Bilingual Education Essays (1072 words) - Bilingualism,

Bilingual Education ADVOCASY PAPER BILINGUAL EDUCATION IS BENEFICIAL TO STUDENTS ABILITIES TO ASSIMILATE IN THE MAINSTREAM CULTURE English only--sink or swim? Yeah right! Instead of English Only Advocates worrying about bilingual education cost in our school system, why not take advantage of the skills our ethnic minorities possess to move our economy forward? They are obviously not thinking clearly, because the benefit of bilinguals, significantly outweigh the bad. To deny our youth the opportunity for upward mobility and skill to become more marketable in a worldwide capacity is inhumane. They believe bilinguals threaten to sap our sense of national identity and divide us along ethnic lines. They also fear that any government recognition of minority languages ?sends the wrong message? to immigrants, encouraging them to believe they can live in the U.S.A. without learning English or conforming to ?The American? way. That is an overt, racist, and paranoid view, don?t you think? The most significant issues that support bilingual education for students ability to assimilate in the mainstream culture are, the devel opment of students linguistic resources and preserve their cultural heritage, contributions to the American economy, and diversity. The development of a students language and preservation of their culture is essential for the upward mobility of today?s youth. There always have been some immigrants who viewed themselves explicitly as the preserver and savior of their languages and heritages. Since the late 1800s, ethnic minorities in America have been consistently characterized as culturally inferior. Their language right has consistently been the subject of political review. Politicians do not have (PCC(SW) Taylor/16603/Mr. Jones/Small Group 2/23 Feb 00 the right to force people to master their language and values just because they are the dominant society. They should encourage and support students to the attainment of bilingual or multilingual skills. They should also consider that students coming from homes where two or more languages are used will face difficulty in applying while in the school environment. The fact that so few Americans command any other language than English is largely a result of educational failure and cultural inadequacies. The American economy will benefit from bilingual education because historically multilingual personnel are smarter, academic skills are sharper, and their contributions to society are immeasurable. English is the one language that offers the biggest market, the largest pool of talent, and the greatest probability of being able to communicate with anyone on the planet. Bilingual education is a tool for better education that children whose primary language is not English learn more easily. Industry and Information Technology dance to English lyrics. Students will have no future in the Information Technology field if they cannot command English as an effective medium of communication. ?Furthermore, good bilingual programs are about more than learning a language. They should be based on a respect for diversity and multiculturalism, and parents and community must be essential partners.? (Rethinking schools Vol 1. 13, #2.). Over 80% of today?s Internet WEB pages, databases and other enhanc ing computer programs are in English. It is in the best interest of all countries to ensure their children are bilingual and computer literate. Diversity in today?s society is essential to the success of this nation. The lack of bilingual personnel has most recently created major problems for U.S. security agencies. Specifically, ?Of the more than 500,000 American troops deployed to the Persian Gulf during Operation Desert Storm, the Department of Defense was able to identify just 45 U.S. military personnel with any Iraqi language backgrounds, and only 5 of these were trained in intelligence operations? (James Crawford?s homepage). The statement above is a perfect example of why it is important to possess the ability to read, write and speak in foreign languages. Those who oppose such diversity really must take timeout to reevaluate their philosophy. Their views are closed minded, stupid, and most importantly serve to cripple this nation?s ability to remain a super power. It does not take a rocket scientist to know that multilingual personnel are generally smarter than those who only speak one language. They possess the inte lligence to mix in a wide variety of cultures and share their experience with America. So I say again, why not support bilingual education? Bilingual education gives jobs and local power to

ACT Test Dates 2018-2019

ACT Test Dates 2018-2019 SAT / ACT Prep Online Guides and Tips At PrepScholar, we constantly review the best data to inform you about future test dates. If you know the future registration dates and test schedule, you can create your study plan and stay organized, allowing you to lessen your stress and reach your target score. In this article, I’ll give you the the ACT test dates for 2018-2019 and explain the factors to think about when choosing your test date. ACT Test Dates for 2018-2019 Here are the anticipated test dates, registration deadlines, and score release dates for 2018-2019. The test dates are confirmed by ACT, Inc., the others are our projections based on historical data. Test Date Deadline Late Deadline Score Release* Sept 8, 2018 Aug 3, 2018 Aug 17, 2018 Sept 18; Oct 2, 2018 Oct 27, 2018 Sept 21, 2018 Oct 5, 2018 Nov 6; Nov 20, 2018 Dec 8, 2018 Nov 2, 2018 Nov 16, 2018 Dec 18, 2018; Jan 1, 2019 Feb 9, 2019 Jan 4, 2019 Jan 18, 2019 Feb 19; Mar 5, 2019 Apr 13, 2019 Mar 8, 2019 Mar 22, 2019 Apr 23; May 7, 2019 June 8, 2019 May 3, 2019 May 17, 2019 June 18; July 2, 2019 July 13, 2019 June 14, 2019 June 21, 2019 July 23; Aug 6, 2019 *= Refers to online score release. The first date is when multiple choice scores come out, and the second one is when complete scores are available. How Accurate Is the Table Above? All of the dates are projected and subject to change. The final schedule will be released within roughly a year of the test dates. However, based on previous years’ dates, this schedule should be close to accurate. The score release dates are the least precise, but they should be within a week of the projected dates. Keep in mind that there's some inconsistency when multiple choice scores come out and not everyone receives them at the same time. How to Choose Your Test Date These are some of the major factors to consider when selecting your ACT test date: Know Your Deadlines! Take the ACT before your earliest college application deadlines. If you apply regular decision, the December test in your senior year will be the last test you can take for most colleges. If you apply early, the last test you can take may be in October or November of your senior year. Also, if you're hoping to get any scholarships that consider your ACT score, you’ll need to have your test score before the scholarship deadlines. How Many Times Do You Want to Take the ACT? Because most students increase their scores when they retake the ACT, you should give yourself an opportunity to take the test multiple times. Generally, we suggest first taking the ACT in the fall of your junior year. Then you can retake it in the spring of your junior year and the fall of your senior year if necessary. How Long Do You Plan to Study? When selecting your test date, figure out how long you’ll need to study and ensure you’ll be able to sufficiently prepare before you take the test. If you take both the September and October tests without doing any studying in between, your score probably won’t improve much. Do You Have Conflicts With Any Test Dates? Check to see if you have any potential conflicts on or around any of the ACT test dates. Maybe the February date is on the same day as your orchestra concert. Or perhaps you want to avoid the June test date because you’ll be focused on your finals. Even if it's challenging to find a time when you can fully dedicate yourself to the ACT, you should try to pick the best test dates for you. What's Next? Still not sure when you should take the ACT? Find out if you should pick the next available date. Even if you know when you want to take the ACT, learn more about where you should take it. Finally, read about our tips for signing up for the ACT. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Neighborhood Watch Research Study Essay Example | Topics and Well Written Essays - 750 words

Neighborhood Watch Research Study - Essay Example The term social disorganization defines a wide and indefinite range of societal issues. Generally, it refers to a noticeable decline of the behavioral standards because of a lack of authority, or social control, within a specific community. In this environment, what is considered acceptable conduct is not a regular aspect of life as communal organizations do not function as in other, more ‘normal’ communities. This type of situation is most apparent in larger cities that have larger proportions of poor, disenfranchised people but also occurs in pockets of almost all towns. Those cities that are close in proximity to metropolitan areas are more likely to experience the peripheral effects of social disorganization as well as those within their own borders than towns that are geographically isolated. The most prominent and widely recognized theory regarding social disorganization is attributed to Shaw and McKay (1942) although their work has been studied extensively and has undergone a significant evolution since its publication. A case in point, Harvard professor Robert Sampson (1997) and his team supplemented the theory by adding ‘social capital’ and ‘collective efficacy’ to criminological terminology.   Social capital is the level of interdependence within a community and collective efficacy, in simpler terms, is a neighborhood’s capability of maintaining lawful conduct. A societal unit must exhibit an interaction between its authoritative institutions and also among its people, at least a moderate level of social capital, before it can expect any type of advancement in its collective efficacy. In criminology, the theory of routine activities is also frequently considered as a model for the contemporary social disorganization theory.   â⠂¬Å"Routine activities theory holds that in order to eliminate crime anyplace, you need to

HRM processes and practices in UAE Essay Example | Topics and Well Written Essays - 1500 words

HRM processes and practices in UAE - Essay Example UAE has significantly developed in the recent past and in a very short period of time it has become an example of economic growth. UAE has been attracting investment from all around the globe and it is being considered one of the best avenues for business expansion. The analysis conducted in the paper would try to provide sufficient foundation for the fact that UAE is a suitable avenue for the expansion of business. Socio-Political Background of UAE UAE has been providing routes to international business for centuries and it has been providing access to 1.5 billion consumer markets in West Asia, Africa and East Europe. Thus, it can be said that UAE has been a suitable avenue for international business expansion for a very long time. However, in the recent past, the infrastructural development in UAE has made the country even more feasible for business expansion in the UAE. The economic development in the country makes investment in the country profitable in short term. Over the past 26 years, the economy of the country has swelled by more than six times. In numerous cases, the investment in a business in a country does not turn out any profits for years however the accelerated economic activity in the UAE ensures that investment in the country would turn out profits in a shorter period of time (Oxford Business Group). The political environment in UAE is also feasible for business expansion as the visionary leadership of the UAE is diverting all its efforts towards industrial and economic development in the country. The leadership of the UAE has been really encouraging towards international businesses who intend to invest in UAE. Therefore the political environment of UAE is feasible for the establishment of business in the country. The country is one of the top producers of oil and this fact adds up to the feasibility of the country as a business expansion avenue. Dubai International Airport offers 300 flights on a daily basis to and from around 100 destination s therefore managing a business in UAE would not be a problem since it would be possible to be available in the UAE at any time. Business Environment in UAE Due to the increased economic development in the recent past, UAE has become the center of attention for international investors. A number of international business have started operating in UAE and due to presence of organizations from all around the world, the business environment in UAE is not static. The business environment in UAE is dynamic and it responds towards the increasing international investment in the country. The following factors would shed some light upon the business environment in UAE: Organizational Structure The organizational structures in the UAE are dynamic as business can have complete foreign ownership. Local businesses have an Eastern influence therefore they have hierarchical structures, however it is not necessary for all the organizations to have a hierarchical structure and the line of command can be shortened by adding channels of communication among different levels (Hvidt, 2007). Industrial Relations Industrial relations in UAE are influenced by the political environment of the country. UAE is a federation therefore there are no political parties or elections. Due to lack of any political pressure, the industrial relations are not founded upon unions or any political parties. Due to the increasing economic developm

Fukushima nuclear power plant disaster Essay Example | Topics and Well Written Essays - 2500 words

Fukushima nuclear power plant disaster - Essay Example The disastrous meltdown of the Fukushima nuclear power plant after the massive earthquake and tsunami in March 2011 frightened numerous people, not only in Japan, but also around the world. The roughly four-decade-old reactors needed electric pumps for reserve energy to expel water to activate the fuel rods in an emergency. Unfortunately, these mechanisms failed during the massive earthquake and tsunami (Cahill 48). The technologically advanced nuclear plants hoard water in the reactor containment basin, in an emergency that water would pour without outside power onto the worked up mechanism to cool it up for several days. They can also spontaneously expel water with heated air. Fukushima nuclear power plant was plagued with operator, mechanical, and construction errors. Several months prior to the earthquake, personnel on one of the six reactors erroneously performed procedures for the wrong reactor. A line regulating the cooling mechanism was taken out mistakenly, an error that was only found out weeks after (Noggerath, Geller, & Gusiakov 39). The tsunami aggravated the situation when electric power stopped working at four reactors. Heat accumulated in the reactors and in basins designed to prevent the overheating of worked up fuel rods. A few weeks after, power had not been brought back to the cooling mechanisms and to the hubs of the two reactors. The plant operators at last revealed in May that there had been a reactor breakdown (Noggerath et al. 39). The Fukushima Dai-ichi was made up of six units, with each of them having its own nuclear reactor. These units were built from 1967 to 1979 and were administered by the Tokyo Power and Electric Company (TEPCO). During the earthquake the three units were running and the remaining three were not functioning and under regular maintenance (Samuels 13). After the earthquake struck the three running units were stopped, in accordance to mandated protocols. Emergency generators were turned on to get rid of the spent heat from the reactors. But the 14-meter tsunami worsened the situation because the power plants were built to resist or hold out only a 6.5-meter tsunami (Perrow 2011, 46). The tsunami brought about extensive flooding in the whole expanse of Fukushima and also impaired the generators that run the emergency cooling mechanisms of the nuclear power plants. The available emergency cooling system was run by batteries, which expired after several hours. Lacking sufficient cooling, the water trapped inside the reactors created more heat, which consequently caused the reactors to overheat. This prompted the opening of the relief valves which then released the radioactive steam. A basic rule of nuclear power plant construction is ‘defense in depth’ (Cooper 10). This rule pushes engineers to build a plant that can survive extreme calamities, even as some mechanisms stopped working. A massive tsunami that incapacitates the diesel generators simultaneously is an example, but the 2 011 tsunami was too severe, even unimaginable. To endure such a catastrophe, engineers constructed a backup resistance by placing the entire system into a containment unit that is constructed to protect the system. As soon as the diesel generators stopped working after the tsunami, the operators shifted to emergency battery power. But the batteries only lasted for roughly eight hours (Cooper 10-11). The plant operat

Snoopy Tool Evaluation

Snoopy Tool Evaluation Snoopy is a tool which is used for designing and animating hierarchical graphs along with others Petri nets. Snoopy also provides the facility to construct Petri nets and allows animation and simulation of the resulting token flow. This tool is used to verify technical systems specifically software-based systems and natural systems e.g. signal transduction, biochemical networks as metabolic and gene regulatory networks. Snoopy is in use for consideration of the qualitative network structure of a model under specific kinetic aspects of the specified Petri net class and investigation of Petri net models in several complementary conducts. Simultaneous usage of different Petri net classes in Snoopy is one of its outstanding features. Other features are: It is extensible as its generic design aids the implementation of new Petri net classes. It is adaptive as numerous models can be used simultaneously. It is platform independent as it is executable on all common operating systems e.g. linux, mac, windows. Two particular types of nodes i.e. logical nodes and macro nodes are meant for supporting the systematic construction, neat arrangement and design of large Petri nets. Logical nodes act as connector or multiple used places or transitions sharing the same factor or function. Macro nodes allow hierarchically designing of a Petri net. Snoopy allows edition and coloring of all elements in each Petri net class and manual or automatic change of network layout too. Prevention of syntactical errors in the network structure of a Petri net is facilitated by the implementation of the graphical editor. Editor Mode: Start Snoopy and go to File New or press the new button in the tool bar. It results in opening of a template dialogue that allows selection of the document template. File: New/Open/Close Window/Save/Save as, Print, Export/Import, Preferences (change the default visualization) and Exit. Edit: Undo/Redo, Select All/Copy/Copy in new net/Paste/Cut, Clear/Clear all, Hide/Unhide, Edit selected elements/Transform Shapes, Layout (automatic layout function), Sort Nodes (by ID or name), Check Net (duplicate nodes, syntax, consistency) and Convert to. View : Zoom 100%/Zoom In/Zoom Out, Net Information (number of each element used in the model), Toogle Graphelements/Hierachy browser/Filebar/Log window, Show Attributes (choose for each elements which attributes to be shown in the model), Start Anim-Mode/SimulationMode/Steering-Mode. Elements (list of all available elements): Select/ Place/Transition/ Coarse Place/Coarse Transition/ Immediate Transition/Deterministic Transition/Scheduled Transition/Parameter/Coarse Parameter/LookupTable, Edge/Read Edge/Inhibitor Edge/Reset Edge/Equal Edge/Modifier Edge and Comment. Hierarchy (edit and browse hierarchy): Coarse (chosen elements are encapsulate in a macro node)/Flatten and Go Up in Hierarchy/Go To First Child in Hierarchy/Go To Next Sibling in Hierarchy/o To Previous Sibling in Hierarchy. Search : Search nodes (by ID or name). Extra : Load node sets (visualize, e.g., T-, P-invariants, siphons and traps), Interaction and General Information (title, author, description, literature). Window (arrange all opened windows): Cascade/Tile Horizontally/Tile vertically, Arrange Icons/Next/Previous and Open Files. Help: Help, About (current version), check update. The tool bar holds four shortcuts that facilitate: Open a new document. Load a document. Save a document. Select an element. All elements accessible in the current net class are displayed in panel for the graph elements. Left-click on one of the elements enables user to use one of these elements. Right click on the respective element allows user to edit or select all elements of the same class. All levels are displayed in hierarchy browser and any hierarchical level can be opened in a new window by a left-click. The editor pane can be considered as the canvas which allows user to draw the network. A left-click on the Editor pane activates chosen element and places the selected element on the canvas. Click left onto one node, hold the left-click, drag the line to the other node and drop the left-click, to draw an arc between two nodes. To add edges to an arc push the CRTL key and click left on the arc which facilitates the user to drag the edge with another left-click. Grid in the canvas tab can also be used for a better orientation. User can also pick edge styles i.e. line or spline in the preference dialo gue in the elements tab. Elements: Nodes: Elements Graphics Standard transition Standard transition Coarse place Coarse transition Immediate transition Deterministic transition Scheduled transition Immediate Transition: Immediate transitions fire as soon as they are enabled. The waiting time is equal to zero. Standard Transition (Timed Transition): A waiting time is computed as soon as the transition is enabled. The transition fires if the timer elapsed zero and the transitions is still enabled. Deterministic Transition: Deterministic transitions fire as soon as the fixed time interval elapses during the entire simulation run time. The respective deterministic transitions must be enabled at the end of each repeated interval. Scheduled Transition: Scheduled transitions fire as soon as the fixed time interval elapsed during the given time points. The respective deterministic transitions must be enabled at the end of each repeated interval. Edges: Elements Graphics Description Standard edge The transition is enabled and may fire if both pre-places and are sufficiently marked by tokens. After firing of the transition, tokens are removed from the pre-places and new tokens are produced on post place. Read edge The transition is enabled and may fire if both pre-places A and B are sufficiently marked by tokens. After firing of the transition, tokens are removed from the pre-place B but not from pre-place A, new tokens are produced on post place. The firing of the transition does not change the amount of tokens on pre-place A. Inhibitor edge The transition is enabled and may fire if pre-place B is sufficiently marked by tokens. The amount of tokens on pre-place A must be smaller than the given arc weight. After firing of the transition, tokens are removed from the pre-place B but not from pre-place A; new tokens are produced on place C. The firing of the transition does not change the amount of tokens on pre-place A. Reset edge The transition is enabled and may fire if pre-place B is sufficiently marked by tokens. The amount of tokens on pre-place A has no effect on the ability to enable the transition and affects only the kinetics. After firing of the transition, tokens are removed from the pre-place B according the arc weight and all tokens on pre-places A are deleted; new tokens are produced on place C. Equal edge The transition is enabled and may fire if number of tokens on pre-place A is equal to the corresponding arc weight and place B is sufficiently marked. After firing of the transition, tokens are removed from the pre-place B but not from preplace A; new tokens are produced on place C. The firing of the transition does not change the amount of tokens on pre-place A. Modifier edge The transition is enabled and may fire if pre-place B is sufficiently marked with tokens. The amount of tokens on pre-place A has no effect on the ability to enable the transition and affects only the kinetics. After firing of the transition, tokens are removed from the pre-place B but not from pre-place A; new tokens are produced on place C. The firing of the transition does not change the amount of tokens on pre-place A. Functions: Name Meaning of function BioMassAction(.) Stochastic law of mass action. Tokens are interpretated as single molecules. BioLevelInterpretation(.) Stochastic law of mass action. Tokens are interpretated as concentration. ImmediateFiring(.) Refers to immediate transitions. TimedFiring(.) Refers to deterministic transitions. FixedTimedFiring Single(.) Refers to deterministic transitions that only res once after a given timepoint FixedTimedFiring(., ., .) Refers to scheduled transitions. abs(.) Absolute value acos(.) Arc cosine function asin(.) Arc sine function atan(.) Arc tangent function ceil(.) Rounding up cos(.) Cosine function exp(.) exponential function sin(.) Sine function sqrt(.) Square root tan(.) Tangent function floor(.) Round off log(.) Natural logarithm with constant e as base log10(.) Common logarithm with constant 10 as base pow(.) Exponent Parameters: Parameters are used for defining individual parameters and rate or weight functions but are not able to define the number of tokens on a particular place. Third group of macro elements are coarse parameters which facilitate encapsulating parameters. High numbers of parameters are not visible on the top-level or can also be categorized by the use of coarse parameters. Animation mode: Snoopy allows user to observe the token flow in animation mode which starts by pressing F5 or going to View and then start AnimationMode. It will result in opening a new window which allow user to steer the animation. This part of snoopy is very beneficial to catch a first expression of the causality of a model and its workings as it provides information about the transitions too. In order to understand modeled mechanism, playing with the token flow prove to be worthwhile. The token flow can be animated manually by a single click on the transition. A message box is displayed revealing a message â€Å"This transition is not enabled† when user tries to fire a transition that is not enabled. Clicking-left and clicking-right on a place aids addition of tokens and extraction of tokens respectively. Animation of the token flow can also be controlled by using the radio buttons present on the animation steering panel. Usage of radio buttons involves step-wise forward and backward or s equentially as long as one transition can be enabled, otherwise a notification â€Å"Dead State: There are no more enabled transitions is displayed on screen. Simulation Mode Pressing F6, going to view/Start Simulation or using the stochastic simulation button on the animation control panel, are three ways to perform stochastic simulations with the current model in the active window. Facilities of this mode include simulation of the time-dependent dynamic behavior of the model indicated by the token flow or the firing frequency of the transitions. The fluctuating concentration levels or the discrete number of the components over time is indicated by the token flow. This provides an impression of the time-dependent changes in model under consideration which is helpful in understanding the wet-lab system. More than a few simulation studies can be performed with considered model by manipulating the structure and perturbing the initial state and kinetics. All results can be manually and automatically exported in the standard *.csv-format and can be analyzed in other mathematical programs. Simulation Control: The simulation control allows selection of main settings and individualities for the simulation. It splits further into four panels: Configuration Sets: Modification of configuration sets is carried out by edition of single entries or addition of new sets and picking the configuration sets that is suitable for the simulation run. Simulation Properties: It includes setting interval start i.e. time point where simulation starts, interval end i.e. time points where simulation ends and output step count i.e. number of time-points that should be displayed in the given interval. Export Properties: Various automatic export settings are accessible to the *.csv-format. Start Simulation: It will initiate simulation with the selected settings and properties. Progress of simulation is indicated by the bar and the required time is displayed below. Viewer/Node Choice: It facilitates user by providing choices in displaying simulation results. It is divided into two panels: Viewer Choice: It provides user an option to select one between data tables and data plots. Provided buttons in panel allow user to edit, add and delete the data tables and data plots. Token flow (places) or the firing frequency (transitions) can be displayed in a data table or data plot. Place Choice: User can choose those nodes which should be displayed in the data table or data plot. Display: This panel allows displaying the simulation results as data table or data plot. If data table is selected, the token flow for the selected places is presented in a table. Some options which are used for model checking are present at the bottom of the window. If data plot is chosen, the x-axis displays the time-interval and the y-axis indicates the average number of tokens. View of the plot can be altered via the buttons located below i.e. compress/stretch x-axis, compress/stretch y-axis, zoom in/out and centre view. A csv export button allows user to export the simulation results of the selected places manually. Image of the current plot can be saved by using print button. Model Checking Mode: Snoopy is enabled to perform model checking of linear-time properties based on the stochastic simulation. A subset of probabilistic linear-time temporal logic (PLTL) is employed to formulate and authenticate properties. Various features of snoopy also include checking several features at the same time. In order to perform model checking in Snoopy, user needs to open the simulation window and select the table view. To perform model checking on all simulation traces, user have to enter or load a property that is checked by simulating the time-dependent dynamic behavior. Simulation window allows following options: Enter State Property: User can specify a property in the dialogue box and no model checking is performed if it is empty. Load state property: User can load a property which is defined in a text file. Check state property: It refers to model checking which is performed on the basis of average behavior of the previous simulation. Simulation run count is of assistance to state a number of simulation traces to which model checking can be applied. It splits into two types: Default value 1 run: User is only able to get the information if the defined property holds true or is not false. Arbitrary number of runs: The number of simulation runs supports defining probability of the defined properties as high accuracy calls for high number of simulation runs. User can set the time interval where model checking should be applied with the help of interval start and interval end. A log window displays model checking results that includes following elements: Formula displays the formula checked during simulation. Runs indicate the number of simulation runs performed. Runtime shows the number of threads used for simulation. Threads display the number of threads used for simulation. Prop indicate the computed probability for the formula. S ^2 displays the variance of the probability. Confidence Interval indicates the size of the confidence interval. [a,b] reveals the interval of the probability that is calculated from the confidence interval

Acts 2: 1-18 :: Religion Christianity Bible Essays

Acts 2: 1-18 In the beginning of Acts 2, the disciples had returned to Jerusalem from Mt. Olivet. They had seen the ascension of Jesus, but they weren't sad, as some might have expected. Jesus had promised to send a Comforter, and they could hardly wait. They were excited and were gathered in the temple, praising God and waiting. Luke 24: 53 reads that they were "continually in the temple, praising and blessing God." They remembered the words that Jesus said, "Whatsoever ye shall ask the Father in My name, He will give it to you. Hitherto have ye asked nothing in My name. Ask, and ye shall receive, that your joy may be full" (John 16:23). The disciples believed this promise, truly sought God, humbled their hearts with united minds and spirit, and waited on the Holy Ghost to fall. Jesus not only promised to send a Comforter, but power as well. He said in Luke 24:49, "And, behold, I send the promise of my Father upon you: but tarry ye in the city of Jerusalem until ye be endued with power from on high." The Holy Ghost infilling brings not only comfort and peace, but power also. On the day of Pentecost, people were gathered in Jerusalem from miles around to celebrate. The feast of Pentecost, first day of the week, was kept in remembrance of the law on Mt. Sinai where the Jewish church got its start. Because of the masses gathered, this was a perfect day for the Holy Ghost to come down. There would be hundreds of witnesses and the word of the gospel and the awesome events could be spread quickly and more easily. In the Old Testament, when God came down He presented Himself in a cloud. When Jesus ascended back to heaven, He did this in a cloud. But in Acts 2, the Holy Ghost was quite different. "Suddenly there was a sound from heaven like a mighty rushing wind." Being completely unprepared, the disciples were probably startled, but more importantly their undivided attention was gained. The sound not only filled the one room, but the whole house, the streets, and maybe even houses beside them. So, not only was the attention of the disciples gained, but the crowd outside as well. Then "cloven tongues, like as of fire" descended on each of them and they began to speak in tongues.