Believes is a Verb

Believes is a Verb Believes is a Verb Believes is a Verb By Maeve Maddox Some bloggers, academics, and authors with books on Amazon seem to be confused about the verb believe and the noun belief. Here are just four examples: INCORRECT: Manobo Religious Believes and Practices- title of paper published at Academia.edu. CORRECT : Manobo Religious Beliefs and Practices INCORRECT: A recent study examines how religious and spiritual believes can impact our health in different ways.- Science World Report. CORRECT : A recent study examines how religious and spiritual beliefs can impact our health in different ways. INCORRECT: Awakening of Religious Believes of Islam- Facebook page title. CORRECT : Awakening of Religious Beliefs of Islam INCORRECT: Why do I mention believes, I really mean  religious believes, because more or less we have been forced to belief that a supernatural world doesnt exist, or it is a  world where only god’s reside.- Paul J. Linke, The Conspiracy Rhetoric of Mankind, Xlibris, 2012. CORRECT : Why do I mention beliefs, I really mean  religious beliefs, because more or less we have been forced to believe that a supernatural world doesnt exist, or it is a  world where only gods reside. Believe is a verb. Its principal parts are believe/believes, believed, (has) believed. Belief is a noun. Paul Brians (Common Errors in English Usage) sums up the difference nicely: People can’t have religious â€Å"believes†; they have religious beliefs. If you have it, it’s a belief; if you do it, you believe. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:How to Format a UK Business LetterAnyone vs. Everyone"To Tide You Over"

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buy custom Bilingual Education essay Introduction There is no doubt that being a bilingual has several advantages especially in the United States where there are numerous people from all regions of the world and from all races. A language like Spanish is widely spoken in the United States especially in the southern states (Garcia, 2008). I fact most individuals have realized knowing a second or even third language has significant advantages especially when it comes to issues of employment and increased opportunities. Essentially, bilingual education is a term or concept that has a both generic and specific meaning with regard to children who do not know English. It entails the presence of two instructional languages in educational institutions. Bilingual education programs can be considered as either subtractive of additive depending on their linguistic goals, depending on whether students are encouraged to augment linguistic range or to replace their native languages with the majority language (Baker , 1981). Most importantly, bilingual education assists students who have a language other than English in their homes and need to learn English. Additionally, English specking students can also endeavor to learn English with the aim of becoming proficient in more than one language. Bilingual education has various benefits, which include improved cognitive ability; increased chances of employment; and it increases an individuals understanding of the native language. The primary purpose of this research paper is to provide a detailed and insightful analysis of the advantages of bilingual education. Cognitive Benefits There is a very close association between bilingual education and increased levels of thinking. According to Bialystok (1991), several positive gains or advantages are associated with the learning of a second language especially in childhood. Bilingualism has been established to foster and promote concept formation, creativity, classification skills, visual-spatial skills, analogical reasoning and other critical cognitive gains. However, all these advantages can only be accrued on condition of fluent bilingualism, that is, particular levels of fluency have to be attained by the students in both languages for them to realize the positive cognitive benefits of bilingualism (Baker, 2006). In addition, by knowing two or more words for one idea or subject, bilingual individuals may possess increased cognitive flexibility. For example, the knowledge of two words-one in welsh and the other in English, for a single subject or concept (school) can bolster an individuals concept and perception of school. In welsh; the word ysgol can refer to wither a ladder of school, therefore knowing the word school in Englih and ysgol in welsh provides the learner or student with the opportunity to have the conception of a school as a ladder (Baker, 2006). Further, bilingual students demonstrate greater and advanced story telling ability and this can be attributed to the fact that they are less bound by words and more flexible in thinking because they can express themselves in two languages. Bilinguals are often very conscious of which language to speak in specific situations and circumstances; therefore, they are more sensitive and responsive to the needs of their listeners as compared t o monolingual individuals. Baker (2006) posits that bilingual education bolsters and enhances an individuals intellectual growth and development. It augments a persons mental development. In fact, research suggests the bilinguals are better at taking IQ tests as compared to monolinguals. Building on the childrens previous skills Ideally, Effective learning makes uses of the skills already possessed by the students as the foundation of building fresh skills and acquiring new knowledge. The need to enhance the previous experiences of young children is a fundamental principle of early childhood education in several regions of the world. Within this setting, there is a crucial collaboration between caregivers, parents and early childhood educators (Baker, 2006). Most educational settings strive to develop some level of continuity between the home and school learning. In fact, some of these institutions find creative ways of working hand in hand with guardians or parents who are not English speaking. Some of the educators when faced with different cultures and languages struggle and eventually lower their overall expectations of minority children may perceive discontinuation as an unfortunate yet unavoidable characteristic of contemporary schooling (Garcia, 2008). A considerable number of students or children join school with primary language skills in their native languages or English. Therefore, the very crucial for the teachers to incorporate and use those skills to assist the students develop and expand the requisite academic competencies necessary for a successful life (Garcia, 2008). The educators should be able to recognize and understand the abilities of their new students with the aim of using these abilities as the starting points for considering what the students can do and how to ensure that all the students are benefiting from the learning process. Subsequently, all the potential bilingual children need sustained and significant opportunities to approach their learning in their native or home languages. By building on their prior skills and knowledge and by using their native languages, students or children are provided with the contextual basis that enables them to maintain the pace with their contemporaries while equipping thems elves with the language they will critically need to interact effectively and efficiently in the current society (Rossell et al., 1996) More Job Opportunities There is no doubt that bilingual education enables advancement in two languages and this can prove to be very beneficial in offering future employment advantages and benefits to all the involved students. The demand for individuals who can speak and write in multiple languages is increasing significantly across in a variety of careers and industries, and workers with bilingual proficiency are definitely the potential beneficiaries. The population of Asians and Hispanics is growing steadily within the American society and is expected to triple over the next 40 years (Baker, 2006). Within this evolving and transforming cultural picture, bilingual workers in various trades or careers become more invaluable. For example, opportunities for Spanish speakers can be found in fields such as social work, business, finance and healthcare. In the west coasts, individuals who have the capability to speak in Japanese are also becoming very useful for employers in different industries. The need for bilingual workers is rising significantly is careers such as translation, tourism, healthcare and trained bilingual individuals are getting more career opportunities than ever. Further, research suggests that bilingual workers may earn higher salaries as compared to their monolingual counterparts of equal qualification (Garcia, 2008). Conclusion In conclusion, bilingual education means having two instructional languages within the educational institutions. The benefits of bilingual education are evident in both the professional and social lives of the involved students. I support bilingual education because it has the advantage of offering an increased sensitivity to language, added creativity in thinking and cognitive development; and increasing an individuals understanding for native language. Moreover, bilingual education has the benefit of offering future employment advantages and benefits to all the involved students. The need for bilingual workers and employees is increasing considerably is careers such as translation, tourism, healthcare and trained bilingual individuals are getting more career opportunities than ever before. Even though bilingual education has some disadvantages, the advantages far outweigh the disadvantages. Buy custom Bilingual Education essay

Biblical Criticism Essay Example | Topics and Well Written Essays - 1250 words

Biblical Criticism - Essay Example Biblical criticism is the general term referring to the scholarly investigation and study of biblical scriptures seeking to base grounds for discerning judgment concerning the writings. The discipline studies compositional, historical, and textual questions concerning the Old and New Testaments. In the preceding century, biblical criticism was divided into higher and lower criticism. Higher criticism concerns the study of the history and composition of biblical passages, while lower criticism concerns with closer examination of biblical texts to determine their correct or original meaning (Frigge 15). This paper seeks to discuss the forms of criticism in five ways: source, form, narrative (textual), historical and redaction. Initially, the scholars of the bible tried to harmonize the scriptures and gospels, an argument evident from the harmonization of the two narratives. Instead of harmonizing the gospels, Griesbach established parallel synoptic. The result was an ensuing question r egarding the accountability of the difference and similarities of the two gospels. This led to source criticism, with scholars trying to pin down the relationship between the sources and the synoptic gospels. Griesbach put forth an argument that Matthew was written before Mark citing the Jewish contents as the basis of the argument, but many scholars opposed the argument arguing that the book of Mark abbreviates Matthew (Frigge 68). The theory of Griesbach follows that of St Augustine, a Matthean priority proponent. On the other hand, modern scholars uphold the Markan priority and the source or framework being Mark. According to Taylor, Mark is more probable to be the source, as Luke is a quarry of stone for expanding an already existing establishment. Nevertheless, the proposal did not accurately account for the similarities between Luke and Matthew, which eventfully do not appear in Mark. H. J. Holtzmann put another source criticism theory forth in 1863. The two-source theory, Mar k Source ‘Q’ Luke Matthew, suggested that Matthew and Luke used marks to denote sources, and another common source ‘Q’. B. H. Streeter based his four-source theory on Holtzmann’s theory, with the additional argument that Matthew and Luke had some original contents in them. The four source include Mark, source ‘Q’, special M (unique material by Matthew), and special L (material unique to Luke). These theories however do not solve the mystery in its entirety. Occasionally, Matthew and Luke tend to agree with each other but against Mark. The explanations to these may be theological, traditional, or probably a different interpretation of ‘Q’ differently by Mark. Another possible argument is that one (most likely Luke) was more dependent, unlike Mark. There are also scholarly questions regarding the omission of some parts of Mark in Matthew and Luke, like the account of Jesus walking on water. Some scholars in theology, like Russ ell, believe that the omissions are not surprising. According to them, there is a possibility that each evangelist did some omission to best suit their Christological and theological needs and perspectives (Frigge 93). Another major setback in source criticism is the lack of evidence for source ‘Q’. A majority of theology specialists agree that Luke was using Matthew, as there is more Luke in Matthew than the other way round. Nonetheless, there is still the question concerning the reasons why Luke left the additions made by Matthew to Mark. At this point, the only possible conclusion is that there were different interpretations of the same source. However, existence and contents of Paul’