Sunday, March 17, 2024

St. Patrick's Breastplate prayer

A powerful prayer attributed to St. Patrick on this his feast day:

"St. Patrick's Breastplate" prayer

Source: OurCatholicPrayers.com

I arise today
Through a mighty strength, the invocation of the Trinity,
Through belief in the Threeness,
Through confession of the Oneness
of the Creator of creation.

I arise today
Through the strength of Christ's birth with His baptism,
Through the strength of His crucifixion with His burial,
Through the strength of His resurrection with His ascension,
Through the strength of His descent for the judgment of doom.

I arise today
Through the strength of the love of cherubim,
In the obedience of angels,
In the service of archangels,
In the hope of resurrection to meet with reward,
In the prayers of patriarchs,
In the predictions of prophets,
In the preaching of apostles,
In the faith of confessors,
In the innocence of holy virgins,
In the deeds of righteous men.

I arise today, through
The strength of heaven,
The light of the sun,
The radiance of the moon,
The splendor of fire,
The speed of lightning,
The swiftness of wind,
The depth of the sea,
The stability of the earth,
The firmness of rock.

I arise today, through
God's strength to pilot me,
God's might to uphold me,
God's wisdom to guide me,
God's eye to look before me,
God's ear to hear me,
God's word to speak for me,
God's hand to guard me,
God's shield to protect me,
God's host to save me
From snares of devils,
From temptation of vices,
From everyone who shall wish me ill,
afar and near.

I summon today
All these powers between me and those evils,
Against every cruel and merciless power
that may oppose my body and soul,
Against incantations of false prophets,
Against black laws of pagandom,
Against false laws of heretics,
Against craft of idolatry,
Against spells of witches and smiths and wizards,
Against every knowledge that corrupts man's body and soul;
Christ to shield me today
Against poison, against burning,
Against drowning, against wounding,
So that there may come to me an abundance of reward.

Christ with me,
Christ before me,
Christ behind me,
Christ in me,
Christ beneath me,
Christ above me,
Christ on my right,
Christ on my left,
Christ when I lie down,
Christ when I sit down,
Christ when I arise,
Christ in the heart of every man who thinks of me,
Christ in the mouth of everyone who speaks of me,
Christ in every eye that sees me,
Christ in every ear that hears me.

I arise today
Through a mighty strength, the invocation of the Trinity,
Through belief in the Threeness,
Through confession of the Oneness
of the Creator of creation.

Saturday, March 16, 2024

Discernment in Acts of the Apostles

Exploring Discernment in the Book of Acts as it Relates to Receiving Gentiles and Hellenist Jews into the Early Church

Aaron S. Robertson

March 2024

Introduction

The paper focuses on the Church’s process of discerning the way forward regarding key questions and disputes it encounters in the Acts of the Apostles (also known as the Book of Acts, or simply, Acts) as they relate to bringing Gentiles and Hellenist Jews into the fold. Along the way, the paper draws on both Christological and ecclesiological insights to support this discernment process. The paper’s thesis, then, is that the following passages in Acts clearly demonstrate how the early Church discerned the path forward with expanding and welcoming non-Jews and Hellenist Jews.

Four passages/pericopes will be summarized and explored. These are, in order by both chapter/verse and appearance in the paper: “The Need for Assistants”; Saul’s journey to conversion and his approval by the Apostles; Peter’s preaching to, and baptizing of, the Gentiles, and his defense of this to the Church; and the Council of Jerusalem and its effects on the Church. While there may certainly be other noteworthy passages and pericopes in Acts offering illuminating examples of early discernment in line with the paper’s thesis, space considerations for this specific study will prevent exploration beyond the four just identified.

To keep uniformity of scriptural translation, all references in the paper come from the version of the Holy Bible found at the website of the United States Conference of Catholic Bishops (USCCB), the citation of which will only be given once at the end in the Reference section. Because the paper is solely focused on Acts, only chapter and verse are given throughout, rather than citing the name of the book each time a reference to it is being made. The paper will conclude by briefly tying together analysis of the four passages/pericopes regarding discernment in line with its thesis.

Operating definitions of “discernment” for this study

Before continuing to examine the selected scripture passages, it is fitting to provide some general understanding of the word “discernment” and its variants. Keeping some sort of operating definition(s) at the forefront will help both the researcher and reader stay focused on what is attempting to be conveyed by this study. Following are three definitions taken from non-academic lay sources for “discernment.” They are: “the ability to judge people and things well” (Cambridge University Press and Assessment, 2024); “the ability to understand inner qualities or relationships” (Merriam-Webster, Incorporated, 2024); and, the third of five definitions offered by this reference, “the trait of judging wisely and objectively” (Vocabulary.com, Inc., 2024). Taken together, the themes emerging here are judging and understanding, and this will be the author’s primary operating definition here.

“The Need for Assistants” – 6:1-7

At the center of this pericope is a growing conflict between the Hellenist Jews and the Hebrews, whereby the former are complaining that, “…their widows were being neglected in the daily distribution” (6:1), whereas, apparently, the Hebrew widows are not being neglected. Now, both groups are Jewish, but the reason why this pericope is examined in this study is because the situation here still pertains to how the Church is discerning the inclusion of those considered outsiders – being heavily influenced by Greek culture and philosophy, save for polytheism, the Hellenist Jews were often looked at by their Hebrew counterparts as being different; their Jewish identity somehow watered down, not correct, erroneous. They are, for all practical purposes, outsiders in the eyes of the Hebrews, broadly speaking.

The Apostles, wishing not to get involved in managing the daily distribution because they feel they are called to focus on prayer and the preaching of the Gospel (6:2; 6:4), instead call for the, “…select[ion] from among you seven reputable men, filled with the Spirit and wisdom, whom we shall appoint to this task” (6:3). After the seven men were chosen, they were brought to the Apostles, “…who prayed and laid hands on them” (6:6).

Identifying and selecting these seven men for this important role demonstrates considerable discernment from most notably an ecclesiological perspective. Undoubtedly, from a Christological point of view, there is a moral mandate here, insofar as Jesus would want – indeed, expect – the Church to take care of all widows. His commandment to love one another, if nothing else here, covers that. Far more prevalent in this pericope, however, is discernment over how the Church continues to grow, move forward, and best serve those in need. Here, the Apostles recognize their unique calling to a life of prayer, preaching, and leading the Church. They realize they are not called to handle this type of work, and perhaps, presumably, they do not possess the skills for, nor the interest in, this job, anyway. They judge wisely that this is not for them. So, they delegate the task out by asking that seven men of reputable character, specifically, “…filled with the Spirit and wisdom…” (6:3), be selected, and the Apostles, in turn, will formally appoint them to the role with their blessings. Going through this process enables the Church to grow by getting more people active and utilizing their own unique skillsets, talents, and interests for the betterment and welfare of the Church and those she serves.

“Saul’s Conversion,” “Saul’s Baptism,” “Saul Preaches in Damascus,” “Saul Visits Jerusalem” – 9: 1-30

Still another exemplar of discernment can be found in the conversion of Saul/Paul, and how the Church grapples with this surprising development, given Saul’s notorious reputation for persecuting believers. The opening two verses of chapter 9 are poignant in describing Saul’s hatred for the Christians: “Now Saul, still breathing murderous threats against the disciples of the Lord, went to the high priest and asked him for letters to the synagogues in Damascus, that, if he should find any men or women who belonged to the Way, he might bring them back to Jerusalem in chains” (9:1-2). As he is on his way to Damascus (9:3-9) with an entourage in search of believers, Paul is blinded by a light coming from the sky and hears the voice of Jesus asking him why he (Paul) is persecuting Him. Paul remains blind for three days and does not eat or drink anything (9:9) until he is baptized by the disciple Ananias (9:10-19). Both men have visions of the other, that Ananias will come along at the command of the Lord to baptize Paul. Upon Ananias laying his hands on Paul, “Immediately things like scales fell from his eyes and he regained his sight. He got up and was baptized, and when he had eaten, he recovered his strength” (9:18-19).

The conversion of Paul is rich in Christological insights. For starters, the facts that Paul hated Christ and His followers, even actively participating in the martyrdom of Stephen, further reinforces, in quite a profound way here, that no one – no sin – is beyond God’s love, forgiveness, and healing. This is who God is. He is always trying to reach us, including, and perhaps especially, the most hardened of hearts. Additionally, Paul’s conversion also simultaneously demonstrates how God has a plan – a truly meaningful and profound purpose – for all. It is up to everyone to cooperate with this grace, however, and Paul here certainly discerns and responds to God’s unique plan for him. Here, not only does God forgive Paul of his horrible sins, but He specifically purposes Paul to become an apostle, that he may go out into the world, as far as he can, proclaiming the good news of Jesus Christ, the one he at one time so despised.

From both Christological and ecclesiological perspectives, Paul becomes known as the Apostle to the Gentiles. In fact, this is part of God’s unique plan for Paul, but it is also His plan for the Church, utilizing Paul’s gifts and talents, and certainly aided by His grace, to specifically work to bring non-Jews into the fold. From more of an ecclesiological aspect, Paul’s conversion also demonstrates how those in the Church wrestle with God’s call for Paul. There is certainly fear and distrust among the disciples at first (9:26), given Paul’s reputation, and it takes the trustworthy Barnabas to bring him to the Apostles (9:27) to assure them of Paul’s good intentions and faith. After hearing all this, the Apostles, “…took him [Paul] down to Caesarea and sent him on his way to Tarsus” (9:30).

Peter’s preaching to, and baptizing of, the Gentiles, and his explanation of this to the Church – chapters 10 and 11

In Chapter 10, the reader learns about Cornelius, a Roman solider who is, “devout and God-fearing along with his whole household…” (10:2) and, “…who used to give alms generously to the Jewish people and pray to God constantly” (10:2). The chapter opens with the “Vision of Cornelius,” in which the centurion is visited by an angel, who shares with Cornelius that, “Your prayers and almsgiving have ascended as a memorial offering before God…” (10:4) and instructs him to go and visit the apostle Simon Peter, who is staying in the town of Joppa (10:5). The next day, Peter has his own vision (10:9-33) preparing him for the upcoming visit by Cornelius and his men. In his vision,
He saw heaven opened and something resembling a large sheet coming down, lowered to the ground by its four corners. In it were all the earth’s four-legged animals and reptiles and the birds of the sky. A voice said to him, ‘Get up, Peter. Slaughter and eat.’ But Peter said, ‘Certainly not, sir. For never have I eaten anything profane and unclean.’ The voice spoke to him again, a second time, ‘What God has made clean, you are not to call profane.’  (10:11-15)
The following verse, 10:16, notes that this occurred a total of three times before the sheet made its way back up to the sky. Peter wrestles with the meaning of the vision, but it soon becomes apparent to him that God is talking about the Gentiles. He meets Cornelius and a small crowd of Cornelius’s “…relatives and close friends” (10:24) that Cornelius had assembled for this very special occasion of meeting Peter. Peter addresses the crowd, “You know that it is unlawful for a Jewish man to associate with, or visit, a Gentile, but God has shown me that I should not call any person profane or unclean. And that is why I came without objection when sent for. May I ask, then, why you summoned me?” (10:28-29).

At this point, Cornelius explains the vision he had and how he was instructed to summon Peter and listen to what he (Peter) has to say. Peter then gives a speech (10:34-43). Key points from Peter’s speech, for purposes of this paper, include, “In truth, I see that God shows no partiality. Rather, in every nation whoever fears him and acts uprightly is acceptable to him” (10:34-35), and, “To him all the prophets bear witness, that everyone who believes in him will receive forgiveness of sins through his name” (10:43).

While still speaking, the Holy Spirit came upon all who were present and listening (10:44), and, “The circumcised believers who had accompanied Peter were astounded that the gift of the holy Spirit should have been poured out on the Gentiles also, for they could hear them speaking in tongues and glorifying God” (10:45-46). In response to their amazement, Peter responds, “Can anyone withhold the water for baptizing these people, who have received the holy Spirit even as we have?” (10:47). After saying this, Peter then orders these Gentiles, “…baptized in the name of Jesus Christ” (10:48).

Chapter 11 opens with “The Baptism of the Gentiles Explained.” This pericope, in which Peter explains his actions to “…circumcised believers [who] confronted him, saying, ‘You entered the house of uncircumcised people and ate with them’” (11:2-3), constitutes the bulk of the chapter (11:1-18). Peter recounts his vision, explains Cornelius’s vision, and how he had, “…remembered the word of the Lord, how he had said, ‘John baptized with water but you will be baptized with the holy Spirit’” (11:16). Peter then reasons, “If then God gave them the same gift he gave to us when we came to believe in the Lord Jesus Christ, who was I to be able to hinder God?” (11:17). In the end, Peter wins the Jewish believers over. “When they heard this, they stopped objecting and glorified God, saying, ‘God has then granted life-giving repentance to the Gentiles too’” (11:18).

“Council of Jerusalem,” “James on Dietary Law,” “Letter of the Apostles” – 15:1-29

The Council of Jerusalem was called to deal with a situation that arose in which there was confusion and debate as to whether Gentile converts to Christianity had to first convert to Judaism to be saved. More specifically, this controversy homed in about circumcision, with some (15:1) arguing that male Gentile converts would first need to be circumcised according to Mosaic Law to be saved. This argument appears to have come largely from Pharisee converts to Christianity (15:5). To settle this dispute, the Apostles and presbyters of the Church met in Jerusalem to discern together, with Peter (15:6-12) and James (15:13-21) addressing their brothers in faith with their arguments against the requirement for circumcising male Gentile converts to Christianity. In the end, a letter was written by the Apostles and presbyters to settle the dispute. It was written for the entire Church, with representatives selected, “…in agreement with the whole church…” (15:22) to deliver and share the letter. The ending to the letter reads:
It is the decision of the holy Spirit and of us not to place on you any burden beyond these necessities, namely, to abstain from meat sacrificed to idols, from blood, from meats of strangled animals, and from unlawful marriage. If you keep free of these, you will be doing what is right. Farewell.  (15:28-29)
It is James who makes the case for the avoidance of these meats and unlawful marriage in his address to the Council (15:13-21).

Combined analysis of Peter’s meeting with Cornelius and the Council of Jerusalem

There are considerable Christological and ecclesiological links that can be mined between Peter’s meeting with Cornelius and the Council of Jerusalem. Chapter 11, verses 2-3, in which Peter faces the, “…circumcised believers [who] confronted him, saying, ‘You entered the house of uncircumcised people and ate with them,’” is comparable to Jesus entering the homes of Jewish sinners and tax collectors and dining with them, as well. Just as Jesus Himself befriended, loved, and dined with sinners to call them to new life, Peter is doing the same here. He has discerned, through a combination of reason, the aid of his faith, and certainly with the guidance of the Holy Spirit, that Jewish sinners who are circumcised are no different – no more special, no greater than – to the Lord than Gentile sinners. Both groups are God’s children, human beings made in His image; and God desires that all His children be saved. Furthermore, it is known that Jesus, Himself, ministered to Gentiles, and certainly Peter would have remembered the words of Jesus in the Great Commission, instructing His followers to go out and make disciples of all nations. From a Christological standpoint, then, Peter’s actions meeting with Cornelius and company, and his follow-up defense of it to the Jewish believers, reaffirm that Jesus truly did come to save all humankind. He is Lord of all, Jew and Gentile, and His love and mercy are freely given to all who believe in Him.

The conclusions arrived at by the Church at the Council of Jerusalem serve to ratify Peter’s individual actions and explanation, and hence, his own Christological understanding, regarding Cornelius and his companions. The Apostles and presbyters, having assembled to thoughtfully debate and discuss – to discern, with the guidance of the Holy Spirit – together the way forward for the Church regarding Gentile converts, reason that it is not necessary for them to be circumcised in accordance with the Mosaic Law to be saved by Jesus. Indeed, it is a great hindrance. God has revealed Himself to both Jew and Gentile, and He desires that all His children be saved. As Peter states during the Council,
And God, who knows the heart, bore witness by granting them the holy Spirit just as he did us. He made no distinction between us and them, for by faith he purified their hearts. Why, then, are you now putting God to the test by placing on the shoulders of the disciples a yoke that neither our ancestors nor we have been able to bear?  (15:8-10)
In the end, as previously stated, the Council asks only of Gentile converts “…to abstain from meat sacrificed to idols, from blood, from meats of strangled animals, and from unlawful marriage” (15:29).

Conclusion

The paper attempted to make the case that the preceding four passages/pericopes in Acts clearly demonstrate how the early Church discerned the path forward in relation to its expansion and the welcoming of non-Jews and Hellenist Jews into its fold. In doing so, several rich Christological and ecclesiological insights have been mined. Christological understandings gleaned or reinforced in this study include Jesus wanting – really, expecting – the Church to take care of all widows; the fact that no one – no sin – is beyond God’s healing love and mercy; the fact that God has a unique purpose, or plan, for all; that all are God’s children, human beings made in His image, and He desires that all His children be saved; and that Jesus truly did come to save all humankind as Lord of all, Jew and Gentile, with His love and mercy freely extended to all who believe in Him. Ecclesiological observations made here include the Church learning how to get more believers active by utilizing their own unique gifts for its betterment and those she serves (specifically, the seven assistants, but also Paul); the Church correctly grappling with God’s unique calling for individual believers (specifically, Paul); and the Church correctly arriving at the conclusion after thoughtful discernment that requiring circumcision for Gentile converts would be a great and unnecessary hindrance (Cornelius, Council of Jerusalem).

Reference

Cambridge.org Dictionary, s.v. “discernment.” Accessed March 6, 2024. https://dictionary.cambridge.org/us/dictionary/english/discernment

Merriam-Webster.com Thesaurus, s.v. “discernment.” Accessed March 6, 2024. https://www.merriam-webster.com/thesaurus/discernment.

United States Conference of Catholic Bishops (USCCB). Acts of the Apostles. Accessed March 1, 2024. https://bible.usccb.org/bible/acts/0

Vocabulary.com Dictionary, s.v. “discernment.” Accessed March 6, 2024. https://www.vocabulary.com/dictionary/discernment.

Friday, March 8, 2024

Understanding standardized testing

Standardized testing: Understanding the pros and cons

What is standardized testing? What are the benefits and drawbacks of standardized testing? What are examples of common standardized tests that elementary school students, middle school students, and high school students usually take? What are the main arguments and criticisms against standardized testing?

Introduction

Standardized testing has become a common practice across the United States, used in schools to measure a student’s knowledge and growth over time. These tests are taken by students of all ages, from elementary to high school, and serve as a way to evaluate a student’s readiness for college and beyond. However, as with any practice, standardized testing comes with its own set of pros and cons. In this blog post, we will discuss what standardized testing is, the benefits and drawbacks of standardized testing, common standardized tests students take, and criticism against the practice.

What is standardized testing?

Standardized testing is a type of testing that measures a student’s knowledge and skills acquired over time, regardless of where they come from. This means that the exam’s content is consistent, no matter the school or district a student comes from. Standardized tests are generally objective in nature, meaning that they are graded based on a set of rules and guidelines.

What are the benefits and drawbacks of standardized testing?

One of the main benefits of standardized testing is that they provide a level-playing field for students. These tests serve to measure a student’s knowledge in areas such as math, reading, and writing, which are considered fundamental to academic success. Furthermore, these tests can help identify students who may be struggling before it is too late to provide assistance. One of the drawbacks of standardized testing, however, is that they can generate feelings of anxiety and undue pressure among students, which may not be conducive to effective learning.

What are examples of common standardized tests taken by students?

There are several standardized tests taken by students across the United States. In elementary school, students commonly take the National Assessment of Educational Progress (NAEP) and the Partnership for Assessment of Readiness for College and Careers (PARCC). In middle school, students may take the PSAT and the ACT Aspire, which is designed to measure a student’s readiness for the high school ACT exam. At the high school level, the PSAT, SAT, and ACT exams are commonly taken by students.

What are the main arguments against standardized testing?

Critics of standardized testing argue that there are a variety of negative effects that can result from heavy reliance on these exams. Standardized tests can create a one-size-fits-all approach to learning, which can leave behind those who learn differently. Additionally, the pressure and anxiety that these exams generate may lead to cheating or lower performance because students are too stressed to perform optimally. Furthermore, standardized tests are seen to be too focused on measuring isolated skills that may not be relevant to real-life situations.

Conclusion

Standardized testing has become a widespread practice in schools across the United States, serving as a way to measure a student’s knowledge and skills over time. While there are clear benefits to this practice, such as creating a level-playing field and identifying struggling students early, there are also negative consequences, such as feelings of anxiety and undue pressure among students. Furthermore, critics argue that standardized testing may not be the most effective way of measuring a student’s readiness for college and beyond. As with any practice, it is important to consider both the drawbacks and benefits of standardized testing carefully.

Wednesday, March 6, 2024

Careers in international relations

Pursuing a career in international relations: Exploring options and possibilities

Introduction

International relations is a field of study that deals with the relationships between countries, cultures, and societies around the world. It encompasses a vast range of topics, from international conflict and diplomacy to global economics and trade. If you are interested in pursuing a career in international relations, there are many doors open for you in today's world. However, with so many opportunities comes confusion, and it can be difficult to know what classes, extracurricular activities, and experiences are necessary to succeed. In this blog post, we will explore some key considerations for any middle school student, high school student, or college student interested in pursuing a career in international relations.

Opportunities and pathways in international relations

1. Start early

If you are interested in pursuing a career in international relations, it is important to start early. Consider taking an introductory course in international relations in middle school or joining a global affairs club in high school. Not only will this give you an idea of whether or not you enjoy the subject matter, but it will also demonstrate to potential colleges and employers that you are dedicated and motivated.

2. Take relevant courses

If you are serious about pursuing a career in international relations, it is crucial to take relevant courses throughout high school and college. These may include courses in history, economics, political science, foreign languages, and international business. Not only will these courses give you knowledge and skills that are necessary for a career in international relations, they will also help you narrow down your specific interests within the field.

3. Participate in extracurricular activities

Extracurricular activities are an excellent way to demonstrate your interest in international relations and develop skills that are valuable in any career. Consider joining a Model United Nations club, volunteering with a global organization, or studying abroad. In addition to building your resume and gaining experience, these activities will teach you important soft skills such as communication, teamwork, and problem-solving.

4. Seek out learning opportunities

There are many opportunities to learn about international relations outside of the classroom. Consider attending a public lecture on global affairs or reading a book on a current event. You can also stay up to date on international news by following reputable news sources. It is important to stay informed and continuously educate yourself on the issues that matter most in international relations today.

5. Consider graduate school

While some positions in international relations are available to those with only a bachelor's degree, many employers prefer or require a master's or even a doctorate degree. Consider pursuing a graduate degree, either immediately after college or after a few years of work experience. This will open up more opportunities for higher-level positions and advancement within the field.

Conclusion

In conclusion, pursuing a career in international relations requires dedication, hard work, and a passion for global affairs. Whether you are a middle school student just beginning to explore the subject or a college student aspiring to a graduate degree, there are many paths to success in this exciting field. By starting early, taking relevant courses, participating in extracurricular activities, seeking out learning opportunities, and considering graduate school, you can set yourself up for a fulfilling and meaningful career in international relations.

Saturday, March 2, 2024

Writer's checklist for research papers

The ultimate writing checklist for research papers

What should be included in a solid writer's checklist before students embark on preparing a research paper or project?

Introduction

Research papers and projects are essential parts of academics that require critical thinking, extensive research, and exceptional writing skills. Students need to consider many elements before starting their project to ensure they don't miss out on important aspects of their writing. This is where a writer's checklist comes in handy. In this blog post, we'll discuss what should be included in a solid writer's checklist before students embark on a research paper or project.

Let's explore the components of a good, solid checklist

1. Choose a topic

Choosing an interesting topic can make the writing process more manageable and enjoyable. Students should choose, if possible, a topic they're passionate and curious about, ensuring they can find ample resources to support their research. Narrowing the topic down to a specific area will make the research more targeted and easier.

2. Conduct thorough research

After choosing the topic, the next step is to conduct thorough research. Utilize reliable sources such as scientific journals, books, and academic websites to gather information. Students should compile all their sources in a well-organized manner for easy referencing later.

3. Create an outline

A good outline can ensure that the writing process is organized and flawless. It helps students to stay on the right track and ensure all the necessary components of the paper or project are covered. Outlines can be made in bullet points or brief phrases, and they should include the introduction, several main points, and a conclusion.

4. Write the first draft

Once the outline is complete, it's time to start writing the first draft. This draft should not be perfect – it's an opportunity to get all the ideas down on paper. Students should focus on writing without worrying too much about grammar or sentence structure.

5. Edit and revise thoroughly

Revising and editing are critical parts of the writing process. Students should take some time off and come back to their work with a fresh perspective. Revise the first draft, adding or removing information as necessary, and correcting grammatical and spelling errors. It is also advisable to seek feedback from peers, teachers, and/or tutors before submission.

Conclusion

Preparing a research paper or project can be a daunting task, but with a solid writer's checklist, it can be an enjoyable process. By following the tips mentioned above, students can ensure their writing is organized, thorough, and error-free. Writing is an essential skill that students carry through life, and with practice, they can become exceptional writers.

Math word problem practice

Mastering tricky word problems: Nine math problems for middle school students 

Nine math word problems that are somewhat tricky and therefore require close reading, have multiple steps, and are suitable for middle school math students. Correct answers and detailed explanations to those answers are included.

Introduction

Math can be tough, especially word problems! Word problems test not only your math skills but also your reading comprehension and critical thinking abilities. They are tricky because they require you to break down the problem, identify the important information, and use logical reasoning to solve them. In this blog post, we'll cover nine tricky math word problems that require close reading, multiple steps, and are suitable for middle school students. We've also included detailed explanations for each problem's solution, so don't worry if you feel stuck!

Problem 1: A rectangular parking lot measures 60 meters by 80 meters. If a car uses 4 square meters to park, how many cars can fit in the parking lot?

Answer: 120 cars

Explanation: To find out how many cars can fit in the parking lot, we first need to know the total area of the parking lot. To do so, we multiply the length and width: 60 meters × 80 meters = 4,800 square meters. Then, we divide the total area by the area a single car uses: 4,800/4 = 1,200. Therefore, 1,200 cars can fit in the parking lot.


Problem 2: In a class election, there are 30 students. The winner needs more than half of the votes in order to win. If 16 students voted for Student A, and the rest voted for Student B, how many students voted for Student B?

Answer: 14 students

Explanation: To find out how many students voted for B, we first need to know the total number of votes. Since half of the votes are 15, any number above 15 will be the winning number. We already know that 16 people voted for Student A, so if the class has 30 students, then 30 - 16 = 14 students voted for B.


Problem 3: There are 5 red balls, 9 blue balls, and 7 yellow balls in a bag. What is the probability of grabbing a red ball first and then a blue ball?

Answer: 5/63

Explanation: There are five red balls in the bag, so the probability of grabbing one on the first try is 5/21. There are now 20 balls remaining (9 blue and 7 yellow), so the probability of grabbing one blue ball is 9/20. To find out the probability of grabbing a red ball first and then a blue ball, we multiply the probabilities of each event together: 5/21 × 9/20 = 1/63. Therefore, the probability of grabbing a red ball first and then a blue ball is 5/63.


Problem 4: The difference between two numbers is 35. If one number is 57, what is the other number?

Answer: 22

Explanation: Let's call the other number we're trying to find "x". We know the difference between the two numbers (57 and x) is 35, so we set up the equation 57 - x = 35. Next, we isolate "x" by adding 35 to both sides of the equation: 57 - x + 35 = 35 + 35. Simplifying the equation gives us: 92 - x = 70. Then, we subtract 92 from both sides to solve for "x": 92 - 92 - x = 70 - 92 or -x = -22. Finally, we divide -22 by -1 to isolate "x": x = 22.


Problem 5: A sphere has a radius of 3 cm. What is its volume?

Answer: 113.1 cubic centimeters

Explanation: To find the volume of a sphere, we use the formula V = 4/3Ï€r³, where "V" stands for volume, "Ï€" represents Pi (3.14), and "r" represents the sphere's radius. Substituting the given radius (3 cm) into the formula, we get V = 4/3 x 3.14 x (3 cm)³. Simplifying the equation results in V = 4/3 x 3.14 x 27 cm³ or V = 113.1 cm³. Therefore, the volume of the sphere is 113.1 cubic centimeters.


Problem 6: A pear-shaped swimming pool has a deep end and a shallow end. The shallow end of the pool is 3 meters deep and is 10 meters wide and 15 meters long. The deeper region of the pool is 6 meters deep and is conical in shape. The diameter of the deeper section is 10 meters and slants down to meet the shallow end smoothly. What is the total surface area of the pool?

Answer: 628.96 square meters

Explanation: First, we need to find out the volume of the deep section of the pool. Since it is conical in shape, we use the volume formula for a cone: V = 1/3Ï€r²h, where "r" represents the radius and "h" represents the height. We find the radius by dividing the diameter (10 meters) by 2, which gives us 5 meters. Next, the height of the conical section is calculated by subtracting the height of the shallow end (3 meters) from the depth of the deep end (6 meters), resulting in 3 meters. Substituting the values into the formula gives us V = 1/3Ï€(5)²(3), which is approximately equal to 78.54 cubic meters. Next, we need to find the total surface area of the pool. To do so, we calculate the area of the bottom of the pool (10 meters x 15 meters) and add that to the lateral area of the deep section of the pool (by using the formula Ï€rl). We can find "l," the slant height, by using the Pythagorean theorem: l² = r² + h², where "h" is the height of the cone and "r" is the radius. Substituting the values gives us l² = 5² + 3² or l² = 34. Since we only need to know the area of the slant side, we can ignore the square root and use l = √34. Thus, the surface area is calculated as: 10 x 15 + Ï€(5) x (√34). Plugging in the numbers, the total surface area of the pool is approximately 628.96 square meters.


Problem 7: 2/3 of Tom's marbles are blue, and 19 of them are yellow. If Tom has 87 marbles, what is the total number of marbles that are not blue?

Answer: 29 marbles

Explanation: If 2/3 of Tom's marbles are blue, then 1/3 of his marbles are not blue. Since the total number of Tom's marbles is 87; therefore, 1/3 of that is (87/3) = 29 marbles. Therefore, Tom has 29 marbles that are not blue.


Problem 8: There are 22 boys and 18 girls in a class. If one is selected randomly, what is the probability that the selected student is a boy?

Answer: 55%

Explanation: There are a total of 40 students in the class (22 boys + 18 girls). The probability of selecting a boy is the number of boys divided by the total number of students in the class. Therefore, 22/40 = 0.55, which is 55%.


Problem 9: A recipe calls for 2 1/2 cups of flour. If Mark only has a 1/4 measuring cup, how many times does he need to fill it up to get the required amount?

Answer: 10 times

Explanation: Mark needs 2 1/2 cups of flour. Since he only has a 1/4 measuring cup, he needs to fill it up multiple times until he has the required amount of flour. To figure out how many times he needs to fill up his measuring cup, we convert 2½ cups to the same measuring unit as the measuring cup (in this case, ¼ cup). Therefore, 2 ½ cups is equal to 10 quarter-cups, so Mark needs to fill up his measuring cup 10 times.

If you found this post helpful, you may also want to check out our posts on math operations vocabulary, solving one-step math equations, and solving two-step math equations.

Wednesday, February 28, 2024

A different kind of family tree - a poem

Background:

In this 11-stanza original poem turned in as an assignment in February 2024 as part of my pursuit of a master's degree in theology, I reflect on Hebrews 11 largely from the interpretation that we are all invited to join a different kind of family tree – a different kind of genealogy or pedigree, one linking us by faith and ultimately by the blood of Christ back through the Old Testament, back to the “Faith of the Ancients,” as this specific chapter/pericope is titled. I end with the universal call by Vatican II that all the faithful are called to be priests, prophets, and kings.

I chose to incorporate a rhyming scheme which follows an ABBA pattern, meaning that the first and fourth lines in each stanza rhyme, while the two lines sandwiched in the middle follow their own rhyming pattern. In my research and thought process for determining rhyming words, I relied heavily on the reference tool available at Rhyme Zone (https://www.rhymezone.com), as well as on occasional Google searches for synonyms.

“A different kind of family tree”

Inspired largely by Hebrews 11 – “Faith of the Ancients”

Aaron S. Robertson

You’re invited to be a part of this,
A different kind of family tree,
One truly as wide and adventurous as the sea,
An invite you surely don’t want to miss.

All are welcomed to join this one,
A family not necessarily all tied by blood,
It may sound strange, but it’s one united by a flood,
Come to believe in the Word, and it is done.

That comment about blood we’ll come back to a little later,
Because we do in fact all share that common link,
It was shed by the One on the cross who would save us from the brink,
By He whom on this entire earth no one can ever be greater.

An open invite to join along and receive immense grace,
He wants this for you, the question is will you say, “yes,”
You were born for greatness, so do not settle for anything less,
All your offenses and mistakes our common Father will erase.

Like all families, this one has bickering and many a fight,
All the emotions are surely here,
Joy, confusion, anger, sorrow, and fear,
There’s plenty of darkness but in the end even greater light.

Joining this lineage guarantees an audacious quest,
With the help of this your family you’ll defeat the abyss,
So that in the end you’ll know nothing but lifegiving bliss,
After all the tribulation a beautiful and eternal rest.

At times you’ll wonder how you’ll ever cope,
But do your homework as would any good sleuth,
And you’ll find here that you’re on the path to enlightened truth,
In all the trying moments, you’ll be washed over by hope.

This family already has a known beginning and end,
Wrapped in the warmth of a different kind of sun (Son),
Indeed, by He who is the promised one,
Our Father, our provider, our Savior, and our friend.

You’ll come to realize that this family is the best,
So many to look up to and emulate,
They’ll help you keep on the narrow and straight,
With their help and the mercy of our God you’ll always be blessed.

At times, you’ll suffer immensely as you walk along desert sand,
But cling to your faith on this difficult trek,
Though at times it will feel like you’re headed toward a horrible wreck,
Indeed, your destination is His promised land.

With this kind of faith, through Him you can do all things,
Mountains can move, hardened hearts softened, and walls torn down,
Martyrdom for Him, if necessary, will result in an eternal crown,
In the end, we’re all called to be priests, prophets, and kings.