Lunes, Hulyo 23, 2018

PRAYER TO ST. JUDE

Description: Image result for picture of saint jude thaddeus           PRAYER TO ST. JUDE
Most holy apostle, St. Jude, faithful servant and friend of Jesus, the Church honors and
invokes you universally as the patron of hope. Please intercede on my behalf.

Make use of that particular privilege given to you to bring hope, comfort, and help where they are needed most.

Come to my assistance in this great need that I may receive the consolation and help of heaven as I work with my challenges, particularly for the grace of faith, hope, courage and wisdom.

 I praise God with you and all the saints forever. I promise, blessed St. Jude, to be ever mindful of this great favor, to always honor you as my special and powerful patron and to gratefully encourage devotion to you..

May the Most Sacred Heart of Jesus be adored, and loved in all the  tabernacles until the end of time.. May the most Sacred Heart of Jesus be praised and glorified now and forever St. Jude pray for us and hear our prayers. Amen. Blessed be the Sacred Heart of Jesus. Blessed be the Immaculate Heart of Mary. Blessed be St. Jude Thaddeus, in all the world and for all Eternity. For the intentions of those who have no hope, for those who are sick and living in spiritual and material poverty…



Description: Image result for picture of saint jude thaddeusFor the intentions of those without a job and means of income and those living in a state of depression, and frustration…
For the intentions of those leading a sinful life and a life without conscience.. For Hardened sinners, criminals, warlords and those perpetuating violence and crime, that they may be lead into repentance.
For the intentions of the youth of this world, for the grace of purity and deep holiness and for a deliverance from the current vices of this world -  drugs, alchohol, pornography, fornication, violence and all forms of sexual immorality.
For the families around the world, that the works of the enemy against family the domestic church will be defeated and that all the families stay united in love.                                                       
                                                            For  all  the leaders in our political, social,  military,   beuraucracy,  corporate, law enforcement  and legislative systems that each one of them may be filled with the Holy Spirit..
  For the Holy Catholic Church the Pope, the Cardinals, the Curia, the Bishops, the priests and all the religious and seminarians to be protected and filled with the Holy Spirit
For all the non Christians, that they will come to the light of Christ and for peace, love and unity among all religions and denominations.
For all the souls in purgatory and all the people living and dying today, that they will be saved by the loving kindness and mercies of God. ..Our Father…

Jude the Apostle

Jude the Apostle
.Saint Jude the Apostle
Anthonis van Dyck 088.jpg
Apostle Jude by Anthony van Dyck
Apostle and Martyr
Born   1st century AD
Galilee, Judaea, Roman Empire
Died   1st century AD
Persia, or Ararat, Armenia[1]
Venerated in Eastern Orthodox Churches,
Roman Catholic Church,
Eastern Catholic Churches,
Oriental Orthodox Churches,
Church of the East,
Anglican Communion,
Lutheranism,
Aglipayan Church
Islam
Canonized    Pre-Congregation
Major shrine           Saint Peter's, Rome, Reims, Toulouse, France
Feast October 28 (Western Christianity)
June 19 (Eastern Christianity)[2]
Attributes   Axe, club, boat, oar, medallion
Patronage    Armenia; lost causes; desperate situations; hospitals; St. Petersburg, Florida; Cotta;[3] the Chicago Police Department; Clube de Regatas do Flamengo from Rio de Janeiro, Brazil; Lucena, Quezon, Sibalom, Antique, and Trece Mártires, Cavite, the Philippines; and Sinajana in Guam
Jude, also known as Judas Thaddaeus,[4] was one of the Twelve Apostles of Jesus. He is generally identified with Thaddeus, and is also variously called Jude of James, Jude Thaddaeus, Judas Thaddaeus or Lebbaeus. He is sometimes identified with Jude, the brother of Jesus, but is clearly distinguished from Judas Iscariot, the apostle who betrayed Jesus prior to his crucifixion. Judas Thaddaeus became known as Jude after early translators of the New Testament from Greek into English sought to distinguish him from Judas Iscariot and subsequently abbreviated his forename.[5] Most versions of the New Testament in languages other than English and French refer to Judas and Jude by the same name.[6]
The Armenian Apostolic Church honors Thaddeus along with Saint Bartholomew as its patron saints. In the Roman Catholic Church, he is the patron saint of desperate cases and lost causes.

Saint Jude's attribute is a club. He is also often shown in icons with a flame around his head. This represents his presence at Pentecost, when he received the Holy Spirit with the other apostles. Another common attribute is Jude holding an image of Jesus Christ, known as the Image of Edessa. In some instances, he may be shown with a scroll or a book (the Epistle of Jude) or holding a carpenter's rule.
New Testament[edit]
Jude is clearly distinguished from Judas Iscariot, another apostle and later the betrayer of Jesus. Both Jude and Judas are translations of the name Ὶούδας in the Greek original New Testament, which in turn is a Greek variant of Judah (Y'hudah), a name which was common among Jews at the time. In most Bibles in languages other than English and French, Jude and Judas are referred to by the same name.
Aside from Judas Iscariot, the New Testament mentions Jude or Judas six times, in four different contexts:

"Jude of James", one of the twelve apostles (Luke 6:16 and Acts 1:13);
"Judas, (not Judas Iscariot)", apparently an apostle (John 14:22);
the brother of Jesus (Matthew 13:55, Mark 6:3);
the writer of the Epistle of Jude, who identifies himself as "the brother of James" (Jude 1:1).
The first two are almost always thought to be the same person,[7] although theologian Raymond Brown saw the identification as uncertain.[8]

The latter two are also usually thought to be the same person, though this too is not certain; see Epistle of Jude.

Catholic tradition generally holds this to be the same person; while Protestants generally believe 1 and 2, and 3 and 4 were two different people.

Brother of James, or Son of James?[edit]
He is designated as "Jude of James" in Luke 6:16 and Acts 1:13. Interpreters differ on whether this means "Jude, brother of James" or "Jude, son of James".

The traditional interpretation is that he is "Jude, brother of James", and the same person as the writer of the Epistle of Jude, who identifies himself as "Jude, a servant of Jesus Christ and a brother of James" (Jude 1:1).

Most Protestants, and most modern translations (including the New International Version, Revised Standard Version and New Revised Standard Version), identify him as "Jude the son of James", and not the same person as the author of the Epistle of Jude. Protestant scholar Darrell L. Bock writes that it must mean "son" not "brother", because when "brother" is intended, the Greek word for "brother" (adelphos) is present.[9] Bock also says that means he was not the brother of Jesus.
Brother of Jesus?[edit]
Opinion is divided on whether Jude the apostle was also Jude, brother of Jesus, the traditional author of the Epistle of Jude.[10] Generally, Catholics believe the two Judes are the same person,[11] while Protestants generally do not.




According to the surviving fragments of the work Exposition of the Sayings of the Lord of the Apostolic Father Papias of Hierapolis, who lived c. 70–163 AD, Mary the wife of Cleophas or Alphaeus would be the mother of Judas the brother of Jesus that Papias identifies with Thaddeus:
Mary the wife of Cleophas or Alphaeus, who was the mother of James the bishop and apostle, and of Simon and Thaddeus, and of one Joseph...(Fragment X)[12]
Possible identity with Thaddeus
St. Thaddeus, St. Sandukht and other Christians in Sanatruk's prison
In the apostolic lists at Matthew 10:3 and Mark 3:18, Jude is omitted, but there is a Thaddeus (or in some manuscripts of Matthew 10:3, "Lebbaeus who was surnamed Thaddaeus", and so in the King James Version) listed in his place. This has led many Christians since early times to harmonize the lists by positing a "Jude Thaddeus", known by either name. This is made plausible by the fact that "Thaddeus" seems to be a nickname (see Thaddeus) and that many New Testament figures have multiple names (such as Simon Peter and Joseph Barnabas).
A further complication is the fact that the name "Judas" was tarnished by Judas Iscariot. It has been argued that for this reason it is unsurprising that Mark and Matthew refer to him by an alternate name.[13]
Some Biblical scholars reject this theory, however, holding that Jude and Thaddeus did not represent the same person.[14] Scholars have proposed alternative theories to explain the discrepancy: an unrecorded replacement of one for the other during the ministry of Jesus because of apostasy or death;[15] the possibility that "twelve" was a symbolic number and an estimation;[16] or simply that the names were not recorded perfectly by the early church.[17]
Thaddeus, one of the twelve apostles, is often indistinguishable from Thaddeus of Edessa, one of the Seventy Disciples.[18][19]
In some Latin manuscripts of Matthew 10:3, Thaddeus is called Judas the Zealot.
Tradition and legend[edit]
Saint Thaddeus Armenian Monastery, Iran
Tradition holds that Saint Jude preached the Gospel in Judea, Samaria, Idumaea, Syria, Mesopotamia and Libya.[20] He is also said to have visited Beirut and Edessa, though the emissary of the latter mission is also identified as Thaddeus of Edessa, Addai,[21] one of the Seventy.[22] The 14th-century writer Nicephorus Callistus makes Jude the bridegroom at the wedding at Cana. The legend reports that St. Jude was born into a Jewish family in Paneas, a town in Galilee later rebuilt during the Roman period and renamed Caesarea Philippi.[23][note 1]

In all probability he spoke both Greek and Aramaic, like almost all of his contemporaries in that area, and was a farmer by trade. According to the legend, St. Jude was a son of Clopas and his mother Mary, a cousin of the Virgin Mary.[25] Tradition has it that Jude's father, Clopas, was martyred because of his forthright and outspoken devotion to the risen Christ.

Although Saint Gregory the Illuminator is credited as the "Apostle to the Armenians", when he baptized King Tiridates III of Armenia in 301, converting the Armenians, the Apostles Jude and Bartholomew are traditionally believed to have been the first to bring Christianity to Armenia, and are therefore venerated as the patron saints of the Armenian Apostolic Church. Linked to this tradition is the Saint Thaddeus Monastery (now in northern Iran) and Saint Bartholomew Monastery (now in southeastern Turkey) which were both constructed in what was then Armenia.
Tradition holds that Jude the Apostle was vegetarian.[26]
Death and remains[edit]
Symbol of his martyrdom
According to tradition, Saint Jude suffered martyrdom about 65 AD in Beirut, in the Roman province of Syria, together with the apostle Simon the Zealot, with whom he is usually connected. The axe that he is often shown holding in pictures symbolizes the way in which he was killed.[27] Their acts and martyrdom were recorded in an Acts of Simon and Jude that was among the collection of passions and legends traditionally associated with the legendary Abdias, bishop of Babylon, and said to have been translated into Latin by his disciple Tropaeus Africanus, according to the Golden Legend account of the saints.[28]
Sometime after his death, Saint Jude's body was brought from Beirut to Rome and placed in a crypt in St. Peter's Basilica which was visited by many devotees. Now his bones are in the left transept of St. Peter's Basilica under the main altar of St. Joseph in one tomb with the remains of the apostle Simon the Zealot. According to another popular tradition, the remains of St. Jude were preserved in an Armenian monastery on an island in the northern part of Issyk-Kul Lake in Kyrgyzstan at least until the mid-15th century. Later legends either deny that the remains are preserved there or claim that they were moved to a yet more desolate stronghold in the Pamir Mountains.
Iconography
Church of Saints Simon and Jude Thaddeus in Rudno, Poland.
Jude is traditionally depicted carrying the image of Jesus in his hand or close to his chest, betokening the legend of the Image of Edessa, recorded in apocryphal correspondence between Jesus and Abgar which is reproduced in Eusebius' History Ecclesiastica, I, xiii. Eusebius relates that King Abgar of Edessa (now Şanlıurfa in southeast Turkey) sent a letter to Jesus seeking a cure for an illness afflicting him. With the letter he sent his envoy Hannan, the keeper of the archives, offering his own home city to Jesus as a safe dwelling place. The envoy painted a likeness of Jesus with choice paints (or alternatively, impressed with Abgar's faith, Jesus pressed his face into a cloth and gave it to Hannan) to take to Abgar with his answer. Upon seeing Jesus' image, the king placed it with great honor in one of his palatial houses. After Christ's execution, Jude Thomas the Apostle sent Addai, one of the 70 or 72 in Luke 10:1–12 to King Abgar[29] and the king was cured. Astonished, he converted to Christianity, along with many of the people under his rule. Additionally, St. Jude is often depicted with a flame above his head, representing his presence at Pentecost, when he was said to have received the Holy Spirit with the other apostles.
Veneration
Statue of St. Jude in the Archbasilica of St. John Lateran by Lorenzo Ottoni.
Procession in Lima, Peru.
According to tradition, after his martyrdom, pilgrims came to his grave to pray and many of them experienced the powerful intercessions of St. Jude. Thus the title, 'The Saint for the Hopeless and the Despaired'. St. Bridget of Sweden and St. Bernard had visions from God asking each to accept St. Jude as 'The Patron Saint of the Impossible'.[27][30][31]
His feast day is October 28 (Roman Catholic Church, the Anglican Communion and Lutheran Church) and June 19 (Eastern Orthodox Church).
The Order of Preachers (known better as the Dominicans) began working in present-day Armenia soon after their founding in 1216. At that time, there was already a substantial devotion to Saint Jude by both Catholic and Orthodox Christians in the area. This lasted until persecution drove Christians from the area in the 18th century. Devotion to Saint Jude began again in earnest in the 19th century, starting in Italy and Spain, spreading to South America, and finally to the United States (starting in the area around Chicago) owing to the influence of the Claretians and the Dominicans in the 1920s.
Patronage
Among some Roman Catholics, Saint Jude is venerated as the "patron saint of lost causes". This practice stems from the belief that few Christians invoked him for misplaced fear of praying to Christ's betrayer, Judas Iscariot, because of their similar names. The ignored Jude thus supposedly became quite eager to assist anyone who sought his help, to the point of interceding in the most dire of circumstances. The Church also wanted to encourage veneration of this "forgotten" apostle, and maintained that Saint Jude would intercede in any lost cause to prove his sanctity and zeal for Christ.[citation needed]
Saint Jude is the patron saint of the Chicago Police Department and of Clube de Regatas do Flamengo (a soccer team in Rio de Janeiro, Brazil). His other patronages include desperate situations and hospitals. One of his namesakes is St. Jude Children's Research Hospital in Memphis, Tennessee, which has helped many children with terminal illnesses and their families since its founding in 1962.[32]
Shrines and churches[edit]
Many countries venerate the Apostle Jude and have constructed either shrines or churches dedicated to his memory. Such sites include those in Australia, Brazil, Sri Lanka, Cuba, India, Iran, the Philippines, the United Kingdom, the United States and Lebanon. The National Shrine of St. Jude in Chicago, Illinois was founded in 1929 by the Claretian Missionaries. The Nationwide Center of St. Jude Devotions [33] in Baltimore was founded in 1917 by the Pallottines. The National Shrine of Saint Jude Thaddeus in the Philippines was erected by the Archdiocese of Manila in 1954 as Espíritu Santo Chinese Parish. The Shrine holds the saint's novena liturgy every Thursday, and is now under the Society of the Divine Word that also runs the attached Saint Jude Catholic School. The National Shrine of Saint Jude at Faversham in England was founded in 1955.[34]

Short History on the Life of Saint Jude


Short History on the Life of Saint Jude
The tradition of devotion to St. Jude goes beyond a simple Bible story; in fact, it is a reflection of the ability of ordinary people to call upon their powerful faith to triumph over seemingly impossible odds in their daily lives.
Legend has it that St. Jude was born into a Jewish family in  Paneas, a town in the Galilee portion of ancient Palestine, the same region that Jesus grew up in. He probably spoke Greek and Aramaic, like many of his contemporaries in that area, and he was a farmer (as many of his family were) by trade. 
Jude was described by St. Matthew (13:55) as being one of the "brethren" of Jesus, probably meaning a cousin since the Hebrew word for "brethren" indicates a blood relationship. His mother, Mary, was referred to as a cousin of Jesus' mother Mary, while his father, Cleophas, was the brother of St. Joseph. 
Jude had several brothers, including St. James, who was another of the original Apostles. His own first name, "Jude", means giver of joy, while "Thaddeus",  another name he was called, means generous and kind.
He was later married, had at least one child, and there are references to his grandchildren living as late as 95 A.D.
Jude was then called to be one of Jesus 12 Apostles, and began preaching the Good News of Jesus to Jews throughout Galilee, Samaria, and Judea.
St. Jude went to Mesopotamia (present-day Iraq) around 37 A.D., and became a leader of the Church of The East that St. Thomas established there.  For a fascinating account of St. Jude's influence in that region, read my article The St. Jude- Iraq Connection.
St. Jude was a true internationalist, traveling throughout Mesopotamia, Libya, Turkey, and Persia with St. Simon, preaching and converting many people to Christianity.  He was credited with helping the early creation of the Armenian church, and other places beyond the borders of the Roman Empire.
Around the year 60 A.D., St. Jude wrote a Gospel letter to recent Christian converts in Eastern churches who were under persecution.  In it, he warned them against the pseudo-teachers of the day who were spreading false ideas about the early Christian faith.   He encouraged them to persevere in the face of the harsh, difficult circumstances they were in, just as their forefathers had done before them. He exhorted them to keep their faith and to stay in the love of God as they had been taught. His inspirational support of these early believers led to him becoming the patron saint of desperate cases.
He is believed to have been martyred in Persia or Syria around 65 A.D. The axe or club that he is often shown holding in pictures symbolizes the way in which he was killed. Truly, he paid the ultimate price for his faith.  After his death his body was brought back to Rome and was placed in a crypt beneath St. Peter's Basilica, which people visit to this day
St. Jude is traditionally depicted carrying the image of Jesus in his hand or close to his chest. This idea comes from a Biblical story in which King Abgar of Edessa (a city located in what is now southeast Turkey) asked Jesus to cure him of leprosy and sent an artist to bring him a drawing of Jesus. Impressed with Abgar's great faith, Jesus pressed his face into a cloth and gave it to St. Jude to take to Abgar. Upon seeing Jesus' image, The King was cured and he converted to Christianity along with most of the people under his rule. This cloth is believed to be the famous Shroud of Jesus which is currently on display in Turin, Italy.
St. Jude is often shown in paintings with a flame around his head.  This represents his presence at Pentecost, when he received the Holy Spirit with the other apostles.
In the Middle Ages, St. Bernard of Clairvaux (France) was a renowned devotee of St. Jude, as was St. Bridget of Sweden who, in a vision, was encouraged by Jesus to turn to St. Jude with faith and confidence. He told her that, in accordance with Jude's surname, Thaddeus (which means generous, courageous, and kind), "he will show himself to be the most willing to give you help."
Devotion to St. Jude began again in earnest in the 1800's, starting in Italy and Spain, spreading to South America, and finally to the U.S. (originally in the Chicago area) in the 1920's.  Novena prayers to St. Jude helped people, especially newly-arrived immigrants from Europe, deal with the pressures caused by the Great Depression, Second World War, and the changing workplace and family life.
Why has devotion to St. Jude continued to grow to the present day?
In spite of (or possibly because of) all the advances human society has made, human beings find themselves under incredible stress and have difficulty coping at one time or another.  Increasingly, people are finding that technology and other man-made innovations are unable to provide comfort and hope when it is truly needed, so millions of people around the world turn to St. Jude when they feel the most helpless and alone. St. Jude has proven to be a true friend and a beacon of hope to those who call on him--always willing to help and seek help no matter how desperate the need. And in today's tumultuous times, we need him more than ever.  We celebrate his feast day on October 28.
NOTE: We have recently added a collection a beautiful images of St. Jude.  You can view them in our Resource Center or by clicking here.  St. Jude prints and statues are also available in our Gift Shop.
All contents of this website are copyright © 2005 St. Jude Novena Site.

The 12 Disciples or Apostles of Jesus Christ


Who Were The 12 Disciples or Apostles of Jesus Christ?
by DAVID PEACH ·
The 12 closest friends of Jesus are called the 12 disciples or apostles. The word disciple means someone who is a student or pupil of someone else. The biblical sense of the word is that the person is not just a learner, but an adherent of the teacher’s doctrines. Apostle means that the person is a representative, ambassador or delegate of someone else. Practically there is little difference between the way these two words are used in the Bible. However, there is one small distinction. Not all disciples are called apostles in the Bible. But all apostles are disciples (that somewhat depends on how you define Paul the Apostle).
Let’s take a quick look at the original 12 apostles of Jesus Christ. Here they are in alphabetical order with a summary of each one.
Andrew
Andrew was a disciple of John the Baptist before he joined with Jesus (John 1:35-40). His brother is Simon Peter, whom he brought to Jesus. They were both fishermen. Jesus met them on the Sea of Galilee (Mark 1:16-18).
 Bartholomew or Nathanael
Bartholomew Nathanael was praised by Jesus as being a Jew without guile (John 1:47). Though he was cautious in accepting Jesus as the Christ, it took little time to convince him that Jesus was the Son of God (John 1:49). Tradition says that he was a missionary in Armenia and India.
James the Elder (or James the Great)
James is one of the two sons of Zebedee. Also known as the sons of thunder. Peter, James and John made up the three closest friends of Jesus. While James seems to be a prominent figure in the personal life of Jesus, we know little about him. When he is mentioned in the Bible, he is always mentioned along with his brother John. He was beheaded by Herod (Acts 12:1, 2).
James the Younger (or James the Less)
This James was the son of Alphaeus (Mark 3:18). He lived in Galilee and was the brother to the Apostle Jude. Matthew the tax collector may have been their brother. This is the James who probably wrote the Epistle of James (though that is disputed).
John the Beloved
John is the brother of James the Elder and son of Zebedee. He was known as the beloved disciple. He wrote the books of John, First John, Second John, Third John and Revelation. He was the last of the apostles to die. Though there were attempts to martyr him, he lived into old age.

Judas Iscariot
Judas was the treasurer among Jesus and His disciples. He was also the traitor who betrayed Jesus for 30 pieces of silver (Matthew 26:14-16; John 12:5, 6). Judas was from Judea whereas the other disciples were from Galilee.
Jude or Thaddeus
He was the brother of James the Younger and the author of the book of Jude. He was known by several names. One is “Judas, not Iscariot.” (John 14:22) Very little is known about him.
Matthew
Matthew, unlike the other disciples who were fishermen, he was a tax collector, also known as a publican. He is sometimes called Levi in the Bible (Mark 2:14). He wrote the first book of the New Testament which bears his name.
Peter
Simon Peter was the brother to Andrew. He was the most outspoken of the disciples. Along with the brothers James and John, he made up the third of the inner circle of Jesus’ closest disciples. He probably wrote 1 and 2 Peter. His Greek name, Simon, and Aramaic name, Cephas, both mean rock.
After Jesus’ ascension to heaven, Peter became the dominant leader of the disciples. Throughout the first part of the book of Acts he is the fiery preacher among the Jews. The last part of the book is dominated by Paul and his outreach to the Gentiles.
Philip
Like the other disciples (except Matthew), Philip was a fisherman. He was from the city of Bethsaida (John 1:44). He seemed to have a missionary heart. He preached boldly to large crowds in Samaria but was willing to be led into the desert to preach to one Ethiopian man and lead him to Christ (Acts 8).
Simon the Zealot
This is the other Simon (besides Peter) who was a disciple of Jesus. He was a Caananite (Mark 3:18). Though we don’t know much about him we know that the Zealots were a fanatical Jewish nationalist group. They hated Roman rule and were devoted to Jewish law.
Thomas
Today sometimes called Doubting Thomas was also known by his Greek name Didymus. He is known as Doubting Thomas because of his proclamation that he would not believe that Christ had risen unless he could place his fingers in the nail prints of Jesus’ hands and side. Jesus did not criticize Thomas for this. However, Jesus pointed out that though Thomas had the chance to see and touch Jesus, there would be many who would come after Thomas who would believe though they could not see Jesus in the flesh (John 20:24-29).

Other Disciples?
There were many other men and women who followed Christ in the Bible. There were also disciples of some of the disciples. Of the four writers of the beginning books of the New Testament, called the Gospels, Matthew and John are in the list above. Mark was a follower of Peter and Luke was a disciple of Paul.

Linggo, Hulyo 22, 2018

Language and Literature Assessment First Semester AY 2018-2019


Language and Literature Assessment
First Semester AY 2018-2019

COURSE DESCRIPTION
This course exposes students to a variety of assessment methods appropriate for English language and Literature. It also explores a range of assessment principles and techniques based on  some models of testing and evaluation which recognize the impact of the assessment context on student performance. Stress is given on those instruments and assessment methods which provide direction for instruction as well as diagnosis, including curriculum-based assessment,  interviews, criterion-referenced assessment, and other alternative assessment techniques with a consistent emphasis on the assessment of English Language and Literature learning.
COURSE GOAL
This course aims to develop the ability to devise pedagogically sound listening, speaking, writing, reading, and literature tests to assess language proficiency and achievement, and literary competence.
COURSE OBJECTIVES
1.    Discuss the latest theories, principles and trends in assessment methods.
2.    Distinguish norm-referenced from criterion-referenced tests and discrete point test to integrative test.
3.    Critique teacher-made tests in Language and in Literature according to guidelines given for test types.
4.    Conduct a teaching demo either in Language or in Literature and test students’ comprehension of the lesson by testing.
5.    Write an essay stating own philosophy of Language and Literature testing using the theories, principles, and strategies discussed in the course.
6.    Demonstrate an alternative way of assessing either Language or Literature learning as opposed to the traditional practice of paper and pen tests.
7.    Report observation of a class that used authentic assessment and evaluation.

COURSE OUTLINE
I.      Principles and Purpose of Language Assessment
a.    Key Concepts
b.    Assessment and Evaluation Principles
c.    Purpose of Assessment
d.    Functions of Language Tests
II.    Types of Language Assessments
a.    Kinds of Assessment and Evaluation
b.    Types of Assessment Tools
c.    Kinds of Language Tests

III.   Approaches and Techniques of Language Testing
a.    Approaches of Language Testing
b.    Test Technique
c.    Test Construction
d.    Phases of Evaluation
e.    Stages of Test Construction

IV.  Authentic Assessment in Language Teaching
a.    Rationale for authentic assessment
b.    Techniques and Procedures
c.    Designing Rubric

V.    Testing the Receptive Skills
a.    Testing Listening
b.    Testing Reading

VI.  Testing the Productive Skills
a.    Testing Speaking
b.    Testing Writing

VII.  Testing Grammar

VIII. Testing Literature
a.    Rationale of Literature Testing
b.    Types of Literature Tests
c.    Formats of Literature Tests
d.    Examples of Literature Tests

GRADING
25%      Class participation and weekly assignments
25%      Portfolio: reflection paper, compilation of English tests
25%      Micro-teaching
25%      Final exam

REFERENCES
Alderson, C., Clapham, C., & Wall. D. (1995). Language test construction and evaluation. New York: Cambridge UP.
Bechman, L. F. , & Cohen, A.  (Eds.). (1999). Interfaces between second language acquisition and language testing research.  New York: Cambridge UP.
Brown, J. D. (1994).  Elements of language curriculum: A systematic approach to program development. New York: Heinle & Heinle.
 Chalhoub-Deville, M. (2000). Issues in computer-adaptive testing of reading proficiency: Studies in language testing 10.  Cambridge: Cambridge UP.
 Dubin, F., & Olshtain, E.  (1986). Course design. New York: Cambridge UP.
Freeman, Y. (1998). ESL/EFL teaching: Principles for success. Portsmouth, NH:  Heinemann.
 Graves, K., & Richards, J. (1996).  Teachers as course developers (Cambridge language educations).  New York: Cambridge UP.
Graves, K. (1998).  Designing language courses: A guide for teachers. Boston:  Heinle & Heinle.
Hughes, A. (2002). Testing for language teachers. New York: Cambridge UP.        
Kunnan, A. J. (Ed.). (2000). Fairness and validation in language assessment: Selected papers from the 19th language testing research colloquium, Orlando, Florida.  New York: Cambridge UP.          
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle.         
Richards, J. (2001).  Curriculum development in language teaching (Cambridge language education). New York: Cambridge UP.
Ur, P. (1996).  A course in language teaching: Practice and theory. New York: Cambridge University 

ABOUT ST. JUDE


ABOUT ST. JUDE
The tradition of devotion to St. Jude goes beyond a simple Bible story; in fact, it is a reflection of the ability of ordinary people to call upon their powerful faith to triumph over seemingly impossible odds in their daily lives.
Legend has it that St. Jude was born into a Jewish family in  Paneas, a town in the Galilee portion of ancient Palestine, the same region that Jesus grew up in. He probably spoke Greek and Aramaic, like many of his contemporaries in that area, and he was a farmer (as many of his family were) by trade. 
Jude was described by St. Matthew (13:55) as being one of the "brethren" of Jesus, probably meaning a cousin since the Hebrew word for "brethren" indicates a blood relationship. His mother, Mary, was referred to as a cousin of Jesus' mother Mary, while his father, Cleophas, was the brother of St. Joseph. 
Jude had several brothers, including St. James, who was another of the original Apostles. His own first name, "Jude", means giver of joy, while "Thaddeus",  another name he was called, means generous and kind.
He was later married, had at least one child, and there are references to his grandchildren living as late as 95 A.D.
Jude was then called to be one of Jesus 12 Apostles, and began preaching the Good News of Jesus to Jews throughout Galilee, Samaria, and Judea.
St. Jude went to Mesopotamia (present-day Iraq) around 37 A.D., and became a leader of the Church of The East that St. Thomas established there.  For a fascinating account of St. Jude's influence in that region, read my article The St. Jude- Iraq Connection.
St. Jude was a true internationalist, traveling throughout Mesopotamia, Libya, Turkey, and Persia with St. Simon, preaching and converting many people to Christianity.  He was credited with helping the early creation of the Armenian church, and other places beyond the borders of the Roman Empire.
Around the year 60 A.D., St. Jude wrote a Gospel letter to recent Christian converts in Eastern churches who were under persecution.  In it, he warned them against the pseudo-teachers of the day who were spreading false ideas about the early Christian faith.   He encouraged them to persevere in the face of the harsh, difficult circumstances they were in, just as their forefathers had done before them. He exhorted them to keep their faith and to stay in the love of God as they had been taught. His inspirational support of these early believers led to him becoming the patron saint of desperate cases.
He is believed to have been martyred in Persia or Syria around 65 A.D. The axe or club that he is often shown holding in pictures symbolizes the way in which he was killed. Truly, he paid the ultimate price for his faith.  After his death his body was brought back to Rome and was placed in a crypt beneath St. Peter's Basilica, which people visit to this day
St. Jude is traditionally depicted carrying the image of Jesus in his hand or close to his chest. This idea comes from a Biblical story in which King Abgar of Edessa (a city located in what is now southeast Turkey) asked Jesus to cure him of leprosy and sent an artist to bring him a drawing of Jesus. Impressed with Abgar's great faith, Jesus pressed his face into a cloth and gave it to St. Jude to take to Abgar. Upon seeing Jesus' image, The King was cured and he converted to Christianity along with most of the people under his rule. This cloth is believed to be the famous Shroud of Jesus which is currently on display in Turin, Italy.
St. Jude is often shown in paintings with a flame around his head.  This represents his presence at Pentecost, when he received the Holy Spirit with the other apostles.
In the Middle Ages, St. Bernard of Clairvaux (France) was a renowned devotee of St. Jude, as was St. Bridget of Sweden who, in a vision, was encouraged by Jesus to turn to St. Jude with faith and confidence. He told her that, in accordance with Jude's surname, Thaddeus (which means generous, courageous, and kind), "he will show himself to be the most willing to give you help."
Devotion to St. Jude began again in earnest in the 1800's, starting in Italy and Spain, spreading to South America, and finally to the U.S. (originally in the Chicago area) in the 1920's.  Novena prayers to St. Jude helped people, especially newly-arrived immigrants from Europe, deal with the pressures caused by the Great Depression, Second World War, and the changing workplace and family life.
Why has devotion to St. Jude continued to grow to the present day?
In spite of (or possibly because of) all the advances human society has made, human beings find themselves under incredible stress and have difficulty coping at one time or another.  Increasingly, people are finding that technology and other man-made innovations are unable to provide comfort and hope when it is truly needed, so millions of people around the world turn to St. Jude when they feel the most helpless and alone. St. Jude has proven to be a true friend and a beacon of hope to those who call on him--always willing to help and seek help no matter how desperate the need. And in today's tumultuous times, we need him more than ever.  We celebrate his feast day on October 28.
NOTE: We have recently added a collection a beautiful images of St. Jude.  You can view them in our Resource Center or by clicking here.  St. Jude prints and statues are also available in our Gift Shop.
All contents of this website are copyright © 2005 St. Jude Novena Site.

MODULE Introduction to Linguistics


MODULE
Introduction to Linguistics

Description:
Language is one of the most important things that humans do. Our capacities for communication, abstract thought, creativity, and problem solving are often realized through language. This makes language one of the features that defines us as a species and what makes us unique. However, these claims evoke many questions. What exactly is 'language'? How do we study it, how do we explain it, and what does it mean to 'do' language? These are the questions that the field of linguistics seeks to answer. More specifically, linguistics is the scientific study of language.
If you've ever taken a course in physics, chemistry or biology you know that these fields are made up of many specialized subareas. For example, physics is the scientific study of matter and its motion through space and time. But there are many ways to investigate these: we can zoom into the tiny world of atomic particles and study how they interact to form matter (particle physics), or we can open up the universe to test theories of how gravity affects the formation of stars (astrophysics). We can also apply this knowledge to create new materials to improve our lives (applied physics). Linguistics is a field on the same scale: there are many specialized subareas that are devoted to the scientific study of sounds, structure, meaning, and use of language - each of these are their own exciting microcosm of study. However, this knowledge is applied in many ways that directly affect our lives: ever wonder why it gets more difficult to learn a language as you get older? Ever wonder if computers will ever be able to 'talk'? Ever wonder what’s happening in the brain when someone loses the ability to speak, such as after a brain injury? Ever wonder about why Māori 'looks' and 'sounds' so different from English?

This course is an introduction to the field of linguistics. You will become familiar with the 'design features' of language and how linguists use the principles of the scientific method to explain these features, just as we do in physics, chemistry or biology. We will look at the building blocks of language that define the major subfields of linguistics. In doing this, we will also look at some common myths about language, the future of linguistic research (which you may be doing one day!) and some of the unsolved problems we face in explaining language.
Pre-requisites: None
Course aims & objectives: This course is an introduction to linguistics, the scientific study of language, one of the most important features that defines our species. Just as physics (the scientific study of matter and its motion through space and time) and biology (the scientific study of life and living organisms) are vast areas of research with many sub-disciplines, so too is linguistics. The aim of this course is to familiarize you with what linguistics is, what it’s used for, and why it’s important to us.

The objectives of this course are:
1.        to Learn about the sub-disciplines of linguistics (language sounds, how sounds interact, how words and sentences are built, meaning and how we use meaning in conversation)
2.       Learn about how and why we learn language and where language is in the brain
3.       Learn about language birth, death, and diversity
4.       Learn about how technology (like artificial intelligence social media) shapes language – and vice versa
5.       Learn about language endangerment, revitalization, and the ‘ethnosphere’ – including the languages around us
Weekly topics:
Introduction : Definition of Term, and presentations of the Module
Week 1: Mythbusting language (As educated users of language, many of us have strong feelings on language, including how we should use it (“That isn’t what ‘literally’ means!”) and why we should do so. Which of these feelings are valid and which are closer to folklore? In this class, we investigate several language myths, objectively explore their validity, and make conclusions about how human languages can (not) be described. Myths we may address include: women talk more than men, children learn languages better than adults, legalese is more linguistically precise, dolphins use language, all languages/dialects are equally sophisticated, and bilingualism makes you smarter.)
Week 2: Knowing a language vs knowing what language is; the design features of language
Week 3: Building sounds and putting sounds together (phonetics and phonology)
Week 4: Building words and sentences (morphology and syntax)
Week 5: Meaning and the use of meaning in conversation (semantics and pragmatics)
Week 6: Language in society and across time (sociolinguistics and historical linguistics)
Week 7: How we make sense of linguistic diversity (Typology)
Week 8: Learning, perceiving, and producing language
Week 9: Language, biology and the brain (bio- and neurolinguistics)
Week 10: Artificial Intelligence, technology and language: from ancient scripts to social media and search engines
Week 11: Endangered languages and the world’s ‘ethnosphere’ – including the languages around us
Week 12: Review and written Finals exams

Teaching format: Lectures and tutorials
Workload: As with other 15-point courses, My expectation is that students spend 10 hours per week on this course. You should manage your academic workload and other commitments accordingly. Students attend a two-hour lecture each week. They take part in a one-hour tutorial each week from Week 2 onwards. This leaves 7 hours per week outside the classroom to study for tutorials, assignments and the exam.
Statement on assessment breakdown: see Course assessment and schedule of activities for more details.
Assignments are weighted by group:
GROUP
WEIGHT
ASSIGNMENTS
40%
QUIZZES
20%
PERIODICAL( Prelim,Midterms,Final)  EXAMS
40%
TOTAL
100 %


Introduction to Linguistics


Introduction to Linguistics

Course Objectives:
Study of Language is an introduction to linguistics, the scientific study of human language.  This course will consider languages as structured systems of form and meaning, with attention also to the biological, psychological, cultural, and social aspects of language and language use. This section of Study of Language will focus on the relationship between language and education.
Course Requirements:
Attendance in class and at the school is MANDATORY. Your overall course grade will be lowered by 5 points for each unexcused absence. Please see professor Charity directly if you need an excused absence, as proper documentation is required (i.e. from the Dean of Students, or Health Services). Readings are due on the day that they are listed. Religious and spiritual related absences will be facilitated. Bring a computer to class if at all possible! If you do not have a laptop or it is hard to bring, please see me.
Assignments and Grading:
Assignments will be posted on the class wiki at least one week before they are due. Late assignments will not be graded without a medical excuse. If an assignment is unexcused and late, you will receive a zero for that assignment. All assignments must be completed to receive a grade in the class, so even if an assignment is late and receives a zero, you must turn it in.
Turning in Assignments:
Most assignments will be due by email Fridays at 10 AM as a .pdf and/or files. The title of the document should be your last name. Linguistics SEE 10 8-11 THURSDAY
(ex: POLILLO.DANNI.ENG.LING SEE 8-11 THURSDAY.doc). Typed portions of assignments should be double spaced in 12 point Times New Roman font with 1-inch margins on all sides. I will expect you to bring an electronic or paper copy of the assignment to class on the following Tuesday. You must turn in the electronic copy and the corrected paper or electronic copy to receive credit for your work. You may work with other people on the assignments, but you must list everyone that you worked with at the top of your assignment or in the accompanying email.
Note on Sustainability:
                I support sustainability initiatives on the WM campus. To reduce paper use, most of your course documents (including the syllabus, readings, and most assignments) will be provided on the course Wiki. Please try to save paper by reading these documents online, if possible. If you must print out documents, please consider printing double-sided and/or with two sheets per page. I also encourage you to turn in your assignments electronically when at all possible. For more information, please see the Sustainability at W&M website:www.wm.edu/sustainability
The course textbook and workbook are required. Please bring textbooks to class at each meeting unless otherwise indicated. You may purchase the paper or online edition of the texts. If you use the texts online, please bring a laptop to class at each meeting.
Textbook:
Finegan, E.  2008  Fifth Edition.  Language: Its Structure and Use. Harcourt Brace
Textbook Website:
http://www.cengage.com:80/cengage/instructor.do?product_isbn=9781413030556&disciplinenumber=300&codeid=7592&courseid=EN09
Frommer, E. and Finegan, E.  2004. Looking at Languages (Workbook) Fourth Edition.
Workbook website:
http://www.coursesmart.com/9781413030853
Free text supplementary materials:
http://www.heinle.com/cgi-heinle/course_products_hl.pl?fid=M20b&product_isbn_issn=9781413030556&discipline_number=300
O’Grady, William. 2005. Contemporary Linguistics: An Introduction, Chapters from Various Editions: Natural Sign Languages, Language and the Brain
Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D. & Seidenberg, M.S. (2001). How psychological science informs the teaching of reading. Psychological science in the public interest, 2(2), 31-74. A supplement to Psychological Science.
http://www.pitt.edu/~perfetti/PDF/How%20psych%20sci%20informs%20teaching%20of%20reading-%20Rayner%20et%20al..pdf
Winford, Donald. 2001. Chapter 1. Introduction to Contact Languages. Blackwell.
Grading:
Class (and elsewhere) Participation 15%
 Homework Assignments 45%
Midterm Exam 15%
Final Exam 25%


Topics and assignments are subject to change at the discretion of your Professor.  Readings are due on the day that they are listed.
1.       What is Linguistics? What is grammar? Language Myths & Prescriptive vs. descriptive accounts of language
Reading:
Familiarize yourself with the textbook and the course website.
Labov, William. 1987. How I got into linguistics, and what I got out of it. Ms.,
University of Pennsylvania. http://www.ling.upenn.edu/~wlabov/HowIgot.html
2.       Last Week of July:  What is a language?
                Overview of language, animal communication & human language, the human brain & language development, go over linguistic autobiographies
Reading: Finegan Chapter 1: Languages and Linguistics
Last week of July  : Morphology: The Dictionary in your head
3.       What does it mean to know a word?
                Parts of speech, parts of meaning, & vocabulary; morphological systems
Reading: Finegan Chapter 2: Words and Their Parts: Lexicon and Morphology
4.       August 2: Morphology II: Bordering on the unpossible morphological organization and analysis
 Assignment 1: Intro to Linguistics & Morphology assignment due Thursday second week of August, at 10 AM.
5.       Third week of August : Phonetics I: How do you spell that again?
 Phonology I: How are sounds classified in the mind?
                Phonetic Features, phonemes, allophones, syllable structure
                Reading: Finegan Chapter 4: Sound Systems of Language: Phonology
6.       Phonology II Phonological patterns & structures,  Phonology III: Morphophonology and Visual Phonology: Sign Language


Reading:
O’Grady Chapter 10: Natural Sign Languages &
http://commtechlab.msu.edu/Sites/aslweb/browser.htm
Assignment 3: Phonology assignment due Friday on Syntax: How is language structured? Constituent structure, structural rules and relations, phrase structure rules, & grammatical relations
Reading: Finegan Chapter 5: The Structure and Function of Phrases and Sentences: Syntax,: Syntax II: The regenerative nature of language structure ,Transformations and language variation
Assignment 4: Syntax assignment due Friday .Syntax III and Semantics: Sounds to Meaning
Reading: Finegan Chapters 6 &8: The Study of Meaning: Semantics & Information Structure and Pragmatics
7.       Semantics, Pragmatics and Discourse Analysis; How does sound translate to meaning?
                Speech acts, Narrative structure,, Speech Acts and Conversation
Assignment 5: Semantics/Pragmatics assignment due Friday .Semantics/Pragmatics will NOT be on the midterm but will be tested on the final**
8.        Language Variation and Change: Historical and Socio linguistics, Language classification & language groupings, Language Variation and Change: Language Reconstruction,Wherefore art thou English?Comparative method and types of linguistic change
Assignment 5: Historical Linguistics assignment due Friday October 23 at 10 AM
9.        Language Variation and Change: Language and its Social Correlates ,What do YOU call bubbly drinks?Dialectology, Regional variation

10.    Language Contact,Interaction of social and acquisition , Pidgins and Creoles: The Language You Cry in , Reading: http://newsreel.org/nav/title.asp?tc=CN0053

11.    Acquiring First and Second Languages, How children acquire language                , Learning a second language,Reading: Finegan Chapter 15: Acquiring First and Second Languages

12.    Reading and Writing,Types of writing systems,                Relationships between speech, reading, and writing;Reading: Finegan Chapter 12: Reading & Writing  Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D. & Seidenberg, M.S. (2001). How psychological science informs the teaching of reading. Psychological science in the public interest, 2(2), 31-74. A supplement to Psychological Science.