solved Directions: Reply to the thread of at least 2 classmates.

Directions: Reply to the thread of at least 2 classmates. Each reply must be no more than 150 words.————————————————————————————————-STUDENT 1 DB Theological importance in the selection of worship music is important but will not be a main point of my research proposal thesis. This and other similarities to my own thesis are helpful in establishing my specific research question. Klopper, in his journal article entitled Liturgical Music: Worship or War? Talks about how Liturgical worship music can and should have variety in order to establish some new standard. He also talks about how generally speaking music is important to worship itself. (Kloppers, 1995) While I agree with these points as well, my emphasis will be more on how a particular style of worship music effects a senior’s ability to worship based on their experiences. I will take a more specific look into how music sung during the time period when you experienced salvation is relevant to your worship. How do these memories for senior citizens are related and help them to truly worship? Johnson in his journal article entitled Heads Up: Tracing the battle lines in the worship wars talks about other ideas of pattern behavior and ritual. These are interwoven together into more of a tradition or as is suggested more of a right that someone has as it pertains to the way they worship. He talks about the ritual in a way that implies that it might not be about true worship at all. In addition He deals with the topic of having knowledge of God’s salvation versus the act of experiencing that salvation. (Johnson, 2004) While I also am interested in the traditional and ritual aspect of musical worship and the idea of knowledge versus experience, my research will focus in on more of a triggered experience. What part does a particular style of music, whatever that style may be, have on the senior citizens ability to worship? What does hearing that particular song or songs trigger in their memory that helps them achieve true thankfulness and worship of God their savior? ReferencesJohnson, T. E. (2004). Heads up: tracing the battle lines in the worship wars. Liturgy, 19(4), 33–38.Kloppers, E. (1997). Liturgical music: Worship or war? Hervormde Teologiese Studies, 53, 172–184.————————————————————————————————-STUDENT 2 JBThis past year has revealed cracks in our education system. Though our teachers have adapted quite well, there are obvious incongruities among teaching strategies. There has been much controversy surrounding the effectiveness of online versus face-to-face instruction. It has been proclaimed that there is an evident achievement gap that has been widened during this inconsistent time in learning. My topic is concerned with the effects of online math learning on math EOG test scores. Two articles that revealed information contributing to this topic are presented below. Both articles are peer-reviewed, published within the last three years, posted on the JFL website, and are secondary sources.A recent study by Mooij et al. (2020) sought to determine if online learning environments should consider cognitive load on children’s math performance based on their working memory (WM) and inhibitory control (IC) capacity. A random sample of 39 students aged 8-11 performed a multiple-choice arithmetic game. The two conditions were based on visible time pressure, with one group seeing a timer and the other not seeing a timer. Inhibitory control yielded better performance when the timer was not present. This is relevant to my topic due to similarities in age, subject, and online learning platform. Mooij et al. (2020) exemplifies the benefit of differentiation of math learning through online learning. However, it is noted that specific factors such as a visible time can impede learning. When studying the basis of online learning it is important to understand how students working memory and inhibitory control may be affected, which will also benefit my study.Francis et al. (2019) examined the differences in motivation and academic outcomes in an online and face-to-face college math course. With the increasing popularity of online courses, the authors wanted to study whether motivation and academic success differed based on the learning platform. Over 2,400 math students documented their motivation at the 1st, 3rd, and 5th week of the semester. It was revealed that online students had less academic success than face-to-face students. However, motivation did not differ based on learning platform. This study reveals that there may be underlining causative factors contributing to online students’ poorer grades. From this study it can also be suggested that online students are just as motivated as face-to-students. This benefits my study by recognizing that causative factors in academic success should be analyzed.ReferencesDumontheil, I. (2020). Should online math learning environments be tailored to individuals’cognitive profiles? Journal of Experimental Child Psychology, 191, 104730. https://doi.org/10.1016/j.jecp.2019.104730Francis, M. K., Wormington, S. V., & Hulleman, C. (2019). The costs of online learning:Examining differences in motivation and academic outcomes in online and face-to-face community college developmental mathematics courses. Frontiers in Psychology, 10. doi:10.3389/fpsyg.2019.02054