Definition and Examples of Sermons

A sermon is a form of public discourse on a religious or moral subject, usually delivered as part of a church service by a pastor or priest, possibly taking the form of a jeremiad.  It comes from the Latin word for discourse and conversation. Examples and Observations For many centuries, from the early Middle Ages onward, sermons reached a far larger audience than any other type of non-ritualistic discourse, whether oral or written. They are entirely in the oral tradition, of course, with the sermonist as the speaker and the congregation as the hearers, and with a live relation between the two. The sermon gains in potential effect because of the hallowed nature of the occasion and the religious nature of the message. Moreover, the speaker is a figure endowed with special authority and set apart from the willing hearers who are listening.(James Thorpe, The Sense of Style: Reading English Prose. Archon, 1987)I have been rather reluctant to have a volume of sermons printed. My misgivings have grown out of the fact that a sermon is not an essay to be read but a discourse to be heard. It should be a convincing appeal to a listening congregation.(Martin Luther King, Jr. Preface to Strength to Love. Harper Row, 1963)The various means through which heare rs are gratified implies, of course, that a sermon may answer to very different needs. . . . In a sense, these motives for audience attendance correspond with the threefold aim of classical rhetoric: docere, to teach or persuade the intellect; delectare, to delight the mind; and movere, to touch the emotions.(Joris van Eijnatten, Getting the Message: Toward a Cultural History of the Sermon. Preaching, Sermon and Cultural Change in the Long Eighteenth Century, ed. by J. van Eijnatten. Brill, 2009)St. Augustine on the rhetoric of the sermon:After all, the universal task of eloquence, in whichever of these three styles, is to speak in a way that is geared to persuasion. The aim, what you intend, is to persuade by speaking. In any of these three styles, indeed, the eloquent man speaks in a way that is geared to persuasion, but if he doesn’t actually persuade, he doesn’t achieve the aim of eloquence.(St. Augustine, De Doctrina Christiana, 427, trans. by Edmund Hill)It was p erhaps inevitable that Augustines opinion would have a strong influence on the future development of rhetoric . . .. Moreover, the De doctrina provides one of the few basic statements of a Christian homiletic prior to the emergence of the highly formalized thematic or university style of sermon about the beginning of the 13th century.(James Jerome Murphy, Rhetoric in the Middle Ages: A History of Rhetorical Theory From Saint Augustine to the Renaissance. Univ. of California Press, 1974)Excerpt from the most famous American sermon:There is no want of power in God to cast wicked men into hell at any moment. Mens hands cant be strong when God rises up: the strongest have no power to resist him, nor can any deliver out of his hands.He is not only able to cast wicked men into hell, but he can most easily do it. Sometimes an earthly prince meets with a great deal of difficulty to subdue a rebel that has found means to fortify himself and has made himself strong by the number of his follow ers. But it is not so with God. There is no fortress that is any defence against the power of God. Though hand join in hand, and vast multitudes of Gods enemies combine and associate themselves, they are easily broken in pieces: they are as great heaps of light chaff before the whirlwind, or large quantities of dry stubble before devouring flames. We find it easy to tread on and crush a worm that we see crawling on the earth; so tis easy for us to cut or singe a slender thread that any thing hangs by; thus easy is it for God, when he pleases, to cast his enemies down to hell. What are we, that we should think to stand before him, at whose rebuke the earth trembles, and before whom the rocks are thrown down!(Jonathan Edwards, Sinners in the Hands of an Angry God, delivered at Enfield, Connecticut on July 8, 1741)

The Periodontal Disease ( Dental Plaque ) - 1236 Words

The periodontal diseases are highly prevalent and can affect up to 90% of the worldwide population. Gingivitis ,the mildest form of periodontal disease, is caused by the bacterial bioï ¬ lm (dental plaque) that accumulates on teeth adjacent to the gingiva (gums). However, gingivitis does not affect the underlying supporting structures of the teeth and is reversible. Gingivitis, the mildest form of periodontal disease ,is highly prevalent and readily reversible by simple, effective oral hygiene. Gingivitis affects 50–90% of adults worldwide, depending on its precise deï ¬ nition3. Inï ¬â€šammation that extends deep into the tissues and causes loss of supporting connective tissue and alveolar bone is known as periodontitis. Periodontitis results in the formation of soft tissue pockets or deepened crevices between the gingiva and tooth root. Severe periodontitis can result in loosening of teeth, occasional pain and discomfort, impaired mastication, and eventual tooth loss. Although prevalence estimates differ on the basis of how the disease is deï ¬ ned, the prevalence, severity, and rate of disease progression clearly varies worldwide.4,5. Periodontitis is generally more prevalent in developing countries,6 although disease may not necessarily be extensive or severe in indigenous populations 7. Classification of periodontal diseases and conditions : On October 30–November 2,Show MoreRelatedPrevention Of The Periodontal Disease1218 Words   |  5 PagesMany people are diagnosis with heart disease or suffer from a heart condition each year. Heart disease or cardiovascular disease is developed over time caused via clogged arteries, abnormal heart rhythm, birth defects, excessive smoking, and even excessive consumption of lipids. An assumption of how cardiovascular disease is developed could be associated with periodontal disease. In the study of the periodontal, periodontal disease is inflammation of the surrounding tissue of the gums, teeth, andRead MoreEssay about Periodontal Disease1184 Words   |  5 PagesPeriodontal Disease   Ã‚  Ã‚  Ã‚  Ã‚  Periodontal disease is more commonly known as gum disease or gingivitis. This infection is serious enough, that it can lead to tooth loss if left untreated. This chronic infection starts around the tooth and it affects the supporting bone and gums. Periodontal disease can affect anywhere from one tooth to all thirty-two teeth. The disease pathology starts with the plaque that builds up on your teeth everyday.   Ã‚  Ã‚  Ã‚  Ã‚  The plaque build up causes the gums to become redRead MorePeriodontal Disease1234 Words   |  5 PagesOctober 2002 Why Periodontal Disease Should be a Concern to All. Periodontal disease is more commonly known as gum disease or gingivitis. This infection is serious enough, that it can lead to tooth loss if left untreated. This chronic infection starts around the tooth and it affects the supporting bone and gums. Periodontal disease can affect anywhere from one tooth to all thirty-two teeth. The disease pathology starts with the plaque that builds up on your teeth everyday. The plaque build up causesRead MoreCause/Effect of Dental Hygiene Essay662 Words   |  3 Pagesthat cavities can lead to even more serious dental problems? Do you know that if you arent practicing good oral hygiene, youre opening the door to dental problems that isnt easy to close? If you dont take care of your teeth,think about how much harder easy life tasks would be for you. It is not that hard to simply brush your teeth twice a day and floss them once. The effects of not having good oral hygiene are cavities, gingivitis, and periodontal disease. A cavity is the least severe effect ofRead MorePeriodontal Disease And Its Effects On The Body1511 Words   |  7 PagesAbstract Periodontal disease is an exaggerated immune response to dental bacterial plaque biofilms. It is broken down into the two categories of gingivitis and periodontitis. Gingivitis affects the gingiva and is marked by a red, swollen, inflamed appearance. Periodontitis affects the entire periodontium and is marked by clinical attachment loss. Autoimmune disorders are caused by a faulty immune system that targets the body’s own cells and attacks the host’s organs causing tissue destructionRead MoreEssay about Symptom, Causes, Prevention, and Treatment of Gingivtis1473 Words   |  6 Pagesform of periodontal disease and is when the gums are inflamed. Periodontal disease is inflammation and infection that destroys the tissues of the gums in the teeth (MedlinePlus n. pag.). Gingivitis typically precedes periodontitis but it is important to understand that not all gingivitis progresses to periodontitis (â€Å"Gum Disease† n. pag.). Most of the time gingivitis is from not brushing and flossing which may cause medical disorders or the use of certain drugs. Gingivitis is a common disease in whichRead MoreSymptoms, Causes, Prevention, and Treatment of Gingivtis Essay1512 Words   |  7 PagesGingivitis is a type of periodontal disease and is when the gums are inflamed. The gums in the teeth destroy the tissues because of the inflammation and infection known as periodontal disease (MedlinePlus n. pag.). Gingivitis typically precedes periodontitis but it is important to understand that not all gingivitis progresses to periodontitis (â€Å"Gum Disease† n. pag.). Most of the time gingivitis is from not brushing and flossing which may lead to the use of certain drugs and source of medical disordersRead MoreThe Role Of Periodontitis As A Risk Factor For Systemic Diseases1397 Words   |  6 Pagesthis research paper, I will be writing about Periodontitis as a risk factor for Systemic Diseases. It has been known that some systemic diseases alter t he presentation and progression of periodontal disease. Evidence suggests that periodontal disease may play a role as a risk factor in developing and management of a serious systemic disease. Periodontal infections have been implicated in cardiovascular disease, preterm and low- birth weight infants, and bacterial pneumonia. In addition, it appearsRead MorePeriodontal Disease And Manual Dexterity1359 Words   |  6 PagesPeriodontal disease and manual dexterity in an aging population Periodontal disease is the fifth most common health problem in Australia (Australian Institute of Health and Welfare [AIHW], 2015). Periodontal disease is associated with large costs to the health system and reduction in the quality of life, and wealth, of Australians (AHMAC Steering Committee for National Planning for Oral Health, 2001). The greatest contributor to the development of periodontal disease is the accumulation of plaqueRead MoreChronic Periodontitis And Its Effects On The Adults And Adults Essay1809 Words   |  8 Pages(Merin, 2015) This periodontal disease of inflammatory origin is thought to be the result of host immune response against bacterial colonies in the subgingival plaque.(Merin, 2015) In many cases, systemic and environmental factors play a significant role in the disease progression. Common risk factors such as uncontrolled diabetes mellitus and smoking, contribute to periodontal destruction in genetically susceptible individuals by modifying the hostâ €™s immune reactions towards periodontal pathogens. Clinically

Learning and Demonstrating Critical Thinking Skills- myassignmenthelp

Question: Discuss about theLearning and Demonstrating Critical Thinking Skills. Answer: What is critical thinking and why is it a necessity? Many scholars agree that critical thinking is a disciplined intellectual process. The process engages a student to actively and skillfully conceptualize, apply, analyze, synthesize, and evaluate the information presented (Wisdom Leavitt, 2015). This information may come from observations, reflection, reasoning, communication, experience or beliefs. Also, there are still others scholars like (Mulnix, 2012) who believe that critical thinking is metacognitive or a process of thinking about thinking. Nevertheless, all explanation leads to the same thing. Critical thinking skill has various advantages. One of them is that it enables students to act rationally in scientific, social, and practical situations (Wisdom Leavitt, 2015). Simply put, scholars who think critically solve problems efficiently. Indeed, critical thinking goes beyond just having knowledge or information on a concept. The current evolving world requires problem solvers and people who can make an informed decision. Therefore, it requires a student to have the skill to make informed decisions either in the study or at a workplace. Critical Thinking Process Critical thinking is a learning process. The skills need development, practice, and regular integration. With this, students need to focus their attentions on the content application, learning process, and assessment methods. By content application, it means that students need to distant themselves from memorizing facts within the content. Instead, they should use those facts to stimulate their thinking (Popil, 2011). Instead of memorizing the facts, students should analyze them, synthesize, and evaluate that information to make an informed decision. Critical thinking is a constant mental process. In (Railean, Elc?i Elc?i, 2017), critical thinking continuously challenges the students to think about their thinking capabilities, improve them, and use them as higher-order thinking skills. On the part of assessments, (Lai, 2011) suggests that the learning should focus on assessments that emphasize thinking rather than the facts. The grading system, the question, and tests should focus on challenging the student intellectually instead of memory recalls. Learning critical thinking should include subjective tools like academic research and case studies (Lai, 2011). The activities are avenues for analysis where students can demonstrate their knowledge in the concerned situation. Furthermore, students can focus on multiple-choice questions that challenge them to think critically. Integrating Critical Thinking Skills While students are learning and demonstrating critical thinking skills, they need to understand that it requires more than simplistic engagement. Students would need to engage themselves in the research to gain addition discovery of information (Wisdom Leavitt, 2015). Besides, they also need to use academic sources and employ heuristic techniques in solving problems. For this reason, studies like (Wisdom Leavitt, 2015) studies have revealed that students who engage in experimental learning score higher on assessments when compared with students who learn by traditional textbook or lecture methods. Heuristic learning techniques help students to learn, understand, discover, or solve problems on their own. This process happens through experimenting and evaluating possible solutions, in addition to trial and error practices. In (Haynes, Lisic, Goltz, Stein Harris, 2016), the study found that problem-based learning projects promote critical thinking and problem-solving skills. In essence, the study also revealed that active participation within learning processes like self-direction, teamwork, creative discussion, and integration of a variety of knowledge helps students to learn or demonstrate critical thinking skills. In (Haynes, Lisic, Goltz, Stein Harris, 2016), the study revealed that problem-based learning environments increase students knowledge acquisition and thinking skills. Similarly, the findings confirmed that work based learning, research and critical reflection on academic sources promote the integration of critical thinking skills. Methods of Promoting Critical Thinking Skills There are various methods that higher education students can employ to learn and demonstrate critical thinking skills. One of this is through answering questions from different questioning tactics. In (Davis, 2013), questions using different question approach can enrich the students' critical thoughts. Depending on questions formation, students may demonstrate various critical thinking skills to interpret, analyze, and recognize the hypotheses to come up with a logical conclusion. Classroom discussion is another method that students may use to promote their critical thinking. Various techniques are available for discussion. For instance, a negotiation model where students engage in credible but antagonizing arguments (Haynes, Lisic, Goltz, Stein Harris, 2016). Other strategies are like discussing an issue with pros and cons. Additionally, writing and research can work as a powerful vehicle that students can use to expand their thinking methods. Students who involve themselves in writing and research acquire astounding results. Research writing as a process and product, it uniquely brings certain powerful learning strategies. Elements of a Critical Thinking Activity Above all, all the methods that students may use to learn or demonstrate their thinking should reveal the following elements. For one, there should be an ill-structured problem (Lai, 2011). These are problems that with questions, scenarios or case studies that do not have a wrong or a right answer. They may also include controversial issues that need a reflective judgment. Notably, any right or wrong responses exist only where the student gives a supporting logical reasoning. The next element that students should demonstrate in a critical thinking activity is a criterion to assess their thinking (Hsiao, Chen Hu, 2013). Thinking assessment demands a framework showing why students think the way they are thinking. For example, one can answer questions like, why do you think, why do you like, explain your thoughts, what is your perspective e.tc. All these are best questions for demonstrating one's critical thinking skills. Finally, the activity should have room for the improvement of thinking. Students will achieve this by creating a culture of inquiry. This is where students think about their thinking activity and also reflect on the practice logical constructs of their thoughts. This one allows the student to reconsider and revise their learned or demonstrated thinking skills. Conclusion This paper intended to examine how critical thinking skills can be learned and demonstrated by higher education students. The goal for every student is to acquire critical thinking skills. It is through learning activities where students can learn and demonstrate their critical thinking abilities. However, like with any skill, even critical thinking requires practice, patience, and learning. This effort is not a one-day task, it takes some time, but the effort is rewarding. Students who think critically have an easier time solving real-world problems than those who don't. Finally, it is material that critical thinking skills be encouraged and reinforced in higher education and all levels of education. This effort will be a good way to plant the seed of critical thinking to all students in the hope that the skills will grow over time. References Davis, J. (2013). Improving Students Critical Thinking and Classroom Engagement by Playing the Devils Advocate. An Online, Openaccess Peer-Reviewed Education Journal Of The Graduate Centre, CUNY. Retrieved from https://traue.commons.gc.cuny.edu/issue-2-fall-2013/davis/ Haynes, A., Lisic, E., Goltz, M., Stein, B., Harris, K. (2016). Moving Beyond Assessment to Improving Students Critical Thinking Skills: A Model for Implementing Change. Journal Of The Scholarship Of Teaching And Learning, 16(4), 44. https://dx.doi.org/10.14434/josotl.v16i4.19407 Hsiao, W., Chen, M., Hu, H. (2013). Assessing Online Discussions: Adoption of Critical Thinking as a Grading Criterion. International Journal Of Technology, Knowledge Society, 9(3), p15-25. Retrieved from https://web.b.ebscohost.com/abstract?direct=trueprofile=ehostscope=siteauthtype=crawlerjrnl=18323669AN=95552731h=yu7k1QTJ%2b3YqrzJDUbIv7SOis81%2fTeVmIp77FYO0ZjJgGuzDTJOuD%2bIQPd6GG5BclfpMYOrqje74G8DE3dpSdA%3d%3dcrl=fresultNs=AdminWebAuthresultLocal=ErrCrlNotAuthcrlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d18323669%26AN%3d95552731 Lai, E. (2011). Critical Thinking: A Literature Review. Research Report. Retrieved from https://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf MULNIX, J. (2012). Thinking Critically about Critical Thinking. Educational Philosophy And Theory, 44(5), 464-479. https://dx.doi.org/10.1111/j.1469-5812.2010.00673.x Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204-207. https://dx.doi.org/10.1016/j.nedt.2010.06.002 Railean, E., Elc?i, A., Elc?i, A. (2017). Metacognition and Successful Learning Strategies in Higher Education (p. 42). [S.l.]: Information Science Reference. ?enda?, S., Ferhan Odaba, H. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers Education, 53(1), 132-141. https://dx.doi.org/10.1016/j.compedu.2009.01.008 Wisdom, S., Leavitt, L. (2015). Handbook of research on advancing critical thinking in higher education (p. 371). IGI Global.