Middle School Debate Topics

Involving Parents Essay Example | Topics and Well Written Essays - 500 words

Including Parents - Essay Example After effectively reaching and expressly meeting a resident institute official, I had the option to get significant data on the measures and plans that they set up to guarantee a viable association and cooperation of socially and etymologically guardians in their association. The principal question I presented to the authority was on the estimated number of CLD guardians who take an interest in the association. Shockingly, the authority didn't have an accurate figure of the quantity of CLD parent in investment in residents Academy. Notwithstanding, as indicated by the perspectives got from the official, it was apparent that lone a couple CLD guardians are included in spite of the organization’s exertion for equivalent portrayal of all CLD guardians in the Academy in spite of paying little heed to social and etymological assorted variety. The last gathering that was held, the authority uncovered to me that lone five families accelerated. Concerning bunches from which the guardians originate from, it was apparent that various expanded gatherings are spoken to in the association. The gatherings of guardians, as recovered from the meeting, are from the Louisa district general wellbeing, the college of Lowa, Columbus intersection lion’s club, family credit association, Columbus intersection police office, and the unified Presbyterian church. CLD parent in Citizen Academy take an interest in a different manners to guarantee that all issues and questions they raise are properly replied. The significant interest of the guardians is through the participation of successive held gatherings held by the association. The association additionally holds field excursions to different goals, which give a medium to the guardians to partake effectively. The worries from the CLD guardians are principally a direct result of the assorted variety in social and semantic foundations. The one of a kind trademark raising a significant concern is that the guardians are displaced people from immature nations, who are new to the district; consequently are

25 Literary Friendship Quotes That Celebrate Our Besties

25 Literary Friendship Quotes That Celebrate Our Besties It seems most readers can reel off any number of quotes on love and romance, but what about friendship? The value of a trusted confidante is immeasurable, and many beloved authors have memorialized this cherished relationship in their books. I have found so many beautiful quotes that celebrate friendship. Here are my favorite friendship quotes. Enjoy! “We cannot tell the precise moment when friendship is formed. As in filling a vessel drop by drop, there is at last a drop which makes it run over; so in a series of kindnesses there is at last one which makes the heart run over.” â€"Ray Bradbury, Fahrenheit 451 “Why wasn’t friendship as good as a relationship? Why wasn’t it even better? It was two people who remained together, day after day, bound not by sex or physical attraction or money or children or property, but only by the shared agreement to keep going, the mutual dedication to a union that could never be codified.” â€"Hanya Yanagihara, A Little Life “It is love and friendship, the sanctity and celebration of our relationships, that not only support a good life, but create one. Through friendships, we spark and inspire one anothers ambitions.” â€"Wallace Stegner, Crossing to Safety “Kindred spirits are not so scarce as I used to think. It’s splendid to find out there are so many of them in the world.” â€"L.M. Montgomery, Anne of Green Gables Kindred Spirits greeting card from HapiJDesigns on Etsy “She recognized that that is how friendships begin: one person reveals a moment of strangeness, and the other person decides just to listen and not exploit it.” â€"Meg Wolitzer, The Interestings “Well, you cant make old friends.” â€"Zadie Smith, Swing Time “Friendship is certainly the finest balm for the pangs of disappointed love.” â€"Jane Austen, Northanger Abbey “It’s not enough to be friendly. You have to be a friend.” â€"R.J. Palacio, Wonder “‘You have been my friend, replied Charlotte. That in itself is a tremendous thing.’” â€"E.B. White,  Charlottes Web Charlottes Web quote locket from busybeezchickadeez on Etsy She thought of how precious it was to be able to know another person over many years. There was incomparable richness in it.” â€"Alice Walker, The Way Forward Is with a Broken Heart “There is no surer foundation for a beautiful friendship than a mutual taste in literature.” â€"P.G. Wodehouse, from “Strychnine in the Soup” in Mulliner Nights “The friend who holds your hand and says the wrong thing is made of dearer stuff than the one who stays away.” â€"Barbara Kingsolver, from “Stone Soup” in High Tide in Tucson: Essays from Now or Never “We are more alike, my friends, than we are unalike.” â€"Maya Angelou, I Shall Not Be Moved Maya Angelou quote print from LuxeLittlePrints on Etsy “She is a friend of my mind. She gather me, man. The pieces I am, she gather them and give them back to me in all the right order.” â€"Toni Morrison, Beloved “Friendship…is born at the moment when one man says to another What! You too? I thought that no one but myself…” â€"C.S. Lewis, The Four Loves “A good friend is a connection to lifeâ€"a tie to the past, a road to the future, the key to sanity in a totally insane world.” â€"Lois Wyse, Women Make the Best Friends: A Celebration “I knew when I met you an adventure was going to happen.” â€"A.A. Milne, Winnie-the-Pooh A.A. Milne quote print from FelixandFelicityShop on Etsy “The best kind of laughter is laughter born of a shared memory.” â€"Mindy Kaling, Why Not Me? “The language of Friendship is not words, but meanings.” â€"Henry David Thoreau, A Week on the Concord and Merrimack Rivers “The companions of our childhood always possess a certain power over our minds which hardly any later friend can obtain.” â€"Mary Wollstonecraft Shelley, Frankenstein “Anybody can look at you. Its quite rare to find someone who sees the same world you see.” â€"John Green, Turtles All the Way Down John Green quote bookmark from dreamyandco on Etsy “They were all growing up and into each other like trees striving together for the sun.” â€"Maggie Stiefvater, The Raven King “We clung to books and to our friends; they reminded us that we had another part to us.” â€"Annie Barrows and Mary Ann Shaffer, The Guernsey Literary and Potato Peel Pie Society “Not a word passes between us, not because we have nothing to say, but because we dont have to say anything.” â€"Khaled Hosseini, The Kite Runner “No barrier of the senses shuts me out from the sweet, gracious discourses of my book friends. They talk to me without embarrassment or awkwardness.” â€"Helen Keller, The Story of My Life Are you a quote fanatic? Need more? Try these: 51 Beautiful YA Book Quotes 30 Quotes about Poetry 22 Great Quotes about Reading 45 Aww-Inspiring Quotes about Books Share your favorite literary friendship quotes in the comments!

Essay about Richard Cory, Poetry Explication - 644 Words

Explication of Richard Cory The poem Richard Cory by Edwin Arlington Robinson is a poem written about the town aristocrat named Richard Cory. It is written with four quatrain stanzas with a rhyme scheme of a, b, a, b, for each stanza. The poets use of hyperboles and regal comparisons when describing Richard Cory help to elevate him above the townspeople, and his nonchalant mentioning of Corys suicide leaves the reader in a state of shock. The first stanza of the poem introduces Richard Cory as a respected man of town. The second line uses the words we people, implying that the townspeople recognized themselves as being on a different level than Cory. Describing them as being on the pavement gives the visual imagine of†¦show more content†¦The third stanza talks more of Cory being great, and actually compares him to a king. In line 9 Robinson uses a hyperbole in saying that Cory was richer than a king. Lines 11 and 12 are the interesting lines in this stanza, as it tells how the townspeople thoug ht that he was everything and wished that we were in his place. It is the townspeople thinking Cory was everything and wishing they were him without actually knowing him that leads to the conclusion in stanza four. The fourth stanza holds the shocking conclusion to this poem. It begins normal enough, showing the townspeople once again being below Cory. Saying that they went without meat and cursed the bread literally means they could only afford bread. Line fifteen describes the night as one calm summer night. This sets a nice tone of calmness and relaxing, which is offset by line seventeen where Richard Cory put a bullet through his head. This poem is about a man who was so revered by the town that he was put on a pedestal of his own, but unfortunately was on that pedestal alone. Everything leading up to the last line seems fine, in fact even the second to last line still does not hint that anything is wrong. The poet does this to show that the rest of the town new nothing of who the real Richard Cory was, otherwise they would have noticed something was wrong. The message this poem gets across is that

Essay on Book Report for Rifleman Dodd - 956 Words

1 BOOK REPORT Name: Smith, Stephen Grade: LCpl Date: Section: . Book Title: Rifleman Dodd Author: C.S. Forester Why I chose this book: Originally this book was given to me by on of my combat instructors in Marine Combat Training(MCT). I wanted to read it but soon found it impossible due to certain time constraints. I lost the book during the transition from M.O.S. school to my current residence. Just recently, I obtained another copy of this book from a fellow Marine who currently works in the same shop. Give a brief description about this book: â€Å"Rifleman Dodd† is a novel written on the account of a certain British foot soldier of the â€Å"Ninety-Fifth Foot† named Matthew Dodd who encounters†¦show more content†¦While sabotaging the city he was able to sneak through its gates undetected and set fire to the bridges ropes. Tactical lessons learned from this book: A few of the tactical lessons I learned from rifleman Matthew Dodd include proper concealment, guerrilla warfare-like maneuvers, keeping a safe distance from enemy forces, absolute military bearing, and choosing your targets wisely, as well as, knowing when to fire at those targets. Furthermore, Dodd was very successful with remaining undetected at opportune moments, as well as, knowing exactly when to increase the distance from the enemy. What impressed me most was his ability to successfully communicate with allied forces who didnt necessarily speak his language. He used hand and arm signals to pantomime and gesture what it was he was trying to get across to his comrades. This trait would definitely fall under adaptability. Leadership lessons learned from this book: Dodd, as well as the French, possessed some good leadership skills which could easily be learned from. First of all, Dodd was capable of leading the Portuguese rebels when he was English-speaking and they knew only Portuguese. He used the correct body signals to instruct his fellow comrades besides the fact that they had such a huge language barrier. He was meticulous in his planning making, even when there was only a split second to decide. Dodd posted sentries even when his troops were in no

Professional Learning

Questions How may I continue my professional learning to support student learning in the classroom? Answer: What learning need would you address in your professional experience class? I have realized that the class I am teaching Math in is a mixed-ability class, as the students in my class differ from each other in terms of their skills, potential and power of understanding. While teaching my math lesson, I have realized that all the students were not capable of comprehending the lessons I was teaching. In addition, I have also realized that there are a group of students in my class for whom English is but a second language, and as such they encounter enough problem in retaining the mathematical concepts explained by me in English in my class (Burr et al., 2015). Support with evidence : I have faced a couple of ELL students, who have completely overlooked the fine line of demarcation existing between a Rhombus and a Parallelepiped. So, when I asked the class students to solve a problem, asking them to find out the area of a rhombus, some of the ELL speakers tried to solve the problem, by applying the formula of a Parallelepiped. So, I have realized that while teaching in my class, I should have stratified the whole class, based on their potentialities and those who lack in the comprehension power of the subject, should have received special attention from me. Significance (review relevant research/policy): Scaffolding, is a very important pre-requisite in the process of teaching. It is an indisputable fact that each student in the class has a different set of skills, abilities and potentialities, and hence the same teaching method for teaching all will never suffice. According to a research conducted by Mattews and Horne, not only do the various students in a class differ in their comprehension skills, but also in their listening skills (Radford et al., 2015). When a teacher is deliveruing lectures in a class, all the students are not necessarily listening to what the teacher is saying, although they are apparently hearing. This usually happens when the teacher is not being able to present his lectures in an interesting way. For this reason, scholars like Blair have suggested the use of visual literacy tools, whereby a teacher can employ a more interesting approach to the method of teaching, with the help of visual aids. The use of such devices assist in allowing the students to intera ct and participate in a more engaging way in the class. Blair has maintained that it often happens that the ELL students cannot completely comprehend the mathematical terms explaining the concepts in English, and they tend to get distracted (Smit et al., 2013). So, keeping this in mind, MIND Research Institute , has already collaborated with some international schools, to offer a wide range of interesting Math Flash games, by incorporating the use of ICT in the academic curriculum. It has often been found out that in teaching Math, teachers are often unable to demonstrate the exact way of defining and measuring an angle; in such situations, Robinsons Whats My Angle? is a brilliant digital aid, to explain the whole idea, as well as to keep the less responsive students of the class, participate more in the problem-solving method (Campbell et al., 2015). While the students who are not great achievers in the class, not only lack in merit in the present situation, but they also lack in motivation. Vygotsky maintains that while teaching mathematics to a novice, a teacher should remember that a student in order to be able to solve a mathematical problem, will require to connect the higher order scientific learning knowledge with the familiar, everyday concepts. Vygotsky claims that math should be introduced more as a fun subject, in a more innovative way. For example, a teacher may find difficult to explain Geometry to the ELL students, and hence may show a shoe box to the students, while explaining Geometry. He may ask the students to bend the shoebox like a rectangle, and then ask them to write what angle will they get. For this, they may refer to the book or the class notes, and if necessary may form groups and solve it, but must ensure that they independently work for it (Abdulwahed et al., 2012). While teaching in my class, I have realized that there are certain students who are not being able to grasp what I teach, and they find it difficult to get to the depth of the concepts. Although some of them are able to vaguely remember certain concepts, they are unable to have an in-depth knowledge of the lessons being taught. Keeping this in consideration, I have decided that I will make an inquiry into the needs of the weaker students, asking them personally where do they think my method of teaching is lacking, and I would be glad to take their suggestions (Hassard et al., 2013). Further, I am going to take more frequent help of audio-visual aids for teaching these students conceptually, rather than using the verbal method of teaching. I think I should adopt the method of Pre-teach vocabulary, whereby I , before initiating a chapter in class, shall pull out complex concepts and tough words from the lesson, and explain the meaning first. For example, before starting a chapter on Ge ometry, I shall primarily explain the meanings of words, such as area, Diagonal, Angle, Perimeter, Volume, etc. Further, each of the geometrical concepts should be demonstrated with the help of diagram, as well as visual representation through the use of digital media. Again, as part of the scaffolding technique, I will teach and explain a concept, and before proceeding to start a new concept, I shall ask the slow learners, to re-explain the idea, and to demonstrate the whole concept by solving a mathematical problem. Only when the students will be able to demonstrate the concept clearly, then only I should proceed on, as otherwise, they will be de motivated and perplexed, in their struggling efforts to learn a new topic, when the last one was not clear in the first place (Clark et al., 2015). Further, I should ask the students to explain familiar and related concepts on their own; for example, while teaching the concept of Average, I may ask one of them, to find out the average of the age of any of his three friends in the class. This will help the student, to gain a more comprehensive idea of what he is learning in class (Ellis , 2014). Reference List: Abdulwahed, M., Jaworski, B., Crawford, A. (2012). Innovative approaches to teaching mathematics in higher education: a review and critique. Burr, E., Haas, E., Ferriere, K. (2015). Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice. REL 2015-086.Regional Educational Laboratory West. Campbell, C., Cameron, L. (2016). Scaffolding Learning Through the Use of Virtual Worlds.Learning in Virtual Worlds: Research and Applications. Clark-Wilson, A., Hoyles, C., Noss, R., Vahey, P., Roschelle, J. (2015). Scaling a technology-based innovation: windows on the evolution of mathematics teachers practices.ZDM,47(1), 79-92. Ellis, A. K. (2014).Research on educational innovations. Routledge. Hassard, J. and Dias, M., 2013.The art of teaching science: Inquiry and innovation in middle school and high school. Routledge. Radford, J., Bosanquet, P., Webster, R., Blatchford, P. (2015). Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs.Learning and Instruction,36, 1-10. Smit, J., AA van Eerde, H., Bakker, A. (2013). A conceptualisation of whole class scaffolding.British Educational Research Journal,39(5), 817-834.

Language Acquisition Essays - Language Acquisition, Linguistics

Language Acquisition Language acquisition is the process of learning a native or a second language. Although how children learn to speak is not perfectly understood, most explanations involve both the observation that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. Children usually learn the sounds and vocabulary of their native language through imitation, and grammar is seldom taught to them; that they rapidly acquire the ability to speak grammatically. This supports the theory of Noam Chomsky (1959). that children are able to learn the grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain. Adults learning a second language pass through some of the same stages, as do children learning their native language. In the first part of this paper I will describe the process of language acquisition. The second part will review how infants respond to speech. Language Acquisition Language is multifaceted. It contains both verbal and non-verbal aspects that children seem to acquire quickly. Before birth virtually all the neurons (nerve cells) are formed, and they migrate into their proper locations in the brain in the infant. When a baby is born, it can see and hear and smell and respond to touch, but only dimly. The brain stem, a primitive region that controls vital functions like heartbeat and breathing, has completed its wiring. Elsewhere the connections between neurons are wispy and weak. But over the first few months of life, the brain's higher centers explode with new synapses. This helps an infant to be biologically prepared to face the stages of language acquisition. According to the textbook Child Development: A Thematic Approach, 3rd Edition (D. Bukatko & M.W. Daehler, 1996, p. 252) there are four main components to language acquisition. These components are phonology, semantics, syntax and pragmatics. Phonology is the study of how speech sounds are organized and how they function. It is the main linguistic accomplishment during the first year of life. The phonology of language refers to fundamental sounds units and the rules for combining them. Each language has a certain number of sounds called phonemes. Phonemes are the smallest unit of sound that affects the meaning of a word. Infants are able to identify hundreds of variations of sounds. For example, an infant who is six months old can detect the difference between ma and pa. An infant`s first year is mainly receiving messages but also working on being able to produce messages. As they physically develop infants form the ability to make sounds. Some of these initial sounds are cooing, vowel like utterances occasionally accompanied by consonants and babbling which are consonant-vowel combinations. During the first 6 months of life, physiological changes, such as the shape of oral cavity, tongue development, motor control of lips, and tooth eruption, also take place that contribute to speech development. One of the infants task is to identify phonemes. According to the textbook (D.Bukatko & M.W. Daehler, 1996, p. 202) infants show an early sensitivity to prosody, which is patterns of intonation, stress, and rhythm that communicate meaning in speech; the fluctuations of the voice. For example, raising your voice to ask a question or lowering it to let the infant know you are serious. This helps infants to learn the phonology of their language and prepares them for the next stage of learning which is semantics. Semantics is the meaning of words or combination of words. Shortly before babies have their first birthday, they begin to understand words, and around that birthday, they start to produce them (Clark, 1993). Words are usually produced in isolation. This one-word stage can last from two months to a year. Children's first words are similar all over the planet. About half the words are for objects: food (juice, cookie), body parts (eye, nose), clothing (diaper, sock), vehicles (car, boat), toys (doll, block), and household items (bottle, light, animals (dog, kitty), and people (dada, baby). At this time children usually start to use gestures to call attention to an object or event defined as protodeclarative communication. Protoimperative communication is the use of a gesture to issue a command or request. For example a child throws his bottle down to show that they no longer want it or they point at specific objects they want the parent to see. Around 18 months, language changes in two ways. Vocabulary growth increases and the child begins to learn words at a rate of one every two

Free Essays on INFORMATIONAL TEXT

What is Informational Text? Informational text provides ideas, facts, and principles that are related to the physical, biological and social world. Informational texts may take many different forms: picture books, photo essays, chapter books, articles and essays, letters, diaries and journals, factual books including almanacs and statistics, brochures and manuals. The primary purpose is to communicate information. (www.scholastic.com) How does is differ from fiction? Fiction is generally defined as a narrative that is imagined rather than real compared with non fiction which is based on fact. Fiction is a large category that includes many kinds of literary works. It includes historical fiction, realistic stories, plays, fantasies and folklore. A fictional text may be a novel, short story or play. The purpose of fiction is to entertain and involve readers in stories of life. (Fountas and Pinnell, 2001, p 401) Why is it important to teach children how to read it? It is important to teach children how to read informational text because: „_ Provides success in the later years of Schooling. As children progress they are faced with content area text books as well as informational passages on tests. Introducing the children to informational text early on allows them to better handle the information.  ¡Ã‚ §Children learn to read and read to learn ¡Ã‚ ¨ (www.Scholastic.com) „_ Prepares children to handle real life reading. Children need to be prepared to read newspapers, non fiction magazines and web based materials. To prepare children for the real world we need to teach them how to apply their knowledge effectively. „_ Develops vocabulary and other types of literacy knowledge. When reading informational text there is a stronger emphasis on vocabulary. Students are introduced to new concepts and there are many teachable moments. Learning to read diagrams, tables and other types of graphic organizers... Free Essays on INFORMATIONAL TEXT Free Essays on INFORMATIONAL TEXT What is Informational Text? Informational text provides ideas, facts, and principles that are related to the physical, biological and social world. Informational texts may take many different forms: picture books, photo essays, chapter books, articles and essays, letters, diaries and journals, factual books including almanacs and statistics, brochures and manuals. The primary purpose is to communicate information. (www.scholastic.com) How does is differ from fiction? Fiction is generally defined as a narrative that is imagined rather than real compared with non fiction which is based on fact. Fiction is a large category that includes many kinds of literary works. It includes historical fiction, realistic stories, plays, fantasies and folklore. A fictional text may be a novel, short story or play. The purpose of fiction is to entertain and involve readers in stories of life. (Fountas and Pinnell, 2001, p 401) Why is it important to teach children how to read it? It is important to teach children how to read informational text because: „_ Provides success in the later years of Schooling. As children progress they are faced with content area text books as well as informational passages on tests. Introducing the children to informational text early on allows them to better handle the information.  ¡Ã‚ §Children learn to read and read to learn ¡Ã‚ ¨ (www.Scholastic.com) „_ Prepares children to handle real life reading. Children need to be prepared to read newspapers, non fiction magazines and web based materials. To prepare children for the real world we need to teach them how to apply their knowledge effectively. „_ Develops vocabulary and other types of literacy knowledge. When reading informational text there is a stronger emphasis on vocabulary. Students are introduced to new concepts and there are many teachable moments. Learning to read diagrams, tables and other types of graphic organizers...

A Gerund Is a Verb and a Noun in One

A Gerund Is a Verb and a Noun in One A Gerund Is a Verb and a Noun in One A Gerund Is a Verb and a Noun in One By Mark Nichol A gerund is a verb that also functions as a noun. For example, one can say one is engaged in the act of writing, but one can also say that what one is doing is a thing called writing. A gerund can be part of the subject of a sentence (â€Å"Writing takes a lot of effort†) or part of the object (â€Å"I’ve done a lot of writing†). Most writers generally employ gerunds without difficulty, but one aspect of their use can be confusing: the genitive case. In the genitive case, the pronoun associated with the gerund takes a different form than it would when associated with the same word used as a verb. For example, when expressing that you listened to some people talking, you would write, â€Å"I heard them talking.† However, if you are emphasizing talking as a thing rather than an action, you would write, â€Å"I heard their talking.† Or, consider the difference between â€Å"They heard it breaking† (breaking is a verb) and â€Å"They heard its breaking† (breaking is a gerund). Writers should also make a distinction with possessive forms of nouns: â€Å"The girl shouting awakened her parents† uses shouting as a verb (girl is the subject); in â€Å"The girl’s shouting awakened her parents,† however, shouting is a gerund (and shouting, not girl, is the subject). In many instances, the difference in connotation is insignificant, but whether one employs a simple verb or uses it as a gerund can change the sense of the sentence. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant Names3 Types of HeadingsDealing With A Character's Internal Thoughts

Consultation is a core competency of graduate nursing Essay

Consultation is a core competency of graduate nursing - Essay Example It is based on this that consultation and supervision have both been considered very important in nursing training. Differencing between the two, Smith, Atherly, Kane & Pacala (2007) indicated that supervision is hierarchical while consultation is mutual. What this implies is that in terms of supervision, there is always someone of higher experience and competence who offers guidance to another person of lower pedigree of learning. Because of this, it is very common to realise supervision comes with compliance with directors that are given by the supervisor or person of higher learning, considered being an authority. Consultation has however been noted to be different because in consultation, there is mutual learning between people considered to be at par in terms of knowledge, experience and practice (Chauncey, 1995). In line with this, consultation is only considered to be a risk management tool which does not come with much obligation but based on professional judgment of the lear ner. Consultation and collaboration are two other terms that are also used interchangeably. Between collaboration and consultation on one side and consultation and supervision on another side, Brykczynski (2009) noted that consultation and collaboration are more synonymous than consultation and supervision. This is because in both consultation and collaboration, there is high level of personalized cooperation than the type of compliance that is experienced with supervision. In effect, both consultation and collaboration can be said to take place among people with relatively same level of experience, competence and knowledge. It would therefore be right to argue that both consultation and collaboration is peer based rather than hierarchical. The similarities notwithstanding, consultation and collaboration must not be taken to be exactly the same thing. This is because in consultation, there is often a rationale for one person to seek part of what another person has. But in

Critically analyse the the Mosaic and new Covenants, showing their Essay

Critically analyse the the Mosaic and new Covenants, showing their relationship to the death, burial and resurrection of Jesus Christ - Essay Example zing the Mosaic and new covenants in relation to death, burial, and resurrection of Jesus Christ, let us first comprehend what a covenant is in biblical stipulations. A covenant is only a formal treaty between at least two parties amongst the agreed sides. According to the Hebrew Bible, a covenant is used in translating the Hebrew word birth (ב× ¨Ã—™× ª) Meaning covenant cutting or cutting in referral to sacrificing (Barr, 1999: 4-17). The scriptures had three major covenants namely, the covenant of Abraham, the old covenant and lastly the new covenant. In all three covenants, it is clear that God is the dominant party in his quest to establish a covenant with all his creation. It is vital to acknowledge that God’s covenant reveals his will; hence allowing humanity to look no further in order to understand God’s desires. Both the Mosaic and new covenants show how God is ready to reunite with humankind. Understanding the covenants is important in knowing a detailed between God and the Hebrews, in the Old Testament. The old covenants are found in the Old Testament; they include the covenant of Abraham and the covenant of Mosaic. The Covenant of Abraham was formed between God (YHWH) and Abram. Moreover, according to (Genesis 12:1), the covenants terms are handed to Abram when God commands him to leave his homeland Ur, to a new place. According to the scriptures of Genesis 17:9-14, Abraham is told by God to circumcise all male offspring as a symbol of the agreement. In return for Abraham’s obedience as well as that of his descendants, God’s promise to Abraham is that of making a great nation, as well as having many blessings (Pate, 2004: 29). The second main covenant found in the Old Testament is that of the Mosaic Covenant. Exodus 19 through to chapter 24 shows that the covenant has the basis for the Torah and is the promise of God to make Israel the chosen land (Exodus 19:5-5) as long as terms of the covenant are preserved. The covenants basic terms included

Self-Presentation Essay -- Sociology, Social Evaluation

Self-Presentation by definition is â€Å"the process by which people monitor and control the impressions others form of them in social situations (Leary & Kowalski, 1990). In essence, this is impression management in which we are able to omit, or present aspects of self in order to make a desired impression. Self-presentation through research has shown that it affects athletes in many forms. Research of sources of stress during competition showed that the most frequent source of stress was significant others, competitive anxiety, and social-evaluation and self-presentation. (James, & Collins 1997) The largest stressor reported was stress from a significant other where ninety percent of participants reported that at least one individual caused stress. Another source of stress, self-presentation, was found to be an underlying factor. That many athletes feel the need to meet others expectations, prove their worth, or fear being criticized due to socially determined goals. Stress was shown to either increase the perceived self-presentational importance of the competition, or that the fear of failure or personal performance lowered self-presentational efficacy. Prior research has also shown that athletes may participate in self-presentational process which relate to health-damaging behaviors. These behaviors may contain drug abuse, not wearing proper safety equipment, and failing to seek medical attention when needed. Only limited research has been completed with regard to desired impression and health risk behaviors. Undependable evidence does support that there is such a relationship between risking ones health in order to promote a desired self-impression. Research has also found that athletes find a favorable image with regard to pl... ...r to prevent them. Self-presentation in these interviews has a connection with a singular influence. Both individuals’ behaviors are highly connected with one person, and if this is the case with more people then providing education for coaches, and parents could facilitate healthier self-presentational views. Having the person of influence stress health instead pushing through injuries, and showing the ability to care about the person and not just the performance may take some off the anxiety, and stress off of the athlete. Self-Presentational concerns may also be used in a positive fashion such as stressing the idea being in shape in order to perform to the best of your ability for themselves, teammates, and the coaches. However, it must also be made aware that when injury occurs that practicing through it without making others aware is a negative situation.

Fireweed – Trip to Wales!

I am called Bill and I live with my auntie and father in London. My mother is dead and my father always said I was never to be sent away as an evacuee. When my father was called up for active service in the army I was left with my auntie. We wrote numerous letters to my father but he never replied to any of them. My auntie started to moan and groan about not being able to manage me. So, she decided to send me of as an evacuee, even though it was against my father's wishes. Auntie wrote to my father and said that I was being sent to another part of the country as an evacuee (not explaining why she sent me). I didn't even know where I was going, all alone without any money at all, not even a penny for a stamp to write to my father. The station was jam packed with children of all ages. Everyone had a bag, enclosed was a change of clothes and a label attached with an address written in capital letters to make it stand out. Two trains passed before, ours finally arrived. I was stuck in a carriage with mostly girls in uniform. Opposite me sat a great fat woman dressed all in blue, hairy tweed. As the journey progressed we passed station after station, nobody knew where we where going. Until finally the train stopped and everyone disembarked. Darkness was falling and after waiting half an hour another train came and our carriage was joined on the back. By now it was pitch black. Eventually we reached our destination, which turned out to be Wales. Once of loaded everyone was counted and put with a billeting officer who would find us billets in which to stay. One by one each child was chosen and I was last to go. The man took me up a pathway and by this stage I was feeling a tiny bit unwanted, neglected, and rather orphaned. He spoke in welsh to the people and after some persuasion they took me in. I stepped inside into a big farm kitchen where a great log fire was blazing like a forest rapidly burning down. The heat was inconceivable. Served on the tabletop there was bread, cheese and also a cold roast chicken. My stomach felt empty I was famished and the sight of food made the rumbling noises even worse. They asked my age and I replied fifteen. At last I was offered something to eat and then shown to my bedroom. The couple I was staying with were called Mr and Mrs Williams living with them were two shepherds, David and Evan. They hardly spoke a word of English just enough to cope with telling me things. In this welsh valley there were two chapels, no church and no cottages only rows of terraced houses. It was rather poor at that. I spent a lot of time on my bed reading an aged copy of the woman's weekly, which Mrs Williams stored under the staircase. When the billeting officer came round to see how I was getting on with the Williams, they seemed quite content with me. Feeling rather bored, I finally plucked up the courage and asked if there was a school nearby which I could attend. In the village there was only a primary school that was for juvenile children, but Mrs Williams suggested the grammar school on the other side of the mountains. The only trouble was how would I get there? The only option would be to get the bus. Yet again a problem arose. The bus fair! I had no money. So out came pen and paper to write a letter to my auntie telling her about the grammar school and asking if she could write to father and ask him to send me money for the bus fare. I also asked for my father's address. I posted the letter in the post office at the back of the village shop I waited for a reply but no letter came. An unusual thing happened one day, Mrs Williams approached me saying that she needed to check my hair for lice. Naturally enough I refused argued and ran out of the house until I came to a dip. I decided to jump but slipped and fell into heavy disinfectant that burnt my mouth and nose. I swallowed several mouthfuls. David and Evan who had been trying to catch me were in stitches of laughter. I was so angry I felt like a raging bull. When I gathered myself together I began to shake all over this made David and Evan very concerned. They took me back to the house and as I stood by the fire they stripped my wet clothes that were laden with disinfectant of me. Afterwards I went to bed. The following morning to my delight Mrs Jones informed me that there was post for me. My heart pounded like the footsteps of an elephant. In actual fact I received two letters! The first opened was from my auntie. Enclosed was my father's address, a book of stamps and she hoped I would write to him often. The other letter, number two was from my father. He missed me a lot. My father had sent me three whole pounds! This was the biggest amount of money I had ever been given in my life. This overwhelmed me. My first thoughts were to calculate how many bus fares would this pay for. Then I got to thinking about Auntie and home and decided that I would use the money for my train fare back to London. Leaving Mr and Mrs Williams, David, Evan and the terraced houses behind I left for the station. The timetable showed only one train per day at the village. The man at the ticket desk stared at me as though he were looking right through me. When I saw him, I was frightened that he would recognise me so I put plan B into action. I walked to the crossroads. ‘Owestry =15 miles'. I looked down at my worn shoes; there was a station at Owestry. I bought a pair of boots so I could walk to Owestry as I had a funny feeling my old shoes wouldn't make it. I set off not having the foggiest how long it would take me to walk there. I bought a brown bap from a bakery van, which I met outside the village. When I arrived in Owestry it was late afternoon. I found the station and waited for the train to leave. It left and hour and a half late. Once I reached London I caught the bus home. Suddenly it took a wrong turn! Then I was told that the street no longer stood. I got of the bus as quick as my legs could carry me. I walked to my auntie's house and everything was grand until a warden stopped me asking where I was going. I was totally bewildered they wouldn't even let me my own home. Nobody was there to look after me. My auntie was not there any more. I was going to stay put I decided at least until my father came home. I was determined about this.

Effects Of Technology On Children And Young Adults

It is no secret that, in today’s society, everyone and everything is controlled electronically. It is also no secret that kids and young adults are almost addicted to iPhones, iPads, computer games, and television shows at a much younger age. Over the past 10 years, electronics have been more available and more popular for the younger generation. Kids start using these electronics, such as an iPad, at the age of only 3 years old. Technology intrudes every single aspect of our lives day in and day out. We are constantly surrounded by it; phones, computers, the internet, television, have all been factors contributing to make our lives a bit more convenient. Is that really the case though? When it comes to children and young adults, can technology actually be harmful in ways that are not obvious to a parent or an adult? People constantly ask, if it is even a possibility to be addicted to technology and social media? The answer is yes. In today’s world, there are dozens and dozens of people that are addicted and obsessed with technology, the internet and/or social media. The dependency of an addiction is usually explained as using something too much, or more often than you intend to, craving a certain thing, spending a larger amount of time using it, and letting it overcome your social life with your family and friends. Children and young adults are constantly browsing the web, playing video games, text messaging with friends-you name it, when it comes toShow MoreRelatedEffects Of Technology On Children And Young Adults2080 Words   |  9 PagesTechnology has revolutionized a lot about the way society functions. From jobs to entertainment, many aspects of life are not the same today as they were in the past. Whether this is for better or for worse is a controversial and complex discussion. The increased comfort and productivity brought by the rise in technology are also accompanied by some devastating impacts on how people live their lives. The negat ive effects of this wave of technology are reflected most dramatically on the younger generationsRead MoreThe Effects Of Screen Time On Childhood And Young Adult Development1324 Words   |  6 PagesInstructor: Andrew Ash 2/13/17 The effects of â€Å"screen Time† on childhood and young adult development The revolution of social media and smart technology began with advancements in knowledge of how things can all come together. We are now in an age where there is technology all around us, and everything has become â€Å"smart† including our phones to our tv. Which has changed the way we communicate and go through life. These advancements in technology have had an effect on those of the younger generationRead MoreThe World Of Technology : Young Adults1536 Words   |  7 Pagesof technology Cynthia Sanchez Professor Greeley ENG 111 27 November 2015 The World of Technology: Young Adults In the 21st century technology has become such a big part of our society; it is so powerful because it affects everyone all over the world. For example, technology not only affects children and young adults in their workspace, such as in school or throughout their careers, but also in their day-to-day personal lives. In this day and age, because of the convenience which technology canRead MoreAdvancement in Technology Shapes the Lives of Children and Adults1050 Words   |  5 PagesTechnology has continued to shape the world we live from as long as man was living on Earth until present day. Many of us have seen drastic technological changes in our lives over merely a few decades, or even a couple of years, which have aided us in improving the condition in which humans live. However, technology appears to have advanced so quickly that, as humans, we are unable to stay updated on the latest trends. In the 21st century, technology shapes the lives of numerous adults, but as wellRead MoreNegative Effects Of Technology On Youth1013 Words   |  5 Pagesmodern society, technology is commonly thought of as a necessity. This thought can mainly associate with the youth of today. Youth of today can be described as children, teenagers, and young adults living in this day and age. Children and young adults alike have only lived in a world run by technology in their lifetime. Youth depends on technology because they do not know how to live without it. Modern technology includes cell phones, lap tops, television, and many other devices. Technology allows forRead More`` Pure Language `` By Jennifer Egan Essay1523 Words   |  7 Pageschapter exemplify the tensions between those who see technology as beneficial and collaborative and those who see it as corruptive. This chapter surrounds Alex, the protagonist, who has a young daughter, Cara-Ann. Alex and his wife try to shield Cara-Ann from the use of mobile phones, but despite their best efforts she eventually becomes fam iliar with her father’s cellphone. While Rebecca sees this as corruptive, Alex is indifferent. To Alex, technology also has its benefits, which are shown through hisRead MoreNegative Effects Of Texting And Cell Phones894 Words   |  4 PagesTexting and cell phones have, of all age groups, likely affected kids the most. In one way, it has made young kids more socially awkward. These kids are being raised having more communication on social media portals and by texting much more often than face to face interaction. This problem will only get worse as we progress into the future. Children that are raised being able to front their problems and meet new people by using a phone will greatly lack the ability to deal with problems face to faceRead MoreThe Pros And Cons Of Technology1289 Words   |  6 PagesIs the technology in today’s world a positive advancement? Over the past few years technology has basically taken over our society. It isn’t just young people tha t use technology, it is all groups of people, that includes toddlers all the way up to elders. Technology is a major part of today’s society and makes many tasks a lot easier. One major issue with technology is that it’s abused and many people rely on it. Technology is â€Å"dumbing down† today’s society. Technology has not only been a benefitRead MoreThe Effects Of Computers On Children s Early Childhood Education Essay1737 Words   |  7 PagesIn today’s world it is nearly impossible to keep up without technology. Computers especially, are needed in most American’s everyday lives. So why would early childhood education be any different? From the beginning stages, there has always been a debate of whether computers have a positive or negative impact on children, young children especially. As computers have intergraded themselves into many children’s lives and their education, the debate is even more prominent. Supporters of computer useRead MoreImpact of New Technology on Graphic Design1505 Words   |  7 Pagesthe lives of various groups of people including children, teens, and young adults. Technology progresses rapidly every year. The advancement of technology is in awe because ofthe new and increasing amount of inventions, including mobile devices and social media websites. Most young adults are kept up-to-date with the amount of usage of social media websites with the help of smart phones and other mobile devices. Social media influences young adults to connect with society and the culture evolving