http://www.youtube.com/watch?v=ZUQ0-9ASwP4&feature=related

HOW TO MAKE A HOMEMADE PESTICIDES

Garlic/Pepper Mixture
• 1/2 cup hot peppers of your choice
• 1/2 cup garlic cloves ( onions will also do )
• 2 cups water
Steep this mixture for 24 hours. An easy method for steeping the tea is to combine the ingredients in a clear glass jar, seal, and set in a sunny location. Strain and spray onto foliage.
This is another good general mixture that will fight off most bugs.
Oil Mixture
• 1 cup cooking oil ( i.e. canola or vegetable )
• 1 tablespoon liquid dishwashing soap
• Use 2 ½ teaspoons of this mixture in 1 cup of water
Spray on the surface and underside of leaves to coat insects in various stages of development.
This mixture is especially good with eggs and immature bugs. Be careful on the type of liquid soap you choose. I had good luck with dishwashing soap with no additional additives like anti-bacterial ingredients. I accidentally used it with on that had them in it and it almost killed a plant of mine.
Soap Mixture
• A few teaspoons of liquid dishwashing soap
• 1 gallon of water
Spray on the surface and underside of infested foliage. The soap acts to paralyze insects, which prevents them from feeding. The pests eventually die of starvation. For heavy infestations spray every 2 to 3 days for 2 weeks.
This is a very generic mixture that can fight off most any insects. Make sure to use a light liquid soap here as well to ensure not to kill your plants.

Sa Aking Muling Pagbabalik

Ni Renon Angelo V. Sobreviñas

Biglang buhos ang malakas na ulan. Wala akong ginawa kundi ang humanap ng masisilungan. Basang- basa at nanginginig akong nagtanong sa sarili kung kalian hihinto ang napakalakas na ulang ito.

Kasabay nang pagbuhos ng ulan ay ang pagdaloy ng mga luha sa aking mga mata. Sila’y mga luha nang pagsisisi. Narito ako ngayon pagkatapos kong maligaw ng landas. Hindi ko alam kung saan ako patutungo. Hindi ko alam kung sino at ano ang aking babalikan. Hindi ko alam kung may liwanag pa kaya akong masisilyan pagkatapos nitong ulan.

Basang- basa ako ng ulan. Nakaupo sa tabi ng mga halamang uhaw sa ulan. Maraming gumugulo sa aking isipan. Marami akong tanong na pilit kong hinahanapan ng kasagutan mula sa ulan. Hindi ko alam kung sino ang aking sisisihin sa nangyari sa akin. Ang tahana’t paaralan ko bang pabaya o ang simbahan at lipunan kong mapanghusga?

Minsan na akong natukso sa mapampalangong kamunduhang ito. Minsan ko nang sinira ang aking buhay kasama ang aking mga barkada. Minsan na akong nalulong sa masamang bisyo tulad ng paninigarilyo, pag- inom ng alak at higit sa lahat ay ang paggamit ng mga pinagbabawal na droga. Minsan na rin akong nabuyo sa pakikipagtalik kahit kanino.

Inakala ko kasi noon na doon ko makikita’t mararamdaman ang pagtanggap na hinahanap ko sa aking pamilya’t lipunan. Inakala kong doon ako magiging masaya. Inakalang kong doon ang buhay ko. Inakala kong iyon ang sarili ko. Ngunit nagkamali ako tulad rin nang pagkakamali ng kahit na sino.

Ngunit gaya rin ng halamang katabi ko, kulang ang sikat ng araw upang mabuhay. Kailangan pa nito ng hangin, tubig at lupang makakapitan. Kaya narito ako ngayon sa gitna ng ulan, hinahanap kung ano o sino ang kulang sa aking buhay. At pilit kong hinahanapan kahit tuldok man lang ng liwanag ang madilim kong buhay.

Pilit ko ngayong binabagtas ang daan tungo sa bisig ng aking ina, sa yapos ng aking ama at sa halik ng aking mga kapatid. Hindi ko alintana ang malakas na buhos ng ulan dahil alam ko sa aking sarili na hindi magtatagal ay hihinto rin ito. Kung kalian man ito hihinto, hindi ako nakakasiguro. Tulad nang hindi ko pagkasiguro kung hanggang kalian ang buhay ko dito sa mundong ito. Kaya bago maging huli pa ang lahat, ako’y magbabalik sa tahanang aking minsang pinagtaksilan upang humingi nang kapatawaran.

Ngunit sa di kalayuan, may nakita akong isang liwanag. Napakatahimik ng pook. Pagpasok ko’y maraming tao ang taimtim na nagdarasal sa isang sulok. Humihingi marahil nang kapatawaran at nangangakong magbabagong buhay. Huli na nang namalayan kong nasa loob na pala ako ng simbahan. At dito ko nakita at muling nakilala ang aking sarili. Sa Panginoon ko muling nakita ang katahimikan ng aking puso’t isipan. At dito sa Kanya akong muling magbabalik.

Umaga na at tapos na ang napakalakas na buhos ng ulan. At muli ay nakakita ako ng isang umagang kay ganda at muli ay ipinagpatuloy ko ang aking paglakad tungo sa aking tahanan na alam kong naghihintay sa aking pagbabalik.

LIPAD NG PANGARAP (Talambuhay ni Renon Angelo V. Sobreviñas)

Lipad ng Pangarap
(Ang Talambuhay ni Renon Angelo V. Sobreviñas)


Ang kauna- unahan kong pag- iyak sa tanang buhay ko ay naganap noong ika- 22 ng Hunyo, 1991 sa isang apartment sa Bambang, Pasig City. Ang dahilan ng aking pag- iyak ay marahil nadama ko na, na ako’y isa sa apat na bunga ng bawal na pagmamahalan nina Regino Sobreviñas at Nona Villanueva. Marahil din naman na ang mga luhang iyon ay luha ng kaligayahan dahil sa pagkakaroon ko ng mga kapatid na sina Cristina, Allan Richard at Emma Kris.
May dahilan ang Diyos kung bakit sila ang naging pamilya ko. Hindi naman tayo ang namimili ng ating magiging pamilya; sila ay regalo ng May Kapal para sa atin, gayundin naman tayo para sa kanila.
Naging masaya ang aking buhay- bata kasama ang buo kong pamilya. Palagi kaming sama- sama tuwing magsisimba, mamamasyal sa zoo at mall at kung mayroong mga importanteng okasyon. Masagana ang pamumuhay namin noon. Walang araw na walang laman ang aming refrigerator at hindi kami nauubusan ng grocery stock sa bahay. Nakapag- aral pa nga ako noon sa isang private school. Nag- aral ako ng aking kinder sa St. Nicholas Academy. Doon ako natuto ng maraming mga awiting pambata. Doon ko rin nakilala ang mga bago kong kalaro’t mga kaibigan..
Ipinagpatuloy ko ang aking pag-aaral sa Bambang Elementary School ngunit hanggang Grade 1 lamang ako doon. Kinakailangan kasi naming umuwi sa Iloilo. Hindi pa noon maliwanag sa akin ang dahilan ng aming pag- uwi. Hindi ko pa noon alam kung bakit hindi sumama sa amin si Daddy.
Sa Bo. Obrero, Iloilo City ko nakilala ang aking mga pinsan, mga tiyahin at mga tiyuhin at iba ko pang mga kamag- anak. Nung una, naging mahirap sa akin ang pakikibagay sa kanila dahil iba ang ginagamit nilang wika sa ginagamit ko at medyo nahirapan pa ako noon umintindi ng Hiligaynon. Pero dahil na rin sa tulong nila ay unti- unti ko nang napag- aralan ang Hiligaynon.

Ipinagpatuloy ko ang aking pag- aaral sa Bo. Obrero Elementary School mula Grade 2 hanggang Grade 6. Masaya ang aking buhay estudyante noon. Tila wala akong pakialam sa mundo, ang nasa isip ko lang ay puro pag- aral o paglalaro o di kaya naman ay pagsali sa iba’t ibang patimpalak.. Ang kauna- unahan kong pagsali sa isang patimpalak ay nangyari nang Grade IV ako. Sumali ako sa Singing Contest sa aming Literary- Musical Contest at nanalo naman ako ng Unang Patimpalak at dinala pa ako sa District Level ng Singing Contest na iyon. At mula Grade IV hanggang Grade VI, ako na ang laging dinadala sa kumpetisyon. Sumali rin ako sa Rhythm Band. Naging lyre player din ako mula Grade V hanggang Grade VI. Sumali rin ako sa iba’t ibang quiz bee. Nagkamit pa ako ng Unang Patimpalak sa District Level ng Science Quiz Bee. At nagtapos ako ng elementarya bilang Second Honorable Mention. Pero higit pa sa mga medalya ang nakuha kong pagtanggap sa akin ng aking mga kaibigan.
Nagpatuloy ako sa pagsusunog ng kilay sa Bo. Obrero National High School na dati’y Jalandoni Memorial High School- Bo. Obrero Extension. Noon, ang aking plano ay mag- aral sana sa West Visayas State University- ILS ngunit sa kasamaang palad ay hindi ako nakapasa sa kanilang Entrance Examination kung kaya pinangako ko sa aking sarili na balang araw ay makakapag- aral din ako sa pamantasang iyon.
High School na ako noon nang lubusan kong maintindihan ang paghihiwalay ng aking mga magulang. Ikalimang asawa na pala ni Daddy si Mommy at ikalabing dalawang anak na pala ako ni Daddy. Naging mahirap ang aming buhay kahit pa sabihin natin na isang Engineer ang aking ama. Sa dami ba naman ng kanyang anak, siguradong kaming mga anak niya ang kawawa.
Hindi naging madali ang buhay namin. Mas naramdaman ko ang hirap nung high school na ako. Naranasan kong pumunta sa paaralan na walang laman ang aking tiyan at bulsa. Naranasan naming kumain ng lugaw na kanin ng ilang araw. Tandang- tanda ko pa, muntikan na akong hindi makakuha ng aming pagsusulit dahil hindi ko pa nababayaran ang aking tuition fees. Pero hawak- kamay kami ng aking ina na humarap sa lahat ng pagsubok na iyon. Kasama ng aking mga kapatid, sabay naming hinarap ang mga unos sa buhay. Dahil sa aking mga naranasan, mas nakilala ko ang mga tunay kong kaibigan na hindi ako iniwan sa gitna ng mga pagsubok. Naging mas magaan ang aking mga problema dahil sa kanilang suporta. Nariyan din ang aking mga guro na nakinig at umintindi sa aming sitwasyon ng mga panahaon yaon.
Biglang naghirap ang buhay namin nang magdesisyon ang dalawa kong nakakatandang kapatid na sina Allan at Cristina na bumuo ng sariling pamilya. Nung una ay nagtanim ako ng galit sa kanila. Pakiramdam ko noon ay gusto nilang takasan ang aming mga problema sa buhay. Nainis ako sa kanila. Nagalit. Halos kasuklaman ko silang dalawa. Pero nariyan ang aking mga kaibigan at ang aking ina na nagpatatag ng aking kalooban. At hindi naglaon ay unti- unti ko rin silang natutunang patawarin.
Sa kabila ng mga pagsubok ko sa buhay, masasabi ko na marami pa rin ang magagandang nangyari sa akin. Nakapunta ako ng Baguio City para sa isang entrepreneurship seminar. Pinadala rin ako noon ng aming paaralan sa Roxas City para sa isang leadership seminar. Nagkamit din ako ng maraming patimpalak sa mga sinalihan kong paligsahan sa Matematika, Filipino, Agham, mga Singing Contest, atbp. Naging aktibong student leader din ako mula First Year hanggang Fourth Year. Naging Supreme Student Gov’t President pa ako noong Fourth Year. Dahil rin sa aking sipag, tiyaga at dedikasyong makaahon kami sa kahirapan, nagtapos ako bilang Valedictorian at naging President Gloria Macapagal Arroyo Outstanding Student Recipient rin ako. At inalay ko ang lahat ng aking mga paghihirap sa Panginoon, sa aking pamilya, sa mga kaibigan at sa lahat ng taong nasa likod ng aking tagumapay. Sila ang pinaghuhugutan ko ng lakas sa buhay.
Tulad ng aking ipinangako noon, ipinagpatuloy ko ang aking pag- aaral sa West Visayas State University at kumuha ako ng Bachelor in Secondary Education. Ngunit hindi naging madali ang lahat dahil dumaan ako sa butas ng karayom bago ako nakapasok sa WVSU.
Ngayon, mas tumindi pa ang aking obligasyon sa paaralan at sa aking pamilya. Nasubukan ko nang magtrabaho sa isang call center habang ako’y nag- aaral. Hindi naging madali ang karanasan kong iyon. Pero nagawa ko iyon para lang may maipangbayad ako sa mga school projects at iba ko pang pangangailangan. Tumanggap ako nang mga tutorials, nagturo rin ako ng mga stage plays, declamation at oration, nagtinda ako ng bukayo sa loob ng aming classroom, nagtinda rin ako ng load, nasubukan ko ring magtrabaho sa isang bakery shop para lang magkaroon ako ng pera para sa aking pamilya’t pag- aaral. Lahat kinaya at kakayanin ko para sa aking pamilya. Pinangako ko sa sarili ko, tutuparin ko ang lahat ng aking mga pangarap para sa aking pamilya. At pinangako ko na kahit anumang hirap ng buhay ay pipiliin ko pa ring maging masaya dahil pinaniniwalaan ko na ang tao ay malayang pumili ng kaniyang kaligayahan sa buhay.
Ito ang ilang kabanata ng aking buhay, ngunit hindi pa dito nagtatapos ang aking kwento dahil ito’y ipagpapatuloy ko pa hanggang sa susunod na kabanata.

***

A Poison Tree by William Blake

I was angry with my friend:
I told my wrath, my wrath did end.
I was angry with my foe;
I told it not, my wrath did grow.
And I water'd it in fears,
Night & morning with my tears;
And I sunned it with my smiles
And with soft deceitful wiles.
And it grew both day and night,
Till it bore an apple bright;
And my foe beheld it shine,
And he knew that it was mine,
And into my garden stole
When the night had veil'd the pole:
In the morning glad I see
My foe outstretch'd beneath the tree

In “A Poison Tree,” by William Blake is a central metaphor explains a truth of human nature. This poem teaches how anger can be dispelled by goodwill or nurtured to become a deadly poison. It is appropriate that poems touching on Biblical themes should be expressed like this in which a spiritual meaning is expressed in a vivid story. The opening stanza sets up everything for the entire poem, from the ending of anger with the “friend,” to the continuing anger with the “foe.” Blake startles the reader with the clarity of the poem, and with metaphors that can apply to many instances of life.

Blake also uses several forms of figurative language. He works with a simple AABB rhyme scheme to keep his poem flowing. These ideals allow him to better express himself in terms that a reader can truly understand. These forms of language better help authors to express their feelings and thoughts that would not normally be able to be expressed by words.

The personification in “A Poison Tree” exists both as a means by which the poem's metaphors are revealed, supported, and as a way for Blake to forecast the greater illustration of the wrath. The wrath the speaker feels is not directly personified as a tree, but as something that grows slowly and bears fruit. In the opening stanza the speaker states, “My wrath did grow.” The speaker later describes the living nature of the wrath as one which, “grew both day and night,” and, “bore an apple bright.” This comparison by personification of wrath to a tree illustrates the speaker's idea that, like the slow and steady growth of a tree, anger and wrath gradually accumulate and form just as mighty and deadly as a poisoned tree.

To understand the metaphorical sense of the poem, one must first examine the title, “A Poison Tree,” which alerts the reader that some type of metaphor will stand to dominate the poem. In the second stanza, Blake employs several metaphors that reflect the growing and nurturing of a tree which compare to the feeding of hate and vanity explored by the speaker. The verses, “And I watered it …with my tears” show how the tears life lead an object of destruction. The speaker goes further to say, “And I sunned it with smiles” describing not only false intentions, but the processing of “sunning”, giving nutrients to a plant so that it may not only grow and live, but flourish. In both of these metaphors, the basic elements for a tree to survive, water and sunlight are shown in human despair and sadness.

The religious context of the poem is also evident in two metaphorical allusions made by the speaker towards the end of the poem. The deadly fruit borne of the tree is an apple, while the scene of death and treachery occurs in the speaker's garden. The apple is a product of hate, the ironic “fruits of one's labor,” and a biblical metaphor for sin. This co notates that destruction will occur if the tree is showered with sour emotions. The garden, which could be viewed as a place of life and prosperity, is simply the stage for the sinful act, as it was in the Bible. Like the events of the biblical story of Adam and Eve, man gives in to the weakness of sin and falls.

Blake's poetry, while easy to understand and simplistic, usually implies a moral motif on an almost basic level. The powerful figurative language in “A Poison Tree” is so apparent that it brings forth an apparent message as well. The poem is not a celebration of wrath; rather it is Blake's cry against it. Through this, Blake warns the reader of the dangers of repression and of rejoicing in the sorrow of our foes.

William Blake wrote this poem to convey a simple message. “A Poison Tree” may be one of Blake’s simpler poems, but is just as effective of getting its message across. He used figurative language as a way to express his point that anything beautiful in life can be contorted to something disgusting if shown ugly emotions.

EARLY AUTUMN

EARLY AUTUMN
by Langston Hughes (1902-1967)

When Bill was very young, they had been in love. Many nights they had spent walking, talking together. Then something not very important had come between them, and they didn’t speak. Impulsively, she had married a man she thought she loved. Bill went away, bitter about women.

Yesterday, walking across Washington Square, she saw him for the first time in years.

“Bill Walker,” she said.
He stopped. At first he did not recognize her, to him she looked so old.
“Mary! Where did you come from?”
Unconsciously, she lifted her face as though wanting a kiss, but he held out his hand. She took it.
“I live in New York now,” she said.
“Oh” — smiling politely. Then a little frown came quickly between his eyes.
“Always wondered what happened to you, Bill.”
“I’m a lawyer. Nice firm, way downtown.”
“Married yet?”
“Sure. Two kids.”
“Oh,” she said.

A great many people went past them through the park. People they didn’t know. It was late afternoon. Nearly sunset. Cold.

“And your husband?” he asked her.
“We have three children. I work in the bursar’s office at Columbia.”
“You’re looking very . . .” (he wanted to say old) “. . . well,” he said.

She understood. Under the trees in Washington Square, she found herself desperately reaching back into the past. She had been older than he then in Ohio. Now she was not young at all. Bill was still young.

“We live on Central Park West,” she said. “Come and see us sometime.”
“Sure,” he replied. “You and your husband must have dinner with my family some night. Any night. Lucille and I’d love to have you.”

The leaves fell slowly from the trees in the Square. Fell without wind. Autumn dusk. She felt a little sick.

“We’d love it,” she answered.
“You ought to see my kids.” He grinned.

Suddenly the lights came on up the whole length of Fifth Avenue, chains of misty brilliance in the blue air.

“There’s my bus,” she said.
He held out his hand. “Good-bye.”
“When . . .” she wanted to say, but the bus was ready to pull off. The lights on the avenue blurred, twinkled, blurred. And she was afraid to open her mouth as she entered the bus. Afraid it would be impossible to utter a word.

Suddenly she shrieked very loudly. “Good-bye!” But the bus door had closed.

The bus started. People came between them outside, people crossing the street, people they didn’t know. Space and people. She lost sight of Bill. Then she remembered she had forgotten to give him her address — or to ask him for his — or tell him that her youngest boy was named Bill too.

Reflection

Honestly, when I’ve read the tasks given for this subject, I tried to recall the answers I gave during my interview here at WVSU (as part of the SOP for all the WVSU students). Unfortunately, I can barely recall everything. But if you’re going to ask me right now why I took teaching as my career, I would probably answer you that it’s just simply because I wanted to become a teacher. I was inspired by my teachers in high school. I had seen their dedication to teaching and I admire them for that. Personally, I just simply love talking (of course, with sense!), sharing ideas, interacting with people (preferably with students) and learning new things. And I just simply feel that teaching is for me.
And my attitude being an open- minded person would hopefully help me to become an outstanding teacher someday. For I am open for changes; open for corrections; open for new knowledge; open for new learning/ teaching strategies; and absolutely open for innovation. For I believe that an outstanding should be flexible enough for any changes due to some factors. An outstanding teacher should be willing to embrace changes.
If you’re going to ask my weakness, I would say, “I don’t know, but I am willing to know it and to change it.” I know that I’m still young and I got a lot to know about this profession. And probably my weakness is that even though I knew a lot about teaching, I am still not confident enough of the knowledge I have. And I know I need to change that kind of mind set because I have to believe in myself to become an outstanding teacher someday.

Myself and I

Renon Angelo V. Sobreviñas


I told my friends.
I needed time.
Time to picture out
Myself and I.


To my party jeans,
And my team sports mate
I say goodbye
To save myself and I.


I needed place;
A peaceful place.
‘Coz I can’t explain,
A solid rock in my heart


I’ve thought of this, night and day.
Am I right or so unjust?
For searching a peaceful place,
For myself and I.

Theories of learning

Sensory Stimulation Theory

Traditional sensory stimulation theory has as its basic premise that effective learning occurs when the senses are stimulated (Laird, 1985). Laird quotes research that found that the vast majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%) and the other senses - touch, smell and taste account for 12% of what we know. By stimulating the senses, especially the visual sense, learning can be enhanced. However, this theory says that if multi-senses are stimulated, greater learning takes place. Stimulation through the senses is achieved through a greater variety of colours, volume levels, strong statements, facts presented visually, use of a variety of techniques and media.

Reinforcement theory

This theory was developed by the behaviourist school of psychology, notably by B.F. Skinner earlier this century (Laird 1985, Burns 1995). Skinner believed that behaviour is a function of its consequences. The learner will repeat the desired behaviour if positive reinforcement (a pleasant consequence) follows the behaviour.
Positive reinforcement, or 'rewards' can include verbal reinforcement such as 'That's great' or 'You're certainly on the right track' through to more tangible rewards such as a certificate at the end of the course or promotion to a higher level in an organisation.

Negative reinforcement also strengthen a behaviour and refers to a situation when a negative condition is stopped or avoided as a consequence of the bahaviour. Punishment, on the other hand, weakens a behaviour because a negative condition is introduced or experienced as a consequence of the behaviour and teaches the individual not to repeat the behaviour which was negatively reinforced. A set of conditions is created which are designed to eliminate behaviour (Burns, 1995, p.108). Laird considers this aspect of behaviourism has little or no relevance to education. However, Burns says that punishment is widely used in everyday life although it only works for a short time and often only when the punishing agency is present.

Burns notes that much Competency Based Training is based on this theory, and although it is useful in learning repetitive tasks like multiplication tables and those work skills that require a great deal of practice, higher order learning is not involved. There is criticism of this approach that it is rigid and mechanical.
Cognitive-Gestalt approaches
The emphasis here is on the importance of experience, meaning, problem-solving and the development of insights (Burns 1995, p.112). Burns notes that this theory has developed the concept that individuals have different needs and concerns at different times, and that they have subjective interpretations in different contexts.

Holistic learning theory

The basic premise of this theory is that the 'individual personality consists of many elements ... specifically ... the intellect, emotions, the body impulse (or desire), intuition and imagination (Laird, 1985, p.121) that all require activation if learning is to be more effective.
Facilitation theory (the humanist approach)
Carl Rogers and others have developed the theory of facilitative learning. The basic premise of this theory is that learning will occur by the educator acting as a facilitator, that is by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors (Laird 1985.)

Other characteristics of this theory include:

a belief that human beings have a natural eagerness to learn,
there is some resistance to, and unpleasant consequences of, giving up what is currently held to be true,
the most significant learning involves changing one's concept of oneself.
Facilitative teachers are:

less protective of their constructs and beliefs than other teachers,
more able to listen to learners, especially to their feelings,
inclined to pay as much attention to their relationship with learners as to the content of the course,
apt to accept feedback, both positive and negative and to use it as constructive insight into themselves and their behaviour.
Learners:

are encouraged to take responsibility for their own learning,
provide much of the input for the learning which occurs through their insights and experiences,
are encouraged to consider that the most valuable evaluation is self-evaluation and that learning needs to focus on factors that contribute to solving significant problems or achieving significant results.

Experiential learning

Kolb proposed a four-stage learning process with a model that is often referred to in describing experiential learning (McGill & Beaty 1995). The process can begin at any of the stages and is continuous, ie there is no limit to the number of cycles you can make in a learning situation. This theory asserts that without reflection we would simply continue to repeat our mistakes. The experiential learning cycle:
Kolb's research found that people learn in four ways with the likelihood of developing one mode of learning more than another. As shown in the 'experiential learning cycle' model above, learning is:

through concrete experience
through observation and reflection
through abstract conceptualisation
through active experimentation
Differences in learning styles
As already discussed, the idea that people learn in different ways has been explored over the last few decades by educational researchers. Kolb, one of the the most influential of these, found that individuals begin with their preferred style in the experiential learning cycle (see above).
Honey and Mumford (1986 cited in McGill & Beaty 1995 p.177) building on Kolb's work, identified four learning styles:
Activist (enjoys the experience itself),
Reflector (spends a great deal of time and effort reflecting)
Theorist (good at making connections and abstracting ideas from experience)
Pragmatist (enjoys the planning stage)
There are strengths and weaknesses in each of these styles. Honey and Mumford argue that learning is enhanced when we think about our learning style so that we can build on strengths and work towards minimising weaknesses to improve the quality of learning.

Action Learning

Action Learning is the approach that links the world of learning with the world of action through a reflective process within small cooperative learning groups known as 'action learning sets' (McGill & Beaty 1995). The 'sets' meet regularly to work on individual members' real-life issues with the aim of learning with and from each other. The 'father' of Action Learning, Reg Revans, has said that there can be no learning without action and no (sober and deliberate) action without learning.
Revans argued that learning can be shown by the following equation, where L is learning; P is programmed knowledge (eg traditional instruction) and Q is questioning insight.
L = P + Q
Revans, along with many others who have used, researched and taught about this approach, argued that Action Learning is ideal for finding solutions to problems that do not have a 'right' answer because the necessary questioning insight can be facilitated by people learning with and from each other in action learning 'sets'.
Adult Learning (Andragogy)

Malcolm Knowles (1978, 1990) is the theorist who brought the concept of adult learning to the fore. He has argued that adulthood has arrived when people behave in adult ways and believe themselves to be adults. Then they should be treated as adults. He taught that adult learning was special in a number of ways. For example:
Adult learners bring a great deal of experience to the learning environment. Educators can use this as a resource.

Adults expect to have a high degree of influence on what they are to be educated for, and how they are to be educated.

The active participation of learners should be encouraged in designing and implementing educational programs.

Adults need to be able to see applications for new learning.
Adult learners expect to have a high degree of influence on how learning will be evaluated.

Adults expect their responses to be acted upon when asked for feedback on the progress of the program.

Here is a quote from Burns (1995, p.233)

By adulthood people are self-directing. This is the concept that lies at the heart of andragogy ... andragogy is therefore student-centred, experience-based, problem-oriented and collaborative very much in the spirit of the humanist approach to learning and education ... the whole educational activity turns on the student.
Adulthood as a social construction

Pogson and Tennant (1995) provide a perspective of adulthood as a social construction. They say that the concept of a life's course varies for different individuals and different cultures; therefore trainers and adult educators should be wary of definitive views of adults and their behaviour.

Burns would probably support this view as he discusses the notion that 'definitions of the adult are not clear' and says 'the same is true of adult education'. He discusses the 'petrol tank' view of school education: 'fill the tank full at the only garage before the freeway, then away we go on life's journey' (1995, p.227). He goes on to discuss that problems can arise when people have not had their tank filled completely at school and he extends the metaphor to suggest that there should be service stations along 'the length of the highway of life'.

The question could be asked - when is maturity complete? Is there no further development after a certain stage in life?

Some authors think that while children at approximately the same age are at approximately the same stage of development, the same cannot be said of adults. Adults would vary in levels of knowledge and also in their life experiences. There could be said to be tremendous variation in adult experience.
An adult's emotional response can affect learning

Some adults can approach formal educational settings with anxiety and feelings of high or low self-efficacy. Their approach to new learning contexts can be influenced by how they appraise or evaluate the new experience.

for example: given two adults in a classroom where an exercise is about to begin, one individual may interpret the exercise in such a way that leads to a feeling of 'excitement', while the other person interprets the exercise in such a way that leads to the feeling of 'embarrassment'. It is self evident that the way the individual interprets the situation and the subsequent emotion that arises, will affect the kind of action the individual is to take. (Burns, 1995, p.16)
Burns considers that such appraisals, coupled with labels such as 'fear' or 'anxiety' can lead some learners to emotionally disengage from the source of discomfort that is the learning experience. However, when coupled with labels such as 'excitement' or 'challenge' the learner is led to take actions that focus on the task.

Why consider learning theories?
This short paper has summarised a range of learning theories that can be applied in educational contexts. Teaching and learning activities can be designed and implemented to take principles of learning into account. Also, it is interesting to think about individual differences among learners and to work towards including activities that have variety and interest for all the learners in educational programs.



http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html

100 GOLDEN GRAMMAR RULES (By the one and only Michael Swan)

1. Don’t use an with own.
Sue needs her own room. (NOT Sue needs an own room.)
I’d like a phone line of my own. (NOT … an own phone line.)

2. Use or rather to correct yourself.
She’s German – or rather, Austrian. (NOT She’s German – or better, Austrian.)
I’ll see you on Friday – or rather, Saturday.




3. Use the simple present – play(s), rain(s) etc – to talk about habits and repeated actions.
I play tennis every Saturday. (NOT I am playing tennis every Saturday.)
It usually rains a lot in November.



4. Use will …, not the present, for offers and promises.
I’ll cook you supper this evening. (NOT I cook you supper this evening.)
I promise I’ll phone you tomorrow. (NOT I promise I phone you tomorrow.)
5. Don’t drop prepositions with passive verbs.
I don’t like to be shouted at. (NOT I don’t like to be shouted.)
This needs to be thought about some more. (NOT This needs to be thought some more.)



6. Don’t use a present tense after It’s time.
It’s time you went home. (NOT It’s time you go home.)
It’s time we invited Bill and Sonia. (NOT It’s time we invite Bill and Sonia.)




7. Use was/were born to give dates of birth.
I was born in 1975. (NOT I am born in 1975.)
Shakespeare was born in 1564.




8. Police is a plural noun.
The police are looking for him. (NOT The police is looking for him.)
I called the police, but they were too busy to come.




9. Don't use the to talk about things in general.
Books are expensive. (NOT The books are expensive.)
I love music. (NOT I love the music.)


10. Use had better, not have better.
I think you’d better see the doctor. (NOT I think you have better see the doctor.)
We’d better ask John to help us.



11. Use the present progressive - am playing, is raining etc - to talk about things that are continuing at the time of speaking.
I’m playing very badly today. (NOT I play very badly today.)
Look! It's raining! (NOT Look! It rains!)



12. Use for with a period of time. Use since with the beginning of the period.
for the last two hours = since 9 o'clock
for three days = since Monday
for five years = since I left school
I’ve been learning English for five years. (NOT I’ve been learning English since three years.)
We’ve been waiting for ages, since eight o’clock.


13. Don't separate the verb from the object.
VERB OBJECT
She speaks English very well . (NOT She speaks very well English.)
Andy likes skiing very much. (NOT Andy likes very much skiing.)



14. Don't use the present perfect - have/has seen, have/has gone etc -
with words that name a finished time.
I saw him yesterday. (NOT I have seen him yesterday.)
They went to Greece last summer. (NOT They have gone … last summer.)


15. English (the language) normally has no article.
You speak very good English. (NOT You speak a very good English.)



16. After look forward to, we use -ing, not an infinitive.
I look forward to seeing you. (NOT I look forward to see you.)
We’re looking forward to going on holiday. (NOT … to go on holiday.)



17. Information is an uncountable noun.
Can you give me some information? (NOT Can you give me an information?)
I got a lot of information from the Internet. (NOT I got a lot of informations from the Internet.)



18. Use -ing forms after prepositions.
I drove there without stopping. (NOT I drove there without to stop.)
Wash your hands before eating. (NOT Wash your hands before to eat.)
19. Use this, not that, for things that are close.
Come here and look at this paper. (NOT Come here and look at that paper.)
How long have you been in this country? (NOT How long have you been in that country?)



20. Use a plural noun after one and a half.
We waited one and a half hours. (NOT We waited one and a half hour.)
A mile is about one and a half kilometres. (NOT A mile is about one and a half kilometre.)


21. Use the present perfect, not the present, to say how long things have been going on.
I've been waiting since 10 o'clock. (NOT I'm waiting since 10 o'clock.)
We've lived here for nine years. (NOT We live here for nine years.)
22. The majority is normally plural.
Some people are interested, but the majority don't care. (NOT ... but the majority doesn't care.)
The majority of these people are very poor. (NOT The majority of these people is very poor.)
23. Use too much/many before (adjective +) noun; use too before an adjective with no noun.
There's too much noise.
I bought too much red paint.
Those shoes are too expensive. (NOT Those shoes are too much expensive.)
24. Use that, not what, after all.
I've told you all that I know. (NOT I've told you all what I know.)
He gave her all that he had.
25. Don't say according to me to give your opinion.
I think it's a good film. (NOT According to me, it's a good film.)
In my opinion, you're making a serious mistake. (NOT According to me, you're making a serious mistake.)
26. Don't ask about possibilities with May you ...? etc.
Do you think you'll go camping this summer? (NOT May you go camping this summer?)
Is Joan likely to be here tomorrow? (NOT May Joan be here tomorrow?)
27. Use who, not which, for people in relative structures.
The woman who lives upstairs is from Thailand. (NOT The woman which lives upstairs is from Thailand.)
I don't like people who shout all the time. (NOT I don't like people which shout all the time.)
28. Use for, not during, to say `how long'.
We waited for six hours. (NOT We waited during six hours.)
He was ill for three weeks. (NOT He was ill during three weeks.)
29. Use to ..., not for ..., to say why you do something
I came here to study English. (NOT I came here for study English.)
She telephoned me to explain the problem. (NOT She telephoned me for explain the problem.)
30. Use reflexives (myself etc) when the object is the same as the subject.
I looked at myself in the mirror. (NOT I looked at me in the mirror.)
Why are you talking to yourself? (NOT Why are you talking to you?)


31. Use a present tense to talk about the future after when, until, as soon as, after, before etc.
I’ll phone you when I arrive. (NOT I’ll phone you when I will arrive.)
Let’s wait until it gets dark. (NOT Let’s wait until it will get dark.)
We’ll start as soon as Mary arrives. (NOT We’ll start as soon as Mary will arrive.)
32. Before most abstract nouns, we use great, not big.
I have great respect for her ideas. (NOT I have big respect for her ideas.)
We had great difficulty in understanding him. (NOT We had big difficulty in understanding him.)
33. Don’t use the with a superlative when you are not comparing one person or thing with another.
Compare:
§ She’s the nicest of the three teachers.
§ She’s nicest when she’s working with small children.
§ This is the best wine I’ve got.
§ This wine is best when it’s three or four years old.

34. Put enough after, not before, adjectives.
This soup isn’t hot enough. (NOT This soup isn’t enough hot.)
She’s old enough to walk to school by herself.
35. Don’t use a structure with that … after want or would like.
My parents want me to go to university. (NOT My parents want that I go to university.)
I’d like everybody to leave. (NOT I’d like that everybody leaves.)
36. After link verbs like be, seem, feel, look, smell, sound, taste, we use adjectives, not adverbs.
I feel happy today. (NOT I feel happily today.)
This soup tastes strange. (NOT This soup tastes strangely.)
37. Use than after comparatives.
My mother is three years older than my father. (NOT My mother is three years older that/as my father.)
Petrol is more expensive than diesel.
38. In questions, put the subject immediately after the auxiliary verb.
Where are the President and his family staying? (NOT Where are staying the President and his family?)
Have all the guests arrived? (NOT Have arrived all the guests?)
39. Used to has no present.
I play tennis at weekends. (NOT I use to play tennis at weekends.)
Where do you usually have lunch? (NOT Where do you use to have lunch?)
40. Use through, not along, for periods of time.
All through the centuries, there have been wars. (NOT All along the centuries, there have been wars.)

41. Use can’t, not mustn’t, to say that something is logically impossible.
It can’t be the postman at the door. It’s only 7 o’clock. (NOT It mustn’t be the postman at the door. It’s only 7 o’clock.)
If A is bigger than B, and B is bigger than C, then C can’t be bigger than A. (NOT … then C mustn’t be bigger than A.)
42. Use the present perfect with This is the first time … etc.
This is the first time I’ve been here. (NOT This is the first time I’m here.)
This is the fifth cup of coffee I’ve drunk today. (NOT This is the fifth cup of coffee I drink today.)
43. Use be, not have, to give people’s ages.
My sister is 15 (years old). (NOT My sister has 15 years.)
44. Use between, not among, to talk about position in relation to several clearly separate people or things.
Switzerland is between France, Austria, Germany and Italy. (NOT Switzerland is among France, Austria, Germany and Italy.)
The bottle rolled between the wheels of the car.
45. We don’t normally use the before abbreviations that are pronounced like words (‘acronyms’).
My cousin works for NATO. (NOT My cousin works for the NATO.)
The money was given by UNESCO. (NOT … by the UNESCO.)
46. Everybody is a singular word.
Everybody was late. (NOT Everybody were late.)
Is everybody ready? (NOT Are everybody ready?)
47. Use any, not some, in negative sentences.
She hasn’t got any money. (NOT She hasn’t got some money.)
I didn’t see anybody. (NOT I didn’t see somebody.)
48. Use interested for feelings; use interesting for the things that interest people. The same goes for bored/boring, excited/exciting etc.
I’m interested in history. (NOT I’m interesting in history.)
History is interesting.
I’m bored in the maths lessons. (NOT I’m boring in the maths lessons.)
I think maths is boring.
49. Use by, not until/till, to mean ‘not later than’.
Can you mend this by Tuesday? (NOT Can you mend this until Tuesday?)
I’ll finish the book by tonight. (NOT I’ll finish the book till tonight.)
50. Use like, not as, to give examples.
I prefer warm countries, like Spain. (NOT I prefer warm countries, as Spain.)
I eat a lot of meat, like beef or lamb.

51. Use whether, not if, after prepositions.
We talked about whether it was ready. (NOT We talked about if it was ready.)
It’s a question of whether we have enough time. (NOT It’s a question of if we have enough time.)
52. Use the present progressive passive, not the simple present passive, to talk about things that are going on just around now.
Our flat is being decorated this week. (NOT Our flat is decorated this week.)
Your bill is just being prepared, sir. (NOT Your bill is just prepared, sir.)
53. We don’t normally use must to talk about the past.
I had to see the dentist yesterday. (NOT I must see the dentist yesterday.)
When I left school, young men had to do military service. (NOT When I left school, young men must do military service.)

54. When you put two nouns together, be careful to get the right order.
I like eating milk chocolate. (NOT I like eating chocolate milk.)
What’s your phone number? (NOT What’s your number phone?)
55. Use the whole of, not whole, before the name of a place.
The whole of Paris was celebrating. (NOT Whole Paris was celebrating.)
He knows the whole of South America very well. (NOT He knows whole South America very well.)
56. We don’t normally use progressive forms of believe.
I don’t believe him. (NOT I’m not believing him.)
Do you believe what she says? (NOT Are you believing what she says?)
57. Don’t use in front of to mean ‘facing’ or ‘opposite’.
She sat down facing me and looked into my eyes. (NOT She sat down in front of me and looked into my eyes.)
There’s a hotel opposite our house. (NOT There’s a hotel in front of our house.)

58. Use it, not I, he, she etc to identify people.
(on the phone): Hello. It’s Alan Williams speaking. ((NOT Hello. I’m Alan Williams.)
‘Who’s that?’ ‘It’s John.’ (NOT Who’s that?’ ‘He’s John.’)
59. People (meaning ‘persons’) is a plural word.
The people in this town are very friendly. (NOT The people in this town is very friendly.)
Who are those people? (NOT Who is that people?)
60. Use although or but, but not both together.
Although it was late, she went out.
It was late, but she went out.
(BUT NOT Although it was late, but she went out.)

61. With if, we normally use the present to talk about the future.

If I have time, I’ll phone you. (NOT If I’ll have time, I’ll phone you.)
I’ll be surprised if she answers my letter. (NOT I’ll be surprised if she’ll answer my letter.)
62. Use almost, not nearly, to say that one thing is very like another.

She is almost a sister to me. (NOT She is nearly a sister to me.)
I almost wish I had stayed at home. (NOT I nearly wish I had stayed at home.)
63. If you don’t do something any more, you stop doing it.

The doctor told me to stop smoking. (NOT The doctor told me to stop to smoke.)
I’m going to stop working so hard. (NOT I’m going to stop to work so hard.)
64. A singular countable noun must normally have a determiner
(e.g. a/an, the, my, that).

She broke a/the/that/my window. (NOT She broke window.)
Where is the station? (NOT Where is station?)
65. We don’t often use would in subordinate clauses; instead, we use past tenses.

Would you follow me wherever I went? (NOT Would you follow me wherever I would go?)
I would tell you if I knew. (NOT I would tell you if I would know.)
66. With when, use the past perfect to make it clear that one thing finished before another started.

When I had written my letters, I did some gardening. (NOT When I wrote my letters, I did some gardening.)
When he had cleaned the windows, he stopped for a cup of tea. (NOT When he cleaned the windows, he stopped for a cup of tea.)
67. Don’t use can to talk about the chance that something will happen.

It may/might/could rain this evening. (NOT It can rain this evening.)
I think Jane may/might/could come tomorrow. (NOT I think Jane can come tomorrow.)
68. Don’t use an infinitive after think.

I’m thinking of changing my job. (NOT I’m thinking to change my job.)
Are you thinking of going home this weekend? (NOT Are you thinking to go home this weekend?)
69. Use a singular noun after every.

I play tennis every Wednesday. (NOT I play tennis every Wednesdays.)
He wrote to every child in the village. (NOT He wrote to every children …)
70. When you say what somebody’s job is, use a/an.

My sister is a photographer. (NOT My sister is photographer.)
I’m studying to be an engineer. (NOT I’m studying to be engineer.)

71. Use at last, not finally, as an exclamation.
At last! Where have you been? (NOT Finally! Where have you been?)
She’s written to me. At last!
72. Get can mean ‘become’, but not before nouns.
It’s getting cold.
It’s getting to be winter.
(BUT NOT It’s getting winter.)
73. Don’t use negative questions in polite requests or enquiries.
Could you help me, please? (NOT Couldn’t you help me, please?)
You haven’t seen John, have you? (NOT Haven’t you seen John?)
74. One negative word is usually enough.
She looked, but she didn’t see anything. (NOT She looked, but she didn’t see nothing.)
I have never heard of him. (NOT I haven’t never heard of him.)
75. Much and many are unusual in affirmative sentences (except in a very formal style).
He has a lot / plenty of money. (NOT He has much money.)
My father has travelled to lots of countries. (More natural than My father has travelled to many countries.)
76. Don’t use since to talk about the future.
I’ll be home from three o’clock. (NOT I’ll be home since three o’clock.)
The shop will be closed for two weeks from Monday. (NOT The shop will be closed for two weeks since Monday.)
77. Singular fraction + plural noun: use a plural verb.
A third of the students are from abroad. (NOT A third of the students is from abroad.)
A quarter of the trees have been cut down.
78. You listen to something.
She never listens to me. (NOT She never listens me.)
Listen to this! (NOT Listen this!)
79. Don’t use the past progressive for past habits.
When I was 20 I smoked / I used to smoke. (NOT When I was 20 I was smoking.)
I played / I used to play a lot of football at school. (NOT I was playing a lot of football at school.)
80. Don’t use most of directly before a noun.
Most of these people agree with me.
Most people agree with me.
(BUT NOT Most of people agree with me.)

81. In ‘unreal’ conditions with if, use would, not will.
If I knew the price, I would tell you. (NOT If I knew the price, I will tell you.)
It would be better if he told the truth. (NOT It will be better if he told the truth.)
82. Don’t use later with an expression of time to talk about the future.
I’ll see you later.
I’ll see you in a few days.
(BUT NOT I’ll see you a few days later.)
83. Don’t use in case to mean ‘if’.
Compare:
I’ll take an umbrella in case it rains. (= ‘… because it might rain.’)
I’ll open the umbrella if it rains. (NOT I’ll open the umbrella in case it rains.)
84. Use so before an adjective, but not before adjective + noun.
I love this country – it’s so beautiful. (NOT I love this so beautiful country.)
Thanks for your help. That was so kind of you. (NOT Thanks for your so kind help.)
85. Only use unless to mean ‘except if’.
Compare:
I’ll see you tomorrow unless I have to work.
I’ll be really upset if I don’t pass the exam. (NOT I’ll be really upset unless I pass the exam.)
86. Use be with adjectives, not have with nouns, to talk about physical sensations like cold, hunger, thirst etc.
I am thirsty. (NOT I have thirst.)
We are cold in this house. (NOT We have cold in this house.)
87. Don’t use to-infinitives after can, could, will, would, may, might, shall, should or must.
I can swim. (NOT I can to swim.)
Must you make so much noise? (NOT Must you to make so much noise?)
88. Use not, not no, to make sentences negative.
I’m not asleep. (NOT I’m no asleep.)
We are open on Saturdays, but not on Sundays. (NOT … but no on Sundays.)
89. We don’t usually use present tenses after past reporting verbs.
She told me she had a headache. (NOT She told me she has a headache.)
I asked him what he wanted. (NOT | asked him what he wants.)
90. Use to after married, engaged.
He’s married to a doctor. (NOT He’s married with a doctor.)
My sister is engaged to a computer engineer. (NOT My sister is engaged with a computer engineer.)

91. Use which, not what, to refer back to a whole sentence.
She passed her exam, which surprised everybody. (NOT She passed her exam, what surprised everybody.)
My father has just climbed Mont Blanc, which is pretty good for a man of 75. (NOT … what is pretty good for a man of 75.)
92. Don’t use the with society when it has a general meaning.
We all have to live in society. (NOT We all have to live in the society.)
Rousseau said that society makes people evil. (NOT Rousseau said that the society makes people evil.)
93. Use a to-infinitive after want.
I want to go home. (NOT I want go home.)
The children want to stay up late. (NOT The children want stay up late.)
94. Use make, not do, with mistake.
I have made a mistake. (NOT I have done a mistake.)
You can’t speak a language without making mistakes. (NOT … without doing mistakes.)
95. Don’t repeat a relative pronoun with another pronoun.
There’s the man that I work for. (NOT There’s the man that I work for him.)
She saw a doctor who sent her to hospital. (NOT She saw a doctor who he sent her to hospital.)
96. After a superlative, use in with a place expression.
Which is the biggest city in the world? (NOT Which is the biggest city of the world?)
This is the best restaurant in the city. (NOT This is the best restaurant of the city.)
97. You explain and suggest something to somebody.
Please explain to me what you want. (NOT Please explain me what you want.)
Can you suggest a good restaurant to us? (NOT Can you suggest us a good restaurant?)
98. Work is an uncountable noun.
I’m looking for work. (NOT I’m looking for a work.)
My brother has found a new job. (NOT My brother has found a new work.)
99. Be careful of the word order in negative infinitives.
It’s important not to work too hard. (NOT It’s important to not work too hard.)
I asked her not to make so much noise.
100. Possessives replace articles.
We stayed in John’s house at the weekend. (NOT We stayed in the John’s house at the weekend.)
She’s been studying Britain’s foreign policy since 1980. (NOT She’s been studying the Britain’s foreign policy since 1980.)

FOR MORE DETAILS, SEE MICHAEL SWAN'S PRACTICAL ENGLISH USAGE 3RD EDITION



You can purchase the book here (NOTE: it's a Hungarian link!):
http://konyvnet.hu/konyv.php?konyv_id=507&knsid=TpCnDriItKXJNpYfyiHX8dxIjStlpjd8c4ythVhLfUpO8nI0PZ

Akutagawa Ryûnosuke's "The Spider Thread"

It so happens that one day the Lord Buddha is strolling alone on the shore of the lotus pond in Paradise. All the lotus blossoms blooming in the pond are globes of the whitest white and from the golden stamen in the center of each an indescribably pleasant fragrance issues forth abidingly over the adjacent area. Day is just dawning in Paradise.
In due course, the Lord Buddha pauses at the edge of the pond and beholds an unexpected sight between the lotus petals veiling the water's surface. Since the depths of Hell lay directly below the lotus pond on Paradise, the scenery of Sanzu-no-kawa3 and Hari-no-yama4 can be clearly seen through the crystal-clear water just as if looking through a stereopticon.
Then, the single figure of a man, Kandata by name, squirming there in the depths of Hell along with other sinners, comes into the Lord Buddha's gaze. This man Kandata is a murderer, an arsonist, and a master thief with numerous robberies to his credit. Yet, the Lord Buddha recalls that he had performed a single good deed. That is to say, once when Kandata was traveling through the middle of a dense forest he came upon a spider crawling along the roadside. Thereupon, he immediately raised his foot and was about to trample it to death. But, he suddenly reconsidered, saying, "Nay, nay, small though this spider be, there is no doubt that it too is a living being. Somehow or other it seems a shame to take its life for no reason." In the end he spared the spider rather than killing it.
While observing the situation in Hell, the Lord Buddha remembers that this Kandata had spared the spider. And he decides that in return for having done just that one good deed he would, if he could, try to rescue this man from Hell. Luckily, he sees nearby a spider of Paradise spinning a beautiful silver web on a jade colored lotus petal. The Lord Buddha takes the spider's thread gently into his hand and lowers it between the pure white lotus blossoms straight into the distant depths of Hell.
II
This is Chi-no-ike5 in the depths of Hell and along with other sinners Kandata is floating up to the surface and sinking back down over and over. No matter what direction one looks it is completely dark. And when one notices out there in that darkness the glow from the needles of the dreaded Hari-no-yama floating up vaguely into view, the feeling of helplessness is beyond description. Moreover, the surroundings are perfectly still, like the inside of a tomb. If a sound is to be heard, it is merely the faint sigh of some sinner. The sighs are faint because anyone who has fallen to this level of Hell is already so exhausted by the tortures of the other Hells that he or she no longer has even enough strength to cry out. Therefore, as one might expect, the master thief Kandata himself is unable to do anything but writhe, exactly like a frog caught in the throes of death, as he chokes on the blood of Chi-no-ike.
One day, however, something happens. Kandata happens to raise his head and spies in the sky above Chi-no-ike a silvery spider's thread, a thin line shimmering in the silent darkness, gently descending toward him from the distant, distant firmament as though it were afraid to be seen by the eyes of men. Upon seeing it Kandata involuntarily claps his hands for joy. If he were to cling to this thread and climb it to its end, he would surely be able to escape from Hell. No, if all went well, he would even be able to enter Paradise. And were this to come to pass, he would never ever be driven up Hari-no-yama again, nor would he ever have to sink again in Chi-no-ike.
Having thought thusly, Kandata quickly takes firm hold of that spider's thread with both hands and using all his might begins climbing up and up hand-over-hand. From long ago Kandata has been completely used to doing this sort of thing since he is a former master thief.
But because the distance between Hell and Paradise is some tens of thousands of ri,6 try though he might, he is not able to ascend to the top easily. After climbing for a while, even Kandata finally tires; he is unable to continue for even one more pull on the thread. Having no other choice, he intends first to take a short rest. While hanging onto the thread he looks down on the distance below.
He sees that thanks to the efforts he spent climbing, Chi-no-ike, where he had just recently been, is now already hidden at the bottom of the darkness. He also sees that the faint glow of the terrifying Hari-no-yama is below him. If he were to continue at this pace, the escape from Hell just might not be as difficult as he had expected. Wrapping his hand around the spider's thread, Kandata laughs in a voice unused during his years in Hell, "I'm saved! I'm saved at last!" Then he suddenly notices that below him on the spider's thread, just like a line of ants, a countless number of sinners are following him, climbing up and up for all they are worth. When Kandata sees this, he momentarily freezes from shock and fear, his mouth agape and his eyes rolling in his head like an idiot. How could it be that this slender spider's thread, seemingly strained even under the weight of just him alone, is able to support the weight of that many? By some chance were the thread to break, he, the egotistical Kandata who at great pains had climbed this far, and everyone else would plummet headlong back into Hell. For that to happen would be a disaster. But, even as he says this, sinners, not by the hundreds, nor even by the thousands, but in swarms, continue to crawl up from the bottom of the pitch dark Chi-no-ike and climb up the thin luminous spider's thread in single file. If he doesn't do something right away, the thread will break in two at the center and he will surely fall.
At this point, Kandata yells in a loud voice, "Hey you sinners. This spider's thread is mine. Who the hell asked you to climb it? Get down! Get off it!" Just as he screams at the other sinners the spider's thread, which till then had had nothing wrong with it, suddenly breaks with a snap right where Kandata is hanging. So, Kandata, too, is doomed. Without even time to cry out he goes flying through the air spinning like a top and in the wink of an eye plunges headfirst into the dark depths of Hell.
Afterwards, only the shortened spider's thread from Paradise dangles there, glittering dimly in a sky void of both moon and stars.
III
The Lord Buddha stands on the shore of the lotus pond in Paradise having taken in everything from start to finish. When Kandata finally sinks like a rock to the bottom of Chi-no-ike he resumes strolling, his countenance seemingly creased with sadness. Seen through divine eyes, the Lord Buddha thought it wretched that Kandata's compassionless heart led him to attempt to escape by himself and for such a heart falling back into Hell was just punishment.
The lotus blossoms in the lotus pond of Paradise, however, are not concerned in the least about what has happened. Those blossoms of the whitest white wave their cups around the divine feet of the Lord Buddha and from the golden stamen in the center of each an indescribably pleasant fragrance issues forth abidingly over the adjacent area. Noon draws near in Paradise.
The End