January 11, 2014 / Posted in  Ancient Egypt, Bible, Christianity plagiarism, Church history, Critical Writing, Interpretation, Investigation, Jesus Christ, New Testament, Old Testament, Roman Catholicism, Uncategorized

The word Bible originated from the Greek “book” (singular βιβλίο “biblio”, plural βιβλία “biblia”). It was considered sacred¹ or the foundation for god(s)’ word(s).²

Many individuals saw the Bible as sacred because it was written. Those who could read the writing were most often considered priests: a person whose office it is to perform religious rites, and especially to make sacrificial offerings. It is from the Greek πρεσβύτερος, transliterated as presbyteros; in English presbyter is similar to “elder,” “leader” and “senior/premier”. In the ancient Hebrew within the Old Testament: kohen (כהן), a word which is most likely Old Anatolian (Turkish) in origin. The word or priest in Greek is Hiereus: ιερεύς (of south African origin). The Latin in sacer...

November 24, 2013 / Posted in  Critical Thinking, Critical Writing, Education, Ethics, Intellectual Property rights, Interpretation, Investigation, Language, Perú, Research, Third World nations

Index

•     I. Introduction
•    II. Antithesis
•   III. Testing the thesis
•   IV. Investigation and research
•    V. Thesis
•   VI. Addressing the problem of Tradumatica
•  VII. Direction and focus
• VIII. Summary
•   IX. Recommendations
•    X. Bibliography
•   XI. Web links annotated
•  XII. End Notes

I.  Introduction

I was reading a student essay in the eighth cycle at a university in Perú where I have taught for several disappointing and discouraging years.  To my dismay, after having the son of an evangelical minister complain when I failed his paper that was 100% plagiarized, his lamentation equaling that of the other student. Both young people attempted to justify the theft of intellectual property by stating that he had been taught that in the local schools...

September 5, 2013 / Posted in  Critical Thinking, Critical Writing, Education, Ethics, Intellectual Property rights, Investigation, Perú, Research, Third World nations

Contents

I. Abstract

II. Caveats

III. Introduction

IV. Encyclopedic Theses

V. Narrowing the Research Topic

VI. Narrowing the Question

VII. Critical Reading

VIII. Critical Writing

IX. Succinct Academic Writing

X. Attracting the Reader’s Attention

XI. Critical Composition

XII. Paragraphs in Composition

XIII. Correlative Paragraphs

XIV. Connections, Conjunctions, and Transitions

XV. Clarity of Expression

XVI. Punctuation

XVII. Conclusion

XVIII. Recommendations

XIX. Bibliography

XX. End notes

Abstract

All academic theses have abstracts.¹ Abstracts let the reader decide whether or not to continue to read the thesis, and show the reader what to look for if he or she does read the thesis.

No abstract should be inserted merely to repeat the outline of the thesis...

September 4, 2013 / Posted in  Critical Thinking, Critical Writing, Education, Ethics, Research, Third World nations

Contents

I. Abstract

II. Introduction

III. Educational Costs are Limiting Academic Learning

IV. Religion is Circumscripting Learning

V. University Ratings: Worldwide with Focus on Perú

VI. Low National Scores

VII. Wealth and Fear of Progress

VIII. No Books, Bad Books, Pirated Books

IX. Intellectual Property and Degree Mills

X. For-profit Universities: Murdering Education for Money

XI. Benchmarking: Steps to Successful Scientific and Academic Research

XII. Identifying Potential Partners

XIII. Identifying Data Sources

XIV. Establishing Process Differences

XV. Targeting Future Performance

XVI. Communicative Process

XVII. Adjusting Research Goal

XVIII. Review and Recalibrating Research

XIX. Calibration and Recalibration in Learning Areas

XX. Conclusion and Recommendations

XXI. Bibliography

XX...

August 22, 2013 / Posted in  Critical Thinking, Critical Writing, Education, Investigation, Language

Contents

I. Introduction to this essay

II. Abstract

III. Encyclopedic Theses

IV. Narrowing the Research Topic

V. Narrowing the Question

VI. Critical Reading

VII. Critical Writing

VIII. Succinct Academic Writing

IX. Attracting the Reader’s Attention

X. Critical Composition

XI. Paragraphs in Composition

XII. Correlative Paragraphs

XIII. Connections, Conjunctions, and Transitions

XIV. Clarity of Expression

XV. Punctuation

XVI. Conclusion

XVII. Bibliography

XVIII. Citations (Footnotes)

Introduction

When it comes rising to the challenge of writing anything, many people are afraid. Those catechized with the opportunity to present themselves and their ideas in written format, frequently stammer the time-worn cliché: “I freeze up”...