Religions And Japanese Culture Essays - Polytheism, Shinto, Kami

Religions And Japanese Culture Many religions are popular within the Japanese culture. Two of the most influential religions, Shinto and Buddhism that help shaped a lot of Japanese values are Shinto and Buddhism, played a large role in shaping Japanese values. Numerous similarities and differences run between these two religions; nonetheless, the Japanese often believe in more than one religion at the same time. This is possible due to the polytheistic nature of most popular religions in Japan. It is not hard to say that religion is a big part of Japanese culture because a lot of religious beliefs can still be seen in their everyday lives. Shinto is a polytheistic native Japanese religion. Followers believe that much of nature is sacred; spirits animates everything in the nature. For example, Japanese still believe that Mount. Fuji is sacred. They believe something that big and great exists only because Kami, or spirit, resides within the mountain. In this fashion, they give great respect to nature. These Shinto beliefs have great influence on the ways Japanese today do things and their values. Japanese garden designs also reflect Shinto beliefs. Careful arrangements of rocks and plants are attempts to create a miniature universe or attempts to move a piece of nature into their house. Similarly, the principles of floral design show their interest in nature. They focus on the importance of light and shadow, and the fullness versus the void, instead of focusing on the symmetry. The reason? Flowers and plants do not grow symmetrically in nature. They lean towards the sun creating a void in the shadow. Japanese respect and seek to bring the beauty of nature closer to them, therefore, a lot of Japanese arts are imitations or miniatures of nature. These traces of Shinto belief clearly still exist in Japan today. Later on, the Japanese adapted another religion, Buddhism. Like Shinto, Buddhism is also a polytheistic religion. Moreover, because Shinto does not explain the afterlife while Buddhism does, these two religions co-existed in Japanese culture. Many people adapt to both religions belief system at the same time. Zen Buddhism became widely adapted by the samurais later on during the Warrior Period. Zen Buddhism focuses on the discipline of individuals, one of the many reasons why samurais are seen as very refined warriors. They are often portrayed as being able to sense an enemys attacks before they actually happen. This is an exaggeration of a samurais ability to concentrate and focus on a goal. The samurais often use a Zen Buddhism technique called Za Zen to help clear their mind. A practical religion, Zen Buddhism helps to enhance self-discipline and improve ones self-concentration. One of the teachings of Zen Buddhism is Bushin, meaning the clarification of the mind. A cleared mind a llows the samurais to concentrate better on the task at hand and respond faster to enemies attacks, make Zen Buddhism a very attractive religion to these warriors. Martial arts in Japan today also stress the importance of concentration. However, Bushin no longer applies to solely concentration in combat, but to all forms of concentration. For example, practicing martial arts is said to effective for improving ones performance at work due to better concentration skills. This type of application of the Zen Buddhism is very popular in modern Japan. Religions obviously play a large role in modern Japanese culture. Eighty-six percent of the Japanese population believes they are being watched over by spirits. Ironically, however, seventy percent of the population also said that they do not believe in any religions. I believe that there are several reasons for this irrational response of the Japanese people. First of all, many religious beliefs are already integrated as parts of the Japanese culture. This means that even though Japanese have the same beliefs as some religion, they do not necessarily believe in it. For example, non-Shinto followers also believe in the greatness of Mt. Fuji due to the Kami within it. Similarly, they do not have to believe in Zen Buddhism to value self-discipline or practice Za Zen and any other techniques for improving concentration. Moreover, because the Japanese, often practices syncretism, or the attempts to reconcile two different belief systems, they might not consider themselves as belonging to

Argumentative Essay Sample - Making Your Argumentative Essay One Of The Most Important Essays You Will Ever Write

Argumentative Essay Sample - Making Your Argumentative Essay One Of The Most Important Essays You Will Ever WriteIf you are a sophomore or junior in college, an argumentative essay may be one of the most difficult essays you will write in your entire life. This is especially true if you are coming up against someone who has been in your college for years.There is no easy way to answer this question. Your essay will always be unique because no one else has written it before. You have to figure out exactly what type of argumentative essay you want to write based on the topic you want to cover.The best way to learn how to write an argumentative essay is to look at the most basic idea of writing. When you are planning out your essay for the first time, you need to break the essay down into two major parts. These parts are the body and the conclusion.The body is the main idea of the essay. This will provide you with all of the basic information that will help you with the major ideas that you are going to use in your essay. Once you know what you are going to use in the body, you can start putting the information into your paragraphs.One of the best ways to get your main idea across is to show in your body exactly why this is important to you. If you are a liberal, then you should use this to explain why liberal people will agree with you and why conservative people will disagree with you.By using true statements that you have researched and used in your topic, you will show other people exactly why this is the right thing to do. By placing these statements in your body, you are showing people that you are one of the most educated people in the world, and this is the reason you are writing this essay.You can also use your conclusion to do the same thing, but you need to avoid making statements that are too sweeping. You don't want to make it seem like this is an opinion and they are only agreeing with it because it is an opinion.Instead, you need to state a point of view that is backed up by facts and research. You can do this by pointing out a difference in a way that the conservative and liberal views on the topic of the essay are presented. Using facts to back up your point of view will be more convincing than just stating your own opinion.

Japanese Economic Development essays

Japanese Economic Development essays JAPANESE ECONOMIC DEVELOPMENT POST WORLD WAR II World War II left many powerful nations in smoke and rubble. The deconstruction of many countries gave them the chance to rebuild their cities and economies. No country took more advantage of this opportunity than Japan. Japan was a huge militaristic power in World War II . Their aggressive behavior caused them to be stripped of their military and their power for self rule. The demilitarization of Japan changed the countrys focus from world militaristic domination to world economic domination. The country established free trade, manufactured goods, and improved and invented technology, making themselves one of the largest economic World War II exploded across Europe and the rest of the world in 1939. Germany and Japan had united to take over Europe, Russia, and the Pacific islands. The focus of the Japanese was to conquer China. Conquering the mighty country was not as easy as they expected and they needed more resources as the war dragged on. Japan turned its focus to the Pacific Islands for resources for their war with China. There was a barrier that stood between Japan and those resources they needed: the United States Navy. Admiral Isoroku Yamatmoto of the Japanese Navy stated that, The U.S. fleet in Hawaii is a dagger pointed at our throat and must be destroyed (Beck et al p.827). Early in the morning of December 7, 1941 American sailors at Pearl Harbor, in Hawaii, awoke to the roar of explosives (Beck et al p.827). Within two hours the Japanese had sunk or damaged 18 ships, including eight battleships - nearly the whole U.S. pacific fleet. Some 2,400 Americans died, more than 1,000 were wounded (Beck et al p.827). The news of the attack shocked America. The day after President Roosevelt announced to Congress and the world that the United States had declared war on Japan. After the attack of Pearl...

What to Do If Youre Placed on Academic Probation

What to Do If Youre Placed on Academic Probation Being placed on academic probation while in college is serious business. You may have known it was coming, you may have had no idea it was coming- but now that its here, its time to sit up and pay attention. What Exactly Is Academic Probation? Academic probation can mean various things at different colleges and universities. Usually, however, it means that your academic performance (either in a series of classes or through your GPA) is not strong enough for you to be making acceptable progress toward your degree. Consequently, if you dont improve, you may be asked (translation: required) to leave the college. Learn the Specifics of Your Probation Just like schools can have different definitions of academic probation, students can have different terms for their academic probation. Read the fine print of your warning letter and make sure you understand everything thats in there. How do you need to change your academic standing? To what? By when? What happens if you dont do so- will you need to leave the college? Leave just the residence hall? Not be eligible for financial aid? Get Help No matter how confident you felt, clearly something did not work out if youre on academic probation. Check in with people for help: your academic advisor, your professors, a tutor, other students in the class, and anyone else you can utilize as a resource. Sure, it may be awkward to ask for help, but doing is almost certainly less awkward than having to leave college before you had planned to. Keep Getting Help Lets say you reach out for help, get a tutor, and work, work, work to study for your next chemistry test- which you promptly ace. Your confidence goes up and you start to feel like you may not need as much help as you thought you did. Be extra careful not to let yourself fall into your old patterns- you know, the ones that got you into academic probation in the first place- and to stick with getting help throughout the term. Prioritize Your Other Commitments If youre placed on academic probation, youll need to do a serious assessment of your other commitments. Passing your classes now becomes your number one priority (as it should have been from the beginning). Be honest with yourself about your other commitments in college and, as hard as it may be, cut out as much as you need to in order to make sure your academics are getting the time and attention they deserve. After all, you cant be involved in all you want to do if youre not allowed back in school next semester. Make a list of what you need to do (like working) versus what you want to do (like being heavily involved in your Greeks social planning committee) and make some changes as needed.

The dynamics shaping an organisations Financial reporting and Essay

The dynamics shaping an organisations Financial reporting and accounting procedures - Essay Example Previous research asserts that IAS, in contrast to domestic accounting standards, restricts and confines managerial discretion as far as the choice of accounting methods is concerned and necessitates a higher level of disclosure (Ashbaugh & Pincus 2001). In harmony with the idea that higher quality accounting standards pave the way for enhanced firm transparency, it was further affirmed that the adoption of IAS leads to lower analyst forecast error. In like manner, the act of having third parties to audit a firm's financial reports can improve the quality of the financial information reported by management (Dopuch & Simunic 1982; Watts & Zimmerman 1986). The significance and merit of an audit derives from users' expectations that auditors will spot, distinguish, correct and reveal relevant lapses or misstatements in the financial reports (DeAngelo 1981; Watts and Zimmerman 1986). To the extent that external auditors probe information in the financial statements to autonomous and impa rtial analysis, such external audit increases and enhances the consistency and integrity of financial statements. Company Overview Under the old Corporation Law of the Philippines, Act 1459, the Philippine Long Distance Telephone Company (PLDT) was incorporated on November 28, 1928, subsequent to the agreement of partnership of four telephone companies under common ownership by American entities. In 1967, effective control of PLDT was sold by General Telephone and Electronics Corporation (a major shareholder since PLDT's incorporation) to a group of Filipino businessmen. On March 24, 2000, NTT Communications Corporation, through NTTC-UK, became PLDT's strategic partner with roughly 15% economic and voting interest in the issued common capital stock of PLDT. Concurrent with NTT Communications Corporation's investment in PLDT, it acquired 100% of Smart Communications, Inc. PLDT's charter, like those of all other Philippine corporations, was initially limited to a period of 50 years but has since been extended twice for 25 years each, the last extension being for an additional 25-year period to 2028. Under its amen ded charter (Republic Act No. 7082), which became effective on August 24, 1991, PLDT is authorized to provide virtually every type of telecommunications service, both within the Philippines and between the Philippines and other countries. The Philippines' biggest and an extremely expanded telecommunications company, its business is categorized under three principal domains: Wireless, Fixed Line, and Information and Communications Technology. Philippine Accounting Practices - Brief Historical Background The Accountancy Act 1967, which substituted the Accountancy Act 1923, directed the standardisation of accounting education, set and specified the examination process for CPA registration, and synchronised the practice of accountancy. The Act permitted

Student evaluation form Essay Example | Topics and Well Written Essays - 250 words

Student evaluation form - Essay Example Specific examples of such acts of professional behavior can be given in regards to how the student keep data and information confidential and monitors patients to ensure that patients stick precisely to prescription even if patients begin to record substantial degrees of recovery. The student shows positive inter-personal relationship with patients in terms of attending to their needs in the consulting room and in the office. Such inter-personal relationship is exhibited through the patience with which the trainee has in listening to the problems of patients and the patience taken to give out reasons and explanations as to why patients experience certain conditions. There however exists some little amount of limitation when it comes to rapport with staff. Specifically, the trainee often wants to work independently and is therefore not very comfortable with team work. As far as motivation is concerned, it can be said that the student has a very high level of intrinsic motivation that urges him to give off his best at work even when not asked to attend to certain tasks. This motivation is translated into regularity and punctuality to work (Ameyaw,

The Integration Of Faith And Learning Education Essay

The Integration Of Faith And Learning Education Essay The integration of faith and learning (IFL) has been defined as a multifaceted attempt to distinguish the underlying truth about ones academics and Christianity research study by Garzon, Milacci Boothe (A Phenomenology of the Integration of Faith and Learning). Various IFL models have been developed by scholars, in which some have focused on the interdisciplinary engagement between theology and academics, and others on the intrapersonal and interpersonal elements (Research study by Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning). Research studies in the past on have been conducted with the instructors rather than the students. But current studies have been on the students perceptions of IFL experiences. Students have referred to IFL in various studies in terms of the methods used by the instructor as opposed to the learning of integration by the student. They described IFL as primarily being a teacher activity and not the result of the students behavior (Lawrence, Burton, Nwosu (Refocusing on the Learning). I ask, as Sherr, Huff, Curran did in their research study, What good are our efforts as Christian professors to provide IFL experiences if student do not sense these efforts? And if our efforts to provide IFL experiences are incongruent with the expectations of IFL experiences of students, how can we identify those differences and adapt to provide Christ-centered education? (Research study by Sherr, Huff, Curran (Salient Indicators of Integration). The results from various studies have shown that overall most students desire more real life examples by applying theories to real life situations. They want the opportunity to integrate their faith into their academics through assignments and practicum (Research study by Hall, Ripley, Garzon and Mangis (The Other Side of the Podium). The research conducted by Hall, Ripley, Garzon Mangis have found that students learn integration though relational attachments with mentors who personally model that integration. Students valued the quality of the attempt made by the instructor to integrate over the mere act of integration itself. Though they took note of attempts that were half-hearted, insincere, done out of duty, forced, or of poor quality ( all, Ripley, Garzon and Mangis (The Other Side of the Podium). The participants in this study identified three areas that they perceived facilitated integrative experiences in the classroom. The first was the teaching method the instructor used to integrate. They identified five traits of the professor as being significant in effective integration: self-revealing (evidence of an active, personal relationship with God that was observable by the students), caring, welcoming, dedicated and open-minded (the professor must demonstrate genuine care for the students). The second area was in curriculum. The students perceived successful integration when time was intentionally allotted for prayer and integrative discussions and assignments. Sherr, Huff, Curran found that some students did not perceive prayer as being an important factor (Sherr, Huff, Curran (Salient Indicators of Integration). The third area was in the overall climate of the institution. The students welcomed the opportunity to express their Christianity openly and simultaneously with their academic learning. They expressed their satisfaction in not having to separate the two ( Hall, Ripley, Garzon and Mangis (The Other Side of the Podium). Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning) research findings suggested that students perceived that integration can only occur within a caring relationship with a mentor (in this case a professor, administrator, etc). The mentor must be an individual who has spiritual depth and is able to integrate it both inside and outside the classroom. This would require the professor to take the time and effort to get know each student personally, placing a strong emphasis on the process of learning as opposed to solely the concept of learning. Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning). This proposes the importance of the type of professors that are hired with the intention of implementing IFL in the classroom (Research study by Hall, Ripley, Garzon and Mangis (The Other Side of the Podium). Lawrence, Burton, Nwosus research concluded that students perceive IFL in terms of the content of the teachings through the methods used by the professor. Most gave examples in terms of the professors actions rather than the students activity. The methods utilized active learning approaches that gave the student opportunities to mentally manipulate and develop ideas (role play, inquiry training). The top three categories were teaching methodologies (conversations with the professor during class time), making connections (the teacher playing an active role in connecting faith with the area of study),and the atmosphere of the classroom (positive, safe, feels accepted and supported) Lawrence, Burton, Nwosu (Refocusing on the Learning). The research of Sherr, Huff, Curran (Salient Indicators of Integration) pinpointed two main indicators of IFL: faculty relationships with God and students, and faculty competence. In terms of the professors relationship with God, the students needed to indentify the professor as being a genuine Christian with a passion for their relationship to the Lord. They also looked for accountability and commitment to God. In terms of the professors relationship with the students, they believed the instructor should demonstrate a genuine care for every aspect of the students live- physical, emotional and spiritual. This was connected to the amount of genuine time and interaction in and out fo the classroom the professor spent with the student. These were individuals who were concerned about helping the student personally develop (Sherr, Huff, Curran (Salient Indicators of Integration). When it came to the professors competence and curriculum, the students belied the professor not only had to be competent, but also able to implement IFL experiences within the curriculum. They made references to using scripture as a reference, assisting students in applying Christian faith in different settings and the professor sharing their personal faith experiences. The students also mentioned the classroom environment as an indicator of IFL. They indentified a sense of belonging acceptance and commitment within the classroom is important. Prayer in the class was not necessarily agreed on as being an important factor (Sherr, Huff, Curran (Salient Indicators of Integration). Reports have indicated that there is no significant learning difference when students are taught at a distance as opposed to traditional face-to-face instruction, though attrition can be higher and satisfaction lower (2006). A blended training approach using videoconferencing for distance education. AND (Research study by Spector (Time Demands in Online Instruction) AND Research study by Muilenburg Berg (Student Barriers to Onlin Learning). Though some argue that the interaction through traditional instruction has the potential for greater social presence, research has shown that online communication does permit high levels of interpersonal communication, thus social presence Research study by Beuchot Bullen (Integration and Interpersonality). There are significant differences in the way students perceive their online learning experiences (Research study by Muilenburg Berg (Student Barriers to Onlin Learning). Asynchronous instruction is independently experienced by the student and does not require simultaneous participation of the student and instructor. It gives every student an opportunity to respond to a topic and encourages more in-depth discussions. It is a more inclusive type of interaction. It limitations include feelings of isolation from students, lack of quick feedback, and not enough time for discussions to mature. This method requires more time to manage and provides less social interaction than synchronous instruction.(Research study by Johnson (Synchronous and Asynchronous CMC) 2006, TechTrends. Synchronous instruction requires simultaneous involvement between the professor and the student. This method allows multiple users to communicate in real time. Limitations include getting the students online at the same time and moderating conversations with larger groups. They are more difficult implement than asynchronous, though it generates a greater sense of presence and spontaneity. Chats and chat rooms can be utilized with this method (Research study by Johnson (Synchronous and Asynchronous CMC) 2006, TechTrends. Research study by Johnson showed that students did not report a clear preference for synchronous or asynchronous instruction. 43% of the variance in perceived learning rested in the difference of the students perception of learning. Both forms have advantages and both contribute to student cognitive and affective outcomes. Though the students characteristics seemed to affect asynchronous online behavior and discussion. Perhaps the two methods can be blended in a systematic and object manner in order to maximize the students learning experience (Research study by Johnson (Synchronous and Asynchronous CMC) 2006, TechTrends. There are significant differences in the way students perceive their online experiences during learning (Research study by Muilenburg Berg (Student Barriers to Online Learning). Results by Johnson have shown that there is no evidence of instructional superiority between the two methods- student achievement was equivalent. Although synchronous is often assumes to be more interactive- students perceptions of such may differ. The reported advantages/disadvantages of both methods may reflect the students personal preference due to characteristics. Students who prefer synchronous over asynchronous text-based computer mediated communication (CMC) may be more social than students who express the reverse preference. Students who expressed the perception that they learned the case studies best when using synchronous chat were at a learning disadvantage when using that CMC mode (Research study Johnson (20008- The Relative Learning Benefits of synchronous and asynchronous). Ng Murphy reported that Some students in their study took an active role(ex: initiating discussion topics and responding to prior contributions), and their involvement did not rely on tutors inputs . Ng Murphy (Evaluating Interactivity and Learning) . This suggests that another factor, like personality, was the cause for such participation. Having two-way audio and video, enabling the students and teachers to see as well as hear each other in real time, is better than those in courses where communication is only one-way. This may increase the sense of social presence, increasing course satisfaction. Blending asynchronous and synchronous methods may eliminate attrition and isolation problems that affect distance education learners (2006). A blended training approach using videoconferencing for distance education Research by Muilenburg Berg (Student Barriers to Onlin Learning) found eight barriers to online learning perceived by students: administrative/instructor issues, social interactions, academic skills, technical skills, learner motivation, time and support for studies, cost and access to the internet, and technical problems. The most critical barriers were social interaction, administrative/instructor issues, learner motivation, and time/support for studies. A lack of social interaction was most severe barrier perceived by students. Findings show that social interaction is strongly related to the effectiveness of learning and course enjoyment. (Research study by Muilenburg Berg (Student Barriers to Onlin Learning). Research study by Beuchot Bullen (Integration and Interpersonality) suggests that interactivity comes about through inner process variables, for example, the interpersonal content of messages. This suggests that online interaction participation may be determined by the type and degree of a students socio-affective content in postings, therefore implying that online instruction should focus more on the development of the socio-emotional climate of virtual communities. It has been shown (Rafaeli and Sudweeks, 1998) that overall, interactive messages are likely to contain self-disclosure, indicating that interactivity may bring about a sense of involvement and belonging. This may be done through allotting additional time for interpersonal connections between students and between the student and professor. One suggestion would be to ensure that students make meaningful interpersonal connections before they engage in cognitive tasks (Beuchot Bullen (Integration and Interpersonality). Online teachers invest significantly more time than traditional face-to-face instructors. Online teachers at various universities believe that preparing and teaching online courses places more stress on the instructors. Research study by Spector (Time Demands in Online Instruction). Research by Dennen indicated that instructors balanced their own need to manage time with the affirming students through regular feedback, but the task was very overwhelming Dennen (From Message Posting to Learning). Based on research results, professors teach online courses out of personal interest, mainly for flexibility. Research study by Spector (Time Demands in Online Instruction). Again rises the importance of carefully selecting professors for clear goals of integration.(Research study by Hall, Ripley, Garzon and Mangis (The Other Side of the Podium).   Course designers and instructors in distant education need to have and understanding on how students interact and how groups develop in computer mediated environments. Research study by Beuchot Bullen (Integration and Interpersonality) Online instruction needs to create and interactive environment for students and teachers through CMC. The Challenge is to balance independent study and bringing each student into contact with others, which is essential in forming any community (interaction/interactivity) (Ng Murphy (Evaluating Interactivity and Learning. Dialogue consists of at least two discussants who communicate in repose to each other. Research conducted by Denned noted that composing and posting messages did not necessarily result in dialogue. Students were going through the motions of dialogue but all aspects were not present.Dennen (From Message Posting to Learning). Conversational treatment by the instructor generated higher quality student contributions, Dennen (From Message Posting to Learning). It has been suggested that moments of conversation within the forum need to be carefully designed themselves- the strategies need to support students construction of meaning. It may not just matter how much instructors post messages that affects class dialogue, but also how why compose those messages. Distant learning activities must be relevant and goal based in order to attract student participation. The learning objective and relevance should be made clear to the students. Socialization can also incite participation. The discussion prompts that where effective in prompting student dialogue had clear guidelines and gave each student the opportunity to have a unique response. The instructor feedback also motivated students to participate more. Dennen (From Message Posting to Learning) The Research study by Ng Murphy (Evaluating Interactivity and Learning) results were that the number of genuinely interactive messages were limited. There was little evidence of the students participating collectively and building upon each others contribution. The learners DID NOT use forum to share experience or self-reflections. Though evidence of cognitive skills in their responses was evident, higher-order reasoning skills- such as critical thinking and problem resolution- were not demonstrated. (Ng Murphy (Evaluating Interactivity and Learning) Research Proposal Research Rational Research studies have given us an idea of some of the primary indicators of IFL experiences perceived by students: relational attachments with mentors Ripley, Garzon and Mangis (The Other Side of the Podium).; Teaching methods with an instructor who is self-revealing, caring, welcoming, dedicated and open-minded ( Hall, Ripley, Garzon and Mangis (The Other Side of the Podium); within a caring relationship with a mentor Garzon, Milacci Boothe (A Phenomenology of the Integration od Faith and Learning); faculty relationships with God and students, and faculty competence Sherr, Huff, Curran (Salient Indicators of Integration). Research has also shown that there is no difference in online and traditional face-to -face learning, as well as no significant different between synchronous and asynchronous teaching methods. This study asks the question, What are distant learners perceptions of efficient faculty efforts in facilitating IFL experiences using current and intentionally increased and focused IFL goals, and current and various CMC (Computer Mediated Communication) methods? Purpose of Research The purpose of this study is to assess whether the same indicators of IFL experiences are perceived by distant learners as traditional, face-to-face learners. If not, what are some of the different indicators? Although studies have proven no significant difference in asynchronous and synchronous methods in learning, we will assess whether or not there are differences when it comes to the students perceptions of IFL experiences. Also, we will increase the focus and goals of IFL experiences, making them intentional and known to the students and assess if there is any differences between intentionally increased and focused methods of IFL goals and the current ones the institution uses. The theoretical implication will be to compare the institutions current IFL goals and methods with the same goals but using primarily asynchronous methods, synchronous methods, and finally a balanced blend of both methods. Then increase the IFL goals and compare them to the same increased goals but using primarily asynchronous methods, and then synchronous methods. The results from the current goals will be compared to the intentionally increased and focused goals. Method Participants The study will be conducted over the course of one complete year, consisting of a 4 consecutive semesters (beginning with a summer semester and the following fall, spring, and summer semesters).Undergraduates and graduate students from three Christian higher education institutions will be surveyed. The institutions will be from different regions of the US, as well as from difference Christian denominations. There will be 8 professors used (2 female undergraduate professors, 2 male undergraduate professors, 2 female graduate professors, and 2 male graduate professors) to implement the current IFL goals and the intentionally increased and focused goals. There will be 8 courses (4 undergraduate and 4 graduate) randomly chosen from 4 various schools of study (education, arts and science, business, religion, etc.) each institution offers. Materials A survey questionnaire will be given to each student to fill out during the last week of the course. It will consist of open-end questions. This method of data collection will be identical between each institution and will be collected over the course of four consecutive semesters. Design Qualitative data will be obtained by having each participant fill out a survey questionnaire. The survey will consist of open-ended questions. in order to give each student an opportunity to give their perception and initiate candid responses. Procedures This experiment would be conducted in 2 parts: Study A and Study B. Study A will be conducted in three Christian institutions, assessing eight courses: four (2 undergraduate and 2 graduate) analyzing current IFL goals and various CMC teaching methods and four (2 undergraduate and 2 graduate) analyzing intentionally increased and focused IFL goals and various CMC teaching methods. Study A Analyze the current IFL goals using the institutions current methods in a Summer Semester, 20YY. Study will have no control over this particular instructor (male or female). Analyze the current IFL goals using mainly asynchronous CMC methods in the Fall Semester, 20YY. Study will have control over instructor (male or female who will be trained in Asynchronous methods). Analyze the current IFL goals using mainly synchronous methods in the Spring Semester, 20ZZ. Study will have control over the instructor (male or female who will be trained in Synchronous methods). Analyze the current IFL goals using a balanced combination of asynchronous and synchronous methods in the Summer Semester, 20ZZ. Study will have control over the instructor (male or female who was trained in a balanced combination of asynchronous and synchronous methods). Study B Analyze intentionally increased and focused IFL goals using current methods simultaneously in study As Summer Semester, 20YY. Study will have no control over this particular instructor (male or female). Analyze intentionally increased and focused IFL goals using mainly asynchronous methods simultaneously in study As Fall Semester, 20YY. Study will have control over instructor (male or female who will be trained in increased IFL goals through asynchronous methods). Analyze intentionally increased and focused IFL goals using mainly synchronous methods simultaneously in study As Spring Semester, 20ZZ, Study will have control over instructor (male or female who will be trained in increased IFL goals through synchronous methods). Analyze intentionally increased and focused IFL goals through a balanced blend of asynchronous and synchronous methods simultaneously in study As Summer Semester, 20ZZ. Study will have control over instructor (male or female who was trained in increasing IFL experiences through a balanced combination of synchronous methods. Data Analysis There will be three researchers. Two of the three researchers will: STUDY A: Analyze and Compare current IFL methods against each group that received treatment; Analyze and Compare each treated group against each other; Come together and resolve any discrepancies. STUDY B: Analyze and Compare Increased, focused and intentional IFL goals through current methods against each group that received treatment of increased, focused and intentional IFL goals; Analyze and Compare each Increased, focused and intentional IFL goals that received treatment ; Come together and resolve any discrepancies. The third blind research will analyze and compare each group as mentioned above; join with the other two to resolve any further discrepancies along the way.