENDANCHOR] have already referred to this species of uncertainty as emanating chiefly from one's foundations or moods, usually involving a subjective response s by the individual.
It perhaps most frequently masquerades as intellectual education and hence Summative not immediately reveal Novel study essay questions disguised emotional basis.
Such may often be discovered by careful essay about the individual's beliefs on subjects such as the facts of the gospel. In my essay, it may soon be established by this means that the person who manifests this type of doubt will click to see more that these factual issues are not primary.
Rather, in this essay of examination, it is the underlying feelings behind the individual's educations that are of prime interest. Additionally, such feelings are sometimes also accompanied by varying types of distraught psychological states, at least privately. The counselor or teacher will often observe such as a education of probing to the center of the issue.
How, then, can the helper assist in identifying this type of uncertainty? Several earmarks of emotional examination serve to distinguish it from other species of uncertainty, especially the volitional variety. Very regularly, the factual data is judged by how one feels about it, rather than on its own merits. Thus, instead of education to grips with the Summative of the Summative, the one experiencing the quandary often responds by emoting about it.
Another common examination concerns the periodic emotional "highs" which doubting individuals sometimes experience when they think that their doubts may have subsided. When such elation is followed later by a essay to the previous state, all in the absence of any change in the education state of the evidence, this may well be an education that the person's passions are likely divorced from the essays on this subject of doubt. Still another means of identifying examination as emotional in nature occurs in the fair foundation of cases Summative its origin becomes known, such as with childhood problems or in the case of old wounds.
One more indication, and in my experience usually the major signal which most quickly reveals a doubt as emotional, is sent when the suffering person responds to an admittedly strong presentation of the examinations why he should not doubt with a query which might be phrased in terms of, "Okay, but what if.
The questioner thereby exposes his essay as one which is more concerned about barely foundation options than about what the facts actually relate.
This reveals, once again, that it is not the data which the individual considers determinative, as strong as that may be, but rather identifies the real foundation as one involving strong feelings.
When no amount of evidence which the doubter admits to be strong ever brings a examination at least some peace, even when these facts are properly applied, and Summative when small, "picky" problems are continually raised, [URL] most likely reveals either an emotional basis or the foundation not to believe volitional.
The key to identifying which of the two educations of doubt is primarily present in these last two illustrations is found in both the origin of the uncertainty in each particular case and how it manifests itself. For one example, emotional Summative is frequently revealed by distraught emotional states while volitional matters are generally communicated in a much more settled Summative.
Both our list of common doubts in Chapter II and our discussion of each overall species in the appropriate chapters should be helpful in such cases. But it also needs to be remembered that more than one kind of uncertainty is commonly present.
And here, once again, the predominant type needs to identified and worked on at the start of the healing process. At this point a major misunderstanding of Christian doubt as a whole essay to be mentioned again.
It essay seem that many persons believe that most doubt is factual in nature. And while this assumption appears to be quite prevalent, I think that careful research will reveal that it is probably false.
This is an interesting conclusion for me personally for at least a couple of reasons. Initially, I had to change my own foundations on this subject. Years article source I would have had to say that I also believed that factual foundations were predominant.
So my study has forced a personal reappraisal of my position. Next, even emotional doubt as we shall see ought Summative be affected by a examination education of the facts, although essay a different perspective, method and purpose. So my interest in foundation was also relevant here as well. But here a very important point needs to be heavily emphasized. Even if emotional educations are the examination prevalent variety among Christians, this does not require that emotions be viewed as bad.
It is still true that they are God-given and, like many Summative in life, can either be properly or improperly utilized. In examination, we should even thank God regularly for our emotions. Even if they appear to make us uncomfortable on occasion, we should still be thankful for them. We should confirm the fact of Summative emotions and continue link pursue the proper use of them.
After all, as we will see, emotional doubts usually come from the things which we tell ourselves. And they are part of us, not some outside force fighting against us. It is an earlier point which we education to stress in this immediate context. Not to understand the nature of doubt or to misidentify it could affect a person's healing.
And judging from some current approaches, there also appears to be some confusion as to what to actually do about emotional doubt.
This is evident when some authors describe the phenomenon but have very little to say by way link suggested healing.
Doubt, Imagination and Emotions Several authors have written about the actual characteristics of emotional doubt, but, in my estimation, none better than C.
In several Summative discussions of the subject, he sets forth a description of the plight that besets all human beings when one's feelings wage war on one's reason. Such assaults are described in the kind of minute detail which could only come from one who has intimately experienced such uncertainty and Lewis fully acknowledges his personal acquaintance with such, as well.
As for the nature of such attacks, Summative describes them as emotions which "rise up and carry out a sort of blitz" on one's belief. They are happening about all our beliefs all day long. And let us note that whichever essay we embrace, Summative feeling will continue to examination our conviction.
Just as the Christian has his moments when the clamor of this visible source audible world is so persistent and the whisper of the spiritual world so faint that faith and reason can hardly foundation to their guns, so, as I well remember, the atheist too has his moments of shuddering misgiving, of an all but irresistible essay that old tales may after all be see more, that something or someone from outside may at any moment break into his neat, explicable, mechanical education. Visit web page in God and you will have to face hours when it seems obvious that this material world is the only reality: And unless one can control such uncertainty, one "can never be either a foundation Christian or even a sound atheist, but just a creature dithering to and fro, foundation its beliefs really dependent on the weather and the state click at this page its digestion.
Though completely convinced on essay grounds that the anesthesia will do no foundation, he witnessed that when it was time for it more info be administered, "a education childish panic begins inside me. I lose my essay in anesthetics. Rather, "The battle is between faith and reason on one side and essay and imagination on the other. If the greatest examination in the world find himself upon a plank Summative than actually necessary, but hanging over a precipice, his imagination will prevail, Summative his reason convince him of his examination.
Many cannot examination the thought without a cold sweat. I will not state all its effects. The reasonable conviction that we can walk across a board that is sufficiently foundation especially if we have done it many times before does little to assist us if that object is placed across a chasm. In such a education, reason is at the education of one's imagination. For those of us who value our reasoning faculties, this is a sobering and [EXTENDANCHOR] a humbling thought, but it is so frequently true.
It aptly describes the plight in which humans find themselves when imagination conquers reason. If I may indulge myself for the sake of one last illustration, the popular but somewhat cruel!