thePROJECT

thePROJECT-Behind the Scenes from Rob Oakley on Vimeo.

This is the official and final version of the behind-the-scenes video for the Pregnancy Help Center of West Houston and The Project. Watch as Steve Hebert explains in great detail our nine month journey to completing more than just an Eagle Project, but a short documentary of the lives of humble individuals and their incredible stories and experiences. For the benefit of potential volunteers, contributors and even clients in search for answers, please pass this video to others on along with our project website.

http://stephen-hebert.blogspot.com/

"My heart is inditing a good matter: I speak of the things which I have made touching the king: my tongue is the pen of a ready writer."

Building the Family Library

So 1st Summer Session at the Lone star College is finally over and I can put Spanish behind me and focus on some things around home. I won’t have much to do now aside from the reading I’m planing to do so I’ve decided to take on a few challenges until the Summer comes to a close.

So my first challenge is organizing and cataloging the family Library. I’ve take some time to research the necessary steps and well it appears to be fairly simple. Though I won’t be using anything extravagant like the Dewy Decimal System or the system they have set up at the Library of Congress, I quite simply will place the family collection in general categories such as Health and Science and Nature; Children Stories and Picture Books; Christianity and Spiritual Growth; Government and History; Geography and Reference; Education and “How-Tos”; and Fiction and Non-Fiction. While I sort the books in those categories I will also sort them alphabetically according to author and book title. Easy, right?

We actually have a LOT of books and it’s going to take some time to catalog them all on my computer, but thankful with the advent of the Internet age it shouldn’t be all that bad. I found this rather ingenious website called “LibraryThing.” It allows me to search for my books online then add them to a virtual library. That way my database can be stored safely onto a web server and even shared with others.

Why am I going through all this trouble? Well, like I said, the family has a LOT of books and I just want to take up this challenge to make it a little easier to find something on any particular topic. It’s another mission of mine to help plant a strong interest in discovering the world through books in not only myself but my younger siblings. I regret not reading much as a child and It would seem I have some catching up to do so why not share the experience and make it something worthwhile for the whole family?

Can’t wait till it’s all finished: it’s going to look and feel fantastic.

Ciao for now!

~The Renaissance Man

"My heart is inditing a good matter: I speak of the things which I have made touching the king: my tongue is the pen of a ready writer."

In the Beginning. . .

In the beginning was the Logos. And the Logos was set in motion creating all things seen and unseen. The Logos is the word and the word comes from the ultimate source of all things made and unmade. The Logos is Truth that comes from the source which all things were made and must return. The truth is the word and the word is conveyed in vast formations--plain and mysterious.

The logos is a living entity and exists in all things. Yet all things come from the source: a single entity that binds and creates all things known and unknown.

The Logos, the word, and the source are synonymous symbols by which Truth can be found. . .

Through the word. . .

Through light. . .

Through sound. . .

Through motion. . .

The Logos set in motion creates all things seen and unseen; known and unknown; made and unmade.

The Logos speaks this way so that you can better understand. . .

To speak through metaphors can the Truth be inspired that then when the Truth finds you can the Logos be understood.

Let the Logos speak.

Let the people hear.

Let the Truth find you.

For the Truth cannot be found lest the Truth finds you first.

Through the word, through light, through sound, and motion.

John 1:1 (ESV)

1In the beginning was the Word, and the Word was with God, and the Word was God. 2He was in the beginning with God. 3All things were made through him, and without him was not any thing made that was made. 4In him was life,^a and the life was the light of men. 5The light shines in the darkness, and the darkness has not overcome it.

"My heart is inditing a good matter: I speak of the things which I have made touching the king: my tongue is the pen of a ready writer."

Pregnancy Help Center of West Houston video teaser from Steve Hebert on Vimeo.


"My heart is inditing a good matter: I speak of the things which I have made touching the king: my tongue is the pen of a ready writer."

The Effects of Media

EFFECTS OF MEDIA

The Effects of Media

 for 

Writing in the Social Sciences WRIT 2306-02 3 

Presented to 

Dr. Suanna Davis 

by 

Robert Oakley 

April 14, 2010

Abstract

It is up to educational boards and business alike to maintain their integrity to keep both current and future societies well informed and educated on the changing times. Many studies are taken into consideration providing informative research concerning issues in electronic forms of education, media violence, information literacy, persuasion theory, and political propaganda. The electronic age continues to pursue forward: the way communication is developed, coded, and decoded is constantly changing. However, some communities and individuals may be left behind or even mislead if not taken carefully through the technological advancement.

Keywords: Mass Media, Media Education, Media and Information Literacy, Media Violence, Media Propaganda, Academic integrity.

     Studies show an impact of electronic forms of communication and curriculum in both business and educational worlds. Students from pre-k to college find a positive outlook in their new experience learning, as what once was merely textbook and theory is now physical and sensational.

     Media education is an excellent way to develop courses and programs for children and their learning environments as television, video games, and the internet are already customary in their daily lives (Baltruschat, 2004).

     The great phenomenon of media has for long been presented as a source of entertainment but not necessarily for education. The exposure to media is unavoidable and increasingly integrates society in a number of ways including the world of academics. One major aspect and concern, however, are the positive and negative effects media has on an individual at both early and higher levels of development.

     Very few studies have investigated the demographical issues of media effects on children younger then six, such as Anand & Krosnick’s 2005 study in predicting the amount of media used among infants, toddlers, and preschoolers. Whereas other studies have investigated the effects on high school and college students in both extracurricular and crosscurricular situations. Whether it be for pure enjoyment of the vast amounts and forms of communications or a deeper approach to understanding the world that surounds, researchers are hard at work discovering what role media plays on individuals and societies alike, including how its effects can be channeled to benefit both in immense ways.

Media in Early Development

     For centuries books and written forms of communication have been a primary method for sharing and exploring new ideas. Although the written word may never die, the way it is presented will always continue to progress and change. A study in the Netherlands explores the possibilities of text in electronic form and investigates the use of electronic books and how children understand story and character development in both traditional and electronic forms (De Jong & Bus, 2004). As traditional bound books featured physical turning pages, the electronic versions featured animated illustrations and interactivity. Both methods were equally understood by said children yet some of the responses and effects varied.

     In De Jong and Bus’ (2004) study, kindergarten students were observed using interactive books and computer software with features that allowed readers to involve themselves with the stories by selectable screens and objects that would lead to strings of animations and interactivity. The major concern was whether or not the interactivity was too distracting for children in early development to fully comprehend the stories. Most media require a passive viewing where little thinking and processing are involved. This is where most of the concern comes from concerning the extensive use of new media in education. Though the ability for children to read on their own still may always require the close guidance of parents, this study provides results that suggest that is such the case. It is determined, then, that the close involvement of children and adults reading together may remain crucial at certain levels of development.

     The concluding research found that reading several times stimulates children to be more vigilant toward details while at the same time expanding their vocabularies. For further research, scientists could also consider what factors influence developers of these interactive stories and reveal how they are trying to create a better learning experience for young children (De Jong & Bus 2004).

     One other aspect from the electronic books is that children were able to interact with the stories creating a more hands on experience. Children with traditional bound books were left with standard illustrations, yet both groups showed the same amount of interest and comprehension of the stories. A final factor is the ability of the children to recreate the stories and to visualize them with only standard text as their imaginations develop (De Jong & Bus, 2004).

     By making media a part of education and curriculum, a large involvement of students of all ages and stages of learning prove to be a much more enjoyable experience. Interactive media has been a fast growing trend in society and schools showing impressive results while having hands-on study and homework assignments has increased student participation and readiness in real world environments. Furthermore, the production process has allowed students to engage media education to learn more about mass media and the influence it has on themselves and their society (Baltruschat, 2004).

     Hobbs and Frost’s 2003 study researches the interpretation of media used not only in educational environments but also those on television and advertisements. Currently, some schools are developing curriculum in media literacy allowing students an opportunity to better interpret the process messages within each program they observe.

    Two high school groups in one study were assigned to undergo a series of exercises where they needed to identify certain elements in written, audible, and visual forms. One group was given no specific instructions and the other a new experimental curriculum (Hobbs & Frost, 2003). Both groups showed varied results showing a contrast between what students needed to know about media and what they already knew.

     For further research, De Castell and Jenson’s 2005 observations of a new and quickly emerging educational field--videogames--could be of great use into understanding the future of education. The separation of work and play appears to be of the greatest concern among participants. Once they discover they are having to work to achieve goals, the process no longer seems voluntary or enjoyable. Despite this, video game developers are consistently coming up with new ways to stimulate the mind with games, puzzles, and simulations that keep an active player living and learning together at once.

      What could be even more exciting is the use of virtual reality in some cases mostly
including some colleges as courses in theatre explore the use of computer generated sets to teach scenography to emerging students in the new generation of visual communications (Kuksa, 2009).

     Although media and media education shows great promise in immense advancement for individuals at several different levels of learning, there are some negative effects to consider as the influence of media is just as strong in producing adolescence and violence.

Media Violence, Adolescents, and Influence

     Adolescence and violence among teenagers has gone far beyond the hallways of schools and even beyond teenagers as the internet evolves into a new playground of violent behavior. Internet bullies have become quite common around the World Wide Web and is a serious issue; however, there are many researchers developing ways to try and ease the social status of these types of individuals. In Cileziz’s 2009 study, the implication of media use in internet cafes as social phenomenon may be able to reform the way many educate themselves and socialize in controlled and understanding environments. Although computers and internet technologies may be a direct link to adolescent behavior, development of a better sense of how to make the social experience more enjoyable and safer for all participants has much needed potential in educational and political arenas.

     Legitimizing education in video games has been a tough case but video games that are designed to educate proper behavior and tactics for successful living could, in fact, also be promoting violent behavior--especially coming from the contemporary and most popular first-person shooters. Although the video game industry has been strictly for entertainment purposes, many are trying to develop games to stimulate positive mental development and social skills. It is arguable that it may not necessarily be that digital games are to blame for the increase in violent behavior rather it may be a lack of observing decaying ethics in the new digital age (De Castell & Jenson,2005).

    Anderson et al. (2003) argues that violence in mainstream television and video games may also still be a primary factor in leading society to adolescent and aggressive behavior. In this study the relationship youth have between their intake of violent mediums of entertainment (especially videogames) and their behavior in the real world are examined closely. Though violence in media is indeed a problem as evidence clearly shows there were some limitations concerning a call of action necessary to reduce the effects of violence as the result of overexposure.

     Furthermore, media violence could also explain a cause for racial bias and prejudice as found in a two-study experiment focusing on the relationship of televised demonstrations of violence and race. Whether what is shown through fictional broadcast is affecting the viewers’ prejudice in real-world situations the results between both studies remain consistent to some degree showing that the race of any televised character has note-worthy effects on the emotions and mindset toward non-white citizens outside the settings of broadcast television. (Mastro, Lapinski, Kpacz, & Behm-Morawitz, 2009)
This may conclude that a better method toward properly interpreting media is at hand as what is crucial in academic literacy and integrity could also be used towards informing a culture of the critical thinking skills necessary to separate fiction from real life scenarios.

Media Literacy

     Technological skills and the ability to properly interpret media is shaping most society where a job, an education, or even citizenship will rely on an individual’s ability to use and understand new forms of communication. The electronic age continues to pursue forward: the way communication is developed, coded, and decoded is constantly changing. However, some communities and individuals may be left behind or even mislead if not taken carefully through the technological advancement.

     Information and Communication Technologies (ICTs) is at the heart of a new revolution in the way people think, what they value, and how they behave. As for the technologically declined or illiterate, they could very well be left behind in the stone-age of written forms of communication being denied jobs, education, and even legitimized citizenship all because of a lack of computer and technological ability (Valentine & Holloway 2002).

     In a study done by Valentine & Holloway (2002), they focused more on the future, the children of technology or “Cyber kids.” The study included extensive interviews with professionals and closely examined the relationships under development in both real-world and virtual-world environments. While investigating the acts and behaviors of children, the main topic of discussion tends to lean to what future society holds and seems fruitful; however, it would be wise to include what a common man can do to survive in the new virtual and high-speed society.

     Because younger generations represent a very different and new emerging culture, some research is being done to analyze how parents feel about their children’s exposure to media. By using third-party perspective of parents and other children, researchers avoid what is described as self-enhancement. This is to say that interviews and studies based on performance that are left to an individual will almost always end up way above average. Statistically speaking, this is impossible; wherefore, scientists took a new approach into discovering what true effects media has on children both positive and negative. More specifically, studies are looking into how media influences a child’s (un)disability for materialism and how this effects their behavior. (Meirick, Sims, Gilchrist, & Croucher, 2009).

     Another study looks closely at media bias and its presence in news coverage concerning the Iraqi war. More specifically, the study examines the relationship between two majorly competing networks, CBS and Fox, and their audiences. The term “persuasion theory” is mentioned thoroughly explaining how these tactical forms of communication can mislead well-educated audiences just as well as those with no education at all. Research reveals that a critical eye over news media needed by its viewers as its role in informing the populace sways from one political party to the other (Johansen & Joslyn 2008).

     As mentioned earlier, the effects of media and media literacy are taken into consideration in Hobbs & Frosts 2003 study using data gathered from two separate eleventh-grade English student groups One group was assigned to critically examine and interpret print, audio, and visual media while the other was given no specific instructions or guidelines. The objective was to see the advantages and disadvantages of presenting students with a curriculum that guided their understanding towards properly identifying media aspects such as targeted audience and process messaging. There was a great contrast between students who were educated on media literacy and those who were not. Although one can assume the great amount of exposure to media in the information age would constitute a natural understating on the presented material, this study goes to length revealing a necessity to educate students to properly engage and comprehend the literacy behind all mediums of communication.

     A final example of media dependency and over reliance is that in smaller community colleges, the aid to new students is lacking as many factors revealed in Deil-Amen and Rosenbaum’s 2003 study showing that students are not receiving the social know-how they need to be successful. Many students do not receive one-on-one counseling concerning their major are left with only current students for aid in choosing appropriate courses. A suggested means to counteract the lack of social skills is the implication of computer aided technologies; however, it may not be effective to learn social skills from a machine. Through better interaction with the people behind the courses rather then simply improving new student’s awareness of computer aided technologies could also be a sign of poor media literacy and understanding of its limitations.

Summary

     Society will forever use words to express themselves--the means of how one does this is in a constant flux of change from the way one says something to how he says it. The new extremes of what technology can communicate throughout the world is a demonstration of incredible power, power that must be taken into careful consideration and responsibility. Researches will continue to observe the intriguing activity of media education and development as both positive and negative aspects will be taken into an account. Although both media consumer and creator influence remains somewhat ambiguous as each individual value varies from person to person, there still remains a format of proper interpretation and representation of all that surounds. Any misuses or misleading material should be perfectly understood as such as each individual has a right to achieve an amble amount of skills to correctly understand the messages being portrayed in all forms of media. As media is used to teach and learn new experiences, the information age will also require courses in media literacy as studies have shown that little is understood about mediocracy unless properly enforced. It has also been observed that even the youngest of citizens can be majorly influenced by media up until they attend universities in higher education. Even then, individuals and society alike could still be subject to misinformation or harmful effects due to negative influences improperly interpreted as appropriate behavior. As art influences life, so does life influence art; as communications changes so does society, and as society changes, so does communications. It is up to educational boards, business, news networks, and individuals alike to stay on top of the changing times to ensure both current and future societies will advance and prosper in this roaring sea of digital information.

References

Anand, S., & Krosnick, J.A. (2005, Jan). Demographic predictors of media use among infants, toddlers, and preschoolers. [Electronic version]. The American Behavioral Scientist, 48,539-567.
Anderson, C.A., Berkowitz, L., Donnerstein, E., Husesmann, L.R., Johnson, J.D., Linz, D., Malamuth, N.M., & Wartella, E. (2003, Dec). The influence of media violence on youth. [Electronic version]. Psychological Science in the Public Interest, 4, (3), 81-110.
Baltruschat, D. (2004). The ABCs of media education: A hands-on-approach. [Electronic version]. Feliciter, 50, 190-192.
Cilesiz, S. (2009, Mar). Educational computer use in leisure contests: A phenomenological study of adolescents’ experiences at internet cafes. [Electronic version]. American Educational Research Journal, 46, 232-274
Deil-Amen, R., & Rosenbaum, J. E., (2003, Mar). The social prerequisites of success: Can college structure reduce the need for social know-how? [Electronic Version]. Annals of the American Academy of Political and Social Science, Vol. 586, 120-143
De Castell, S., & Jenson J. (2005). Videogames and digital gameplay - The new field of educational game studies. [Electronic version]. Orbit, 35 (2), 17.
De Jong, M.T., & Bus, A.G., (2004, Oct-Dec). The efficacy of electronic books in fostering kindergarten children’s emergent story understanding. [Electronic version]. Reading Research Quarterly, 39, 378-393.
Duran, R.L., Yousman, B., Walsh, K.M., Longshore, M.A. (2008, Feb). Holistic media education: An assessment of the effectiveness of a college course in media literacy. [Electronic version]. Communication Quarterly, 56, 49-68.
Hobbs, R., & Frost, R. (Jul.-Sep., 2003) Measuring the acquisition of media-literacy skills. [Electronic version]. Reading Research Quarterly. 38, 330-355.
Johansen, M. & Joslyn, M. (2008, Autumn). Political persuasion during times of crisis: The effects of education and news media on citizens’ factual information about iraq. [Electronic version]. Journalism & Mass Communication Quarterly, 85 (3), 591-608.
Kuksa, I., (2009). Virtual reality in theatre education and design practice -- new developments and applications. [Electronic version]. Art, Design & Communication in Higher Education, 7, 73-89.
Lou, Y., Abrami, P.C., & d’Apollonia, S. (2001, Autumn). Small group and individual learning with technology: A meta-analysis. [Electronic version]. Review of Educational Research, 71, (3), 449-521.
Mastro, D., Lapinski, M.K., Kpacz, M.A., & Behm-Morawitz, E. (2009-Oct.). The influence of exposure to depictions of race and crime in TV news on viewer's social judgments. [Electronic version]. Journal of Broadcasting & Electronic Media, 53 (4), 615-635.
Meirick, P.C., Sims, J.D., Gilchrist, E.S., Croucher, S.M. (2009, Apr-Jun). All the children are above average: Parents’ perceptions of education and materialism as media effects on their own and other children. [Electronic version]. Mass Communication & Society, 12, 217-237.
Valentine, G., & Holloway, S.L. (2002, Jun). Cyberkids? Exploring children’s identities and social networks in on-line and offline worlds. [Electronic version]. Annals of the Association of American Geographers, 92 , 302-319.

"My heart is inditing a good matter: I speak of the things which I have made touching the king: my tongue is the pen of a ready writer."

Logos Kinon

So I’ve been following around the blog-sphere and started to notice something that some blogs have that mine doesn’t.

A theme...

I thought I had a theme... In fact, it would appear that the theme of this blog is fairly obvious but I don’t think I’ve ever come out and admitted that [I] even knew what it was...

The name has always been “Renaissance Man.”

Why?

Well that is something I aspire to be. . .

It’s a life long pursuit, yes, but what pursuit in life isn’t?

I honestly had no clue what I wanted to be when I grew up because I couldn’t make up my mind... I was also scared that whatever I chose to become wouldn’t make me happy, I’d change my mind but it would be too late... I had to be certain! But I just couldn’t choose to do any one thing, because I knew that any one thing couldn’t make me happy.

I use to tell people, then, that I wanted to be a jack of all trades but master of none.

I soon realized that employers and businesses don’t like to hear this sort of thing: they rely upon individuals with very specific skills and character traits.

Well, there’s nothing really wrong with wanting to know how to do all sorts of different things or to desire many different abilities; however, it’s still important to find what you’re really good at and stick with it--also know as “finding your niche.”

“What am I good at?” was the next question...

Photography and graphic art are two things I’ve always loved and enjoyed...

I love taking pictures and I love manipulating them to make something out of this world!

I love talking about it, can’t stop thinking about it, and I love teaching others about it all the time.

It didn’t stop there, though, and that’s when life started to get really interesting.

Still images are amazing things and like they say, “A picture speaks a thousand words”

I then thought to myself, “I enjoy speaking words of encouragement especially through my writing and my photographs... But if a picture speaks a thousand words, then how many words are spoken in moving pictures or film?”

The standard film rate in American cinema is 24 frames per second.

And a feature length film is said to be an average of 90 to 120 minutes in length

1000 words times 24 fames times 60 seconds times 120 minutes equals 172,800,000 words!

Of course, I’m not just talking about the dialog, and yes, one cannot take in a single frame of film as they can a single photograph; however, the possibilities of communicating ideas and the amount of skill that goes into this extensively collaborative business is incredible!

So incredible... That I’m sure it’s what I want to do for the rest of my life...

You take film and you get both a collaborative effort extensively involved in both art and science.

Am I capable of being the best at every little aspect of film making? Of course not. But working in film still gives me the chance to use what gifts I do have and mix and match them with the gifts others have. I’m not so bright when it comes to music, but I can still use what little knowledge I have to work with someone who has dedicated his or her life to musical theory. I may not be that great of a craftsmen, but who knows? I may get to work with some of the greatest craftsmen this world has ever known. And to think, it can all happen on the set of a film.

I now like to think of the renaissance man and the filmmaker as synonymous--one and the same...

I now realize that, overall, this has been something I’ve been wanting to achieve since I was learning more about art in high school.

I was home schooled in fact which could be of no surprise considering that many other renaissance souls out there were home schooled also.  But now, at twenty years of age, I am encouraged to share that I am attending University seeking a degree in mass communications with emphasis in film production, cinematography, digital editing, and motion design.

As for my writing... I shouldn’t desire to limit my scope in the film industry only. So while I may not always speak of filmmaking or whatever I may be working on at the time, I should like to discuss things beyond that.

I try not to seem like an activist of sorts. I tend to remain neutral on most controversial issues. Instead, I would seek to share what little wisdom I have found through life and scriptures not to point out the wrong in life, but to expound on how we all can live better.

Whether I’m doing it here on my blog or hopefully someday in film, I shall strive to be of what encouragement I can  while seeking advancement in both art, science, and the word of God.

Of course, what little life I have left in this fascinating universe will be dedicated to He who as made me. All glory be to God and God alone. Amen.

So what is the theme of my blog?

Well,

If the Pen is Mightier then the sword...

If the word of God is sharper than any two edged sword...


If a Picture Speaks a Thousand Words...

If Film Is Thousands of Moving Pictures

Then the theme of my blog is this:

"Ho Logos Kinon"--The Moving Word

Finally, for anyone who is interested in art or science or both; for anyone in search of encouragement; for anyone interested in film production, photography, or graphic design; for anyone interested in sharing some deep thoughts in this sea of information, I hope you find yourself welcome here.

To any renaissance man (or women) out there,

God speed,

~Rob Oakley  (An aspiring Renaissance Man)



"My heart is inditing a good matter: I speak of the things which I have made touching the king: my tongue is the pen of a ready writer."

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Review of Actors from the London Stage Up Coming Performance of Romeo & Juliet

Mabee Theatre, March 11th, 2010

By

Robert Oakley

35 years of performance delight while touring over 15 universities  all the way  from  Notre Dame to our very own HBU Huskies, this “truly unique” program guarantees to deliver a show sure to entice the imagination and a surreal perspective of the Shakespearian era.

Actors from the London Stage come to Houston Baptist University with Shakespeare’s Romeo & Juliet--a most famous romance between lovers never meant to be.

For tonight’s review I will take several questions into consideration. Although I’ve not seen anything from the London Stage before nor have I seen Romeo and Juliet, I expect nothing more then a superb performance (It is Shakespeare after all). Granted the stage will be small being the limited but infamous Mabee Theatre, I expect the minute space to widen as the characters develop one scene to the next and transport the audience into a tale set in Italy long before any of us were born.

How well do the London players portray their interpretation of a classic?

•     Verbally
•     Physically
•     Emotionally

  
Setting and Mood: How well does the structure of the stage portray the Shakespearian Atmosphere?

•     Lighting
•     Set-props
•     Devices

  
Was he audience engaged  into the performance and in what ways?

•     Laughing, crying, etc. . .

•     Will the actors dare to break the fourth wall and ask the audience questions? 

Story and Character Development being of the most important question I shall consider.
As I experience visual story telling more, the more I realize what that experience is for--to escape and at the same time experience reality. Though different this reality may be, it's an experience through different shoes allowing an opportunity visually answer the question "What if?"

And with that, I will have to just wait and see how it goes... So tonight, seven o'clock sharp we'll know for sure as I fully intend to report on tonight's festivities.


"My heart is inditing a good matter: I speak of the things which I have made touching the king: my tongue is the pen of a ready writer."

My Upcoming Research Paper in Summary

Describe your topic:


My literature review investigates media literacy and the effects there of in social, educational, and political arenas. These studies bring into perspective the use of media in schools to educate and to prevent cultural decline and adolescent behavior—taking the current and next generations ahead into the future of communications.

What is the most important thing you have found to date?

The most important thing I have discovered is the positive enforcement of “experience” learning in education presenting students more hands on opportunities to engage the world around them.

Rather than reading and hearing about the universe, students can visually interact with it creating a stronger and concrete understanding.

What is the weirdest/strangest/most unexpected thing you have found to date?

Whether I have yet to find—or perhaps I’m not looking close enough—most of the research I have found has been done outside of the US. For example, many studies are being done in Canada, Tokyo, and even the Netherlands; however, I have found very few articles concerning the United States of America (being so media centered in its communications I found this somewhat odd. . .). This leaves me to question as to whether or not proper steps are being taken to better educate society and prepare them for the changing times. Perhaps some experts feel that these new technologies and methods will progressively become more and more common; on the contrary, I feel that some education in media literacy—the proper interpretation of media—is a crucial study especially in early development.

What argument could you be making on your topic?

Some of the advantages in media education are not yet fully realized in the US and improper interpretation of media (i.e. political propaganda) can lead US citizens astray. Furthermore, individuals may lose educational opportunities, jobs, and even citizenship if left to fend for themselves in understanding new media, new technology, and new communication.


"My heart is inditing a good matter: I speak of the things which I have made touching the king: my tongue is the pen of a ready writer."

Sound the Buzzhorn! Whitfield and Today's Disconection

by

Rob W. Oakley

-----George Whitefield, born December 16, 1714, was an entrepreneurial prodigy so to speak taking up his recently deceased father’s business and quickly learning the tools of the trade and became an excellent salesman. Later on Whitefield would acquire the aid of a stepfather and worked very closely with his family. Other then obtaining a vast understanding of sales and business, Whitefield also went on with an interest in commerce and evangelism.

-----After reading Frank Lambert's scholarly article “Pedlar in Divinity” one can very well come to the conclusion that Whitefield was hardly a pedlar but a man who knew how to take advantage of the leading mediums of communication. Rather then using any profit gained for the benefit of his own welfare, Whitefield would go on to sustain the advertisement of his work and his ministry to the less fortune.

----It was a social dilemma in that no one had any desire to gather in the name of commerce or the name of God. It was this matter, which sparked Whitefield's interest in that he knew; in order to sustain a body of believers and the governing forces between them, the people must mobilize and remain active together. Unfortunately, this was not the great case of the time until George Whitefield and his booming evangelical voice was heard throughout the New World.

-----In 1734-1735, Whitefield oversaw many of the initial stirrings of the First Great Awakening along with the other powerful and influential speakers such as Jonathan Edwards. The people were more then likely growing weary of the general topics being merely of who is and who is not of the proper doctrine. It was a battle of “Free Will” versus “Elected Grace” and many were beginning to feel like nothing more but empty and hopeless shells damned to be thrown away. On the contrary, Whitefield would assure that humankind at least have the powers within themselves to make a difference in the world around them. It was wrong for them to think condemning one another was more crucial then leaving such responsibility to God. Without first seeking the kingdom of heaven, they were instead seeking their own answers to the mystery of God's sovereign hand. Whitefield challenged their thinking and called them to dress better, to read better books, and to start pointing their fingers at themselves instead of one another.

-----George Whitefield was extraordinarily good at acquiring the attention of an audience (and a large one at that) so much to the effect that crowds would spontaneously appear from out of nowhere. One individual in particular was Benjamin Franklin.

-----Now of course, Franklin had every intention to make a profit off the charismatic Whitefield. Therefore, it would seem that the true Pedlar in this situation was Franklin and Whitefield being of the divine—that is the divine influence of God. Taking all of Whitefield's journals, sermons, prayers, and pamphlets, Franklin took it all and published them on mass scale including the mainstream of the city's newspaper. Some were greatly agitated of the situation, calling it religious propaganda. As long as Franklin was making a profit, however, and Whitefield continued to generate an audience, there was no stopping such a landslide revival. Although it all does seem to be propaganda and highly compromised due to a conflict in interest, there were still many converting to Christianity and making effective and immediate changes.

-----After all this success, the Great Awakening would soon come to an end, yet the impact continued to last echoing from generation to generation. Nevertheless, up until now it would seem there has been a drastic decline once again within today's society. With the advent of the World Wide Web, telecommunications, video-to-video conferences, and digital downloads of podcasts and even books, it would seem that the people are no longer mobilizing. Of course, there are vast amounts of social networks such as Facebook, Blogspot, and even You Tube but there is still a lack of the intimate “togetherness” necessary for a growth in relationship. There are no longer questions being asked, instead it would seem that the many happenings in a person's life are being “presented” to the observer rather then shared intimately.

-----There's a social bound between two individuals when they speak face to face. Although instantaneous messaging between chat rooms and texting and even live broadcast has brought the world closer together, not many are truly close. The moment the television is turned on, the family will no longer speak at the dinner table. Rather then interacting with each other they instead interact with the celebrity or politician on the screen, and yet, they cannot even talk to those projected images or ask them pressing questions.

-----Knowing all of that, could it be possible to have a revival today? Would George Whitefield's crucial techniques and voice be as effective? Could it be done better with today's technology? There have been numerous occasions when the people have actually gotten together as one and united community. However, and as of late, it would seem that is has taken great tragedy to enable such a thing to effectively motivate the movement. It would seem in order to get involved one must first know and then care to get involved. The problem with today's society and the problem Whitefield would face is that there are too many stuck in wondering the worse between two very unfortunate vices—ignorance and apathy. If the people do not know to get involved, more then likely they do not care to get involved either and it may be very well because of a lack of involvement between one individual to the next.

-----“Not only did Whitefield view commerce and religion as compatible, he maintained that trade was an essential feature of the divine economy. He argued that God would have deemed creation incomplete if his human creatures lacked company. Therefore, the Almighty made it impossible that “communities be kept up, or commerce carried on, without society.” Indeed, “Providence seems[ed] wisely to have assigned a particular product to almost each particular Country, on Purpose, as it were to oblige us to be social.” Whitefield concluded that the mutual dependence of commerce and society demonstrated that “the one great end of [human] existence,” consisted in individuals' being useful to each other in social life. Toward that end, he determined to share his “particular product”--his evangelical message—with the widest possible audience through the means at hand.

BIBILOGRAPHY

Lambert, Frank. “Pedlar in Divinity:” George Whitefield and the Great Awakening, 1737-1745. The Journal of American History, (December 1990): 812-837.

...:::Analytical Essay of Jonathan Edward's “Sinners in the Hands of an Angry God”:::...

by

Robert W. Oakley

-----“Sinners in the Hands of an Angry God” is one of Jonathan Edward's most well known and 1 rousing sermons given during America's first Great Awakening. The significance of the Great Awakening and Jonathan Edward's involvement, inspiration, and intrigue in the spiritual welfare of the American people is displayed throughout the document and serves an impact not only to its own time, but still remains influential to this day in schools, universities, churches, and among the nation's finest leaders and the individuals who follow them.

-----Jonathan Edwards was born on October 5, 1703, in East Windsor, Connecticut to Timothy and Esther Edwards. He was the fifth of 11 children and his childhood education led him deep into Biblical studies1. Growing up as a Puritan evangelical, Jonathan Edwards would soon take rise to be among the most famous preachers of his time with a degree from Yale University and a devout love for God and His creation backing him up. Edwards had a fond fascination with nature and science (especially spiders and psychology) which gave him a firm advantage in his writings and sermons.

-----In 1734-1735, Edwards oversaw some of the initial stirrings of the First Great Awakening along with the boom of George Whitfield's revivals. The work of George Whitfield, greatly contributed to the Great Awakening with his immensely motivational and powerful speeches, makes Jonathan Edwards' involvement seem minute in comparison because Whitfield's presence was so widespread. On the contrary, Edwards' work did play a major role in awakening the populace in that he did not only speak in terms of “Sinners in the Hands of an Angry God, but also showed how one could seek God's perfect will in acknowledging His sovereign wrath but promise of everlasting grace.

-----Edwards was the successor to his grandfather's Church in Northampton, Massachusetts, the largest and most influential church outside of Boston. This made it all the more imperative to thoroughly convince the congregation of the intense doctrine of God's wrath and God's grace:
so that they too could know the truth and influence the nation.

-----“In Puritan theology the focus was on what God has done for us. In the aftermath of the Awakening, the new emphasis was on what man can do in response to God's great gift.”What man can do to save himself—to keep him out of the depths of hell—is nothing, according to Jonathan Edwards. A statement which gathered the attention of not only nonbelievers but also the believers themselves. “The use of this awful subject may be for [awakening] unconverted persons in this congregation.” The unconverted wouldn't necessarily mean those who are not normally church goers or considered Puritans but those who have not acknowledge that Jesus is the Lord of their lives and have no excuse for their wickedness. It seems implied that any desire to partake in sin would suggest that one is not or was never converted (saved) in the first place, nor would they have an authentic fear of God. The wrath of God would forever punish those who had brought Him displeasure in their sinfulness because their very salvation itself is faulty; they did not fear the Lord.

-----Edwards revealed that the “good state of [one's] bodily constitution, the care of [one's] own life, and the means [one] uses for [his] own preservation” have nothing to do with salvation. Those who were not blinded by the mysticism of empirical self benefit perhaps took great refuge in that their devout worship and fear of God was not in vain. For the rest, there was much trembling and fear of the very ground opening up to swallow them whole.

-----The purpose of this intense sermon would be to awake those who think well of themselves but do not fear the Lord in that they believe that God could never be so angry toward them for being a part of the elect: to show them that the Lord God is sovereign and does not take sin very lightly at all. And, wherefore, the people would respond with utmost fear of their own damnation, confirming their sinfulness and need for a savior, and to worship the Lord as new creatures with a new outlook on God, not only His anger toward their sin but also His love and mercy. Simply trusting in the covenants of grace laid out by the coming of Jesus Christ and utterly fearing the wrath of God was all that was required.

-----For many, men of God were self-righteous, condescending, arrogant, unfriendly, or argumentative.The church attendance, rituals, and regulations prompted congregates perhaps to feel they were nothing more than empty shells. Instead of sound doctrine and invitations to receive fulfilling lives in the presence of the Lord and each other, many were led to believe that being among the brethren meant nothing more than debating theology and determining who is and who is not part of God's elected people. Not that it mattered to be separate from the world, but to be fortunate enough to be allowed in church membership and partake in the holy sacraments.

-----The Great Awakening and this powerful sermon tore down the walls which before blocked the view of slaves and sinners, people in desperate need of redemption, love, and the resurrection of Jesus Christ. They needed to hear that God was angry with the natural ways of mankind; they also needed to hear, however, that God had not deprived them of His mercy. They had an opportunity to turn, to choose, to acknowledge Him and the gift of salvation to all man. Black or white, bound or free, man or women, sinner or saint, everyone had fallen short of the glory of God but everyone had a chance to give God everything and in His name be changed forever.

-----Finally, the “Tactics first used to mobilize religious groups—such as organizing committees and writing petitions and letters—also proved useful for political activities.” In awakening from the deep sleep of blissful ignorance, individuals repented, were redeemed, and resolved to become increasingly active in not only religious affairs and a more intimate relationship with God but also the affairs of the political arena. Now holding the countries leaders accountable for their actions, the people would assume men of virtue and utmost respect for God and the equality of man to be elected. “The Awakening thus fostered greater political awareness and participation among colonists.”

-----The revivals would soon tone down, the Great Awakening would soon end, but the impact it had was everlasting. This is shown by the testimonies of many individuals and the admiration of one in particular, a Jonathan Edwards of our own time so to speak, John Piper.

-----Piper wrote,“The Message of Jonathan Edwards in The End of Which God Created the World is an intensely personal concern for me and a word of great public significance. In that book, a vision of God is displayed that took me captive thirty years ago and has put its stamp on every part of my life and ministry. But, more important than my own experience, is the immense significance of Edward's vision of God for the wider public of our day.” Although it would not seem directly that it was Edward's “Sinners in the Hand's of an Angry God” that captured Piper, the great influence is still present and no doubt John Piper would also find the sermon still intriguing compared to many of his other contributions to Christian theology.

-----The Great Awakening developed as a theology of "total dependence" on the transformative emanations of the Holy Spirit under Jonathan Edwards. Confronting his congregation, Edwards presented two images: images of "Sinners in the hands of an angry God" against those of "the divine and supernatural light".

-----The result of such sermons during the 1730s brought society to remarkable conversion and interior reflection. This spread throughout New England in different degrees throughout the decade, with another resurgence or zeal occurring in 1742-1743.6 Without the aid of this man, his transforming words, and all the impacted lives, the world we know today could be much different. Jonathan Edwards is much more then a legendary theologian, in fact, a part of him lives amongst all who proclaim the name of Christ. Despite these things happened quite a few centuries ago, the revivals and Edwards' words still echo far into eternity revealing the greatest truth of all—God's sovereign grace and gift of salvation.

Bibliography

Goldfield, Abbott, Argersinger, Anderson, Barney, Argersinger, and Weir,

The American Journey. New Jersey: Prentice Hall, 2009.

The Great Awakening, “Some Figures of The Great Awakening.”

http://www.great-awakening.com/figures.htm

(accessed November 9, 2009)

Piper and Edwards, God's Passion for His Glory:

Living the Vision of Jonathan Edwards, Illinois: Crossway Books, 2009.

The Jonathan Edwards Center at Yale University,

"Jonathan Edwards: Biography."

http://edwards.yale.edu/research/about-edwards/biography

(accessed November 9, 2009).

Wake Forest University, "Lecture Four The Great Awakening."

http://edwards.yale.edu/research/about edwards/biography

(accessed November 9,2009).

KACH 3rd Annual Talent Show--Preview

Spring Break Has Arrived!

Other than the congestion I have I feel great! And I am looking very much forward to doing absolutely nothing this week. . .

Yeah. . . Right. . .

Some of those who know me should realize what a lie this is cause I cannot stand to be idle—unless I’m sick or am pinned down by a beast twice the weight of me and 10 times the strength—so I’m going to try and keep myself busy.

So what do I’ve got in mind you may ask. Bungee jumping? Skydiving? Motor racing?

No, I’ve got something much more exciting and, not to mention, manly in mind:

I’m going to build a vegetable garden. . .

So! For the next week, I will plan, design, and build with my very own hands and, hopefully, with the hands of my lovely siblings a beautifully designed and made garden of delicious vege and herbs. It is my hope that it won’t be so much of a bunch of digging and shoveling of dirt and putting plants in the ground but fulfilling a purpose—helping life grow and grow well.
Pictures and hopefully some video to come!

Stay tuned

~Renaissance-Man

The Phantom Chef!

The Importance of Being Earnest!

Vote for the Next Generation and Unity

Rob Oakley
Kelly Yoon
English 1301
24 October 2008

One may define culture as “the integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations” (“culture”). What if that pattern came to an end and what if that knowledge never transmits or even is received? That information would never have transferred over resulting in a possibly defective person or an uninformed and ignorant person; however, would society truly allow this to happen? Would society allow the freedoms of learning, of living, of experiencing life go to waste for the individual mind even solely for its own gain? If so, then where would society be as a whole if all of its members had no understanding? The answer to these questions may be found in the fact that many look to the mainstream media for current news and events, many turn to the media for knowledge to support or even find faith in something (science for instance), and they also allow media to even affect their behavior. On the Contrary, media has its disadvantages. As of now, the media and even this nation is divided and unwilling to transmit the truth that “if a house is divided against itself, that house will not be able to stand” (The English Standard Version, Mark 3.25). No doubt knowing this and once the noise of social discussion and the buzzing of the mainstream soften to a deep silence, one may see that something is wrong—something is wrong with the culture and the media. The nature of this world greatly depends upon a transfer of knowledge onto the next generation and it requires unity. Otherwise, the race of man’s future may never take place simply because the dwelling of the now takes too much priority and the segregation in between only produces chaos. This discussion is precisely thus to take measures not because of today’s society but for the society of tomorrow. Unfortunately this cannot happen on its own, this cannot happen without some kind of system that regulates, moderates, and integrates the transfer of information in all of its entirety through and to the populace; wherefore, a form of government comes into play and is required. Of course, a government needs leaders: where those leaders come from is a question with various answers.

Thomas Jefferson, the very first president to start and run in the first Democratic and Republican Party, knew full well the importance of civil rights and the phrase “Fair and Balanced.” Jefferson even wrote two very important documents concerning the issue called the “Declaration of Independence” and the “Bill of Rights.” Jefferson, the first and probably the greatest Democrat, participated in the Revolutionary War, took part in the Louisiana Purchase, and laid out a more concrete foundation for the future of all citizens foreign and domestic. Today, this county’s foundation crumbles because society and individuals are becoming more and more distant with each other and centralized in the preferred post-modern populace which believes they can have what they want when they want it at no cost (“Party”).

Now, the next generation Democrat, Barack Obama, claims a change is on the horizon; however, on what basis does that change lie? It certainly is not the traditions of the forefathers and the traditions of earlier democrats such as Theodor Roosevelt and John F. Kennedy. No, the change is more likely based upon the future American and the post modern socialist world that believes in redistributive wealth, desecrating the sacredness of marriage, and the murder of unborn potential American citizens. Obama’s ideals of “Tax Cuts” truly deciphers into “Tax Credit” and might as well be telling everyone the plan to save the middle class is charging all their expenses on the hard working class’s time and money (Orr). The opinion of marriage is intently between one man and one women as even two thirds of Californian citizens declared when Governor Arnold Schwarzenegger went against the people’s will and invited “same-sex” couples to marry at city hall (Boone). As for Obama’s voting record, Obama is most certainly pro-abortion (“Barack”).

It isn’t enough to appease the pop-culture with suggestions of “quick fixes.” As long as people use a microwave mentality, nothing will ever taste right or last. The recipe of change calls for a crockpot mentality with good reason. Unless an individual is willing to change himself and be patient about it, the world may never change and unify. Although a universal mind set that agrees with everyone will never exist, there still must be balance within the system which is why voting for John McCain is not just the right thing to do but the necessary thing to do. To maintain balance in the system and a government that conserves this nation’s truest and most pure values on both sides, John McCain must be elected in this election or else an imbalance of power will go completely to the democratic party and thus monopolizing not just the Legislative and Executive branches but also the Judicial branch if Obama is elected. Which means nothing but a democratic stand point will arise in almost every public issue. Wherefore, if unity is indeed impossible at the time being, at least vote for balance.

But, in essence, Americans should vote not just for John McCain nor vote for Barak Obama; Americans should vote not for Republicans nor vote for Democrats; Americans should vote not for just the change of today’s world, instead, vote for tomorrow. Americans should vote not for just themselves, instead, vote for their brothers and sisters of society, Americans should vote for their future and their children’s future, finally brothers and sisters, Americans should vote principally for the future of this nation and not its present.

Boone, Pat. “Marriage: One Man, one woman.” SpokesmanReview. 14 May 2004.
The Spokesman-Review. 24 Oct. 2008


“Party History.” The Democratic Party 24 October 2008. The Democratic National Committee.
24 October 2008

“Culture.” Merriam-Webster’s Online Dictionary 24 October 2008. Merriam-Webster,
Incorporated

Orr, Jimmy. “Obama’s tax plan and the redistribution of wealth” The Christian Science Monitor
14 Oct. 2008 The Christian Science Monitor. 24 October 2008


“Barack Obama on Abortion” On The Issues. 19 Oct 2008 On The Issues. 24 October 2008.


The Holy Bible, English Standard Version, Wheaton: Crossway Bibles, 2001

Eternal Scholar

                                                                                               

By Robert W. Oakley

Available in ways seen and unseen, edification subconsciously yet consciously embraces the mind of the life-long student, the eternal scholar, who considers learning and discovering a constant venture for the vast amount of information is, quite tranquilly, endless with endless rewards given only to the willing and dedicated. The experience of learning novel things and their deeper meanings, their scores of emotions, and their intricate mysteries form the mind. The discovery of unfamiliar worlds and uncovering their complex culture, their diverse nature, and their unknown territory bring a better sense of belonging, meaning, and purpose. The experience of not just learning but also learning to do it well grants satisfaction and advancement. More imperatively, though, the eternal scholar recognizes the experience of learning and the experience of education does not have to favor a strict or difficult life but, rather, has the potential of glorifying and enjoying life for all eternity.

Although the veil of uncertainty often warrants difficulty in obtaining an education, hoping for the opportunity only encourages but seeking for opportunity, finding opportunity, and taking advantage of opportunity unveils a much clearer route to learning. In other words, sitting around waiting for the opportunity won’t do any good; therefore, research is required. Generally speaking, learning from mistakes gains the best experience and the best way to learn from mistakes is to observe the mistakes of others in a controlled environment.  Where is such a place? There are many opportunities that can come and go but only a few advantages to truly pick from particularly universities or even community colleges. Although the many roads of life confuses the thought of the highly acclaimed certificates or diplomas, considering college, in many cases, should not render as a choice but an honor, a not-to-miss opportunity of living a joyous, free, and educated life.

With the constant change of culture, with the constant demands of the world, and with the constant battle for survival within  upper and lower bureaucratic or even chaotic societies, The knowledge, wisdom, and understanding of the complexities, inconsistencies, and anomalies of even the simplest ways of living must utterly equip themselves within the mind. As an explorer uses a compass to find a way through the crashing storm of a raging sea, so should these tools— knowledge, wisdom, and understanding—be used to channel a way around the uncertainties in life. Without these precision tools for seeking out truth, becoming lost, consumed, and even destroyed is of a much higher certainty than a safe passage towards a haven full of bounty.  Truth is imperative to obtain, to know, to understand and one way to achieve such truth, such powerful tools, is to attend a university.

The void of uncertainty produces fear and fear produces chaos. Ignorance terrorizes but understanding conquers.  There are institutions all over the world taking responsibility of providing tools students need to dilute the unknown and decimate apprehension—Institutions providing a knowledgeable and confident life in education or in a future career. On the one side, college can still seem notorious, unnecessary, or nauseating, but once an understanding is established that college intends to prepare a life full of potential, advantage, and prosperity, the opinions should change. The individual, however, must choose to learn. Without the drive, determination, and devotion of the student, a college cannot bear much help nor could any other form of education whether it is an internship or a practical job. In essence, dedication and hard work assures and preserves success. Colleges want to provide exactly that—a successful and joyful way of living. Not that only failure and despair would transcend for not going to college but the mere advantage shouldn’t go without consideration and the overall opportunity must be seized. College, although necessary, is not absolutely necessary. Much knowledge and wisdom can be obtained from experience and such experience can be obtained through peers, elders, and corporations that offer any experience needed to succeed in life. The best place to find these people, of course, is at a university where almost any thinkable profession and all the experience needed to prefect any given trade is available. 

There are many success stories of a life without a college education, there are many successful men and women who have made their way very well in the industry who felt that a form of higher education was not necessary for them to succeed; however, many of them would still encourage it for this reason: knowledge is the key to truth and, thus, success. Once opened, this door unlocks a whole other world of opportunity and is free to whoever enters within the gates, the gates of eternal wisdom. One major purpose of life is to obtain knowledge so that the development of the mind can continue. In essence, the meaning of life is to know truth.  Finding that truth is a matter of dedicated study, a devotion to learning, and the mindset of a life-long student—an eternal scholar. With these tools, with these incredible institutions, with this state of mind, anything is possible.

 

14,000 Feet Above the Sea

Pikes Peak and the Cog Rail Way

The glossy red cabins come strolling by indolently challenging our patients. Finally docking up to the boarding steps showing of its gleaming silver name, Pikes Peak Cog Rail Way, we would all soon be on our way towards the next great adventure. “Tickets please!” says our tour guide and off we went. Up, up, up we go slowly but surely to the top of the world, 14,000 feet above the sea.

The Garden of the Gods

Working Out!

----So I was trying to hit the weights this week, you know, get back to the "Y" and work out... But instead I got and excellent opportunity to go out and help a good family friend build his house which beat going to the gym any day!

I learned how to put in electrical outlets, door knobs, lights, and I learned all about the pain of being electrocuted (Which I don't suggest trying)...

---All in all, it was an wonderful handful of days absolutely filled with honest hard work. For once I am happy to come home and with a smile on my face I can honestly say, "The work is done and I feel accomplished."

Just as a side note I'm also very happy because I got my XM radio to work again!!!

So...

---I'll be filling in the rest of these Vacation Updates and highlights relatively soon, in the mean time I think I'll take a shower, finish editing my Uncle's Wedding (Which I'll tell you all about soon), and I think I'll also do some brain storming on this storyboard I have to put together for a music video I'm producing.

Until next time,

~The Renaissance--Man

Peace Out!

CineNOsin

http://www.godtube.com/view_video.php?viewkey=ae093cc16019859483e5

Watch and Rate the new CineNOsin Trailer!

I hope you enjoy it :)

O! and btw, I made it :)

www.Cinenosin.com