Holiday Customs in Victorian England :: essays research papers

Holiday Customs in Victorian England Although Christ's Nativity has been celebrated since the 4th century, most of the English customs we are familiar with today are as recent as the mid-19th century. Many of the early ceremonies were started with pagan beliefs. â€Å"The Protestant Reformation condemned most of these pagan customs as superstitious and banned public celebrations of Christmas.† Michelle J. Hoppe. It wasn't until Prince Albert married Queen Victoria and brought many German customs with him that Christmas began to gain popularity again. â€Å"One of the first signs of Christmas was the arrival of the Christmas card in the post. John Calcott Horsley designed the first Christmas card in 1846 for Sir Henry Cole, Chairman of the Society of the Arts. Only 1000 cards were printed that first year and were expensive, but the pattern for the future was formed.† Encyclopedia. Then in 1870, postage was reduced. Thus began the real spread of the Christmas card. By the early 1870s, the custom had reached the United States. Christmas decorations sometimes appeared well before the holiday, also, but many still held to the old superstition that it was bad luck to put up a evergreen (Christmas Tree) before Christmas Eve. †The most favored plants were all 'magical' because of the mid-winter berries they produced--mistletoe, holly and ivy. The red berry of the holly was believed to protect one against witchcraft.† Encyclopedia. The sprig had to be carried into the house by a male, as the berry is on the 'male' holly plant. One use for holly sprigs was to decorate the Christmas pudding. The 'female' ivy symbolized immortality. â€Å"Mistletoe, because of its pagan origins, was not allowed in any church. Kissing under the mistletoe was English custom and only as many berries as were on the mistletoe, could there be kisses. For after every kiss, a berry had to be removed from the sprig.† English Customs. The Christmas tree can truly be called a Victorian innovation. The custom of a lighted tree began in Germany then made its way to America. â€Å"It wasn't until Prince Albert, of German descent, brought the Christmas tree to England in 1840 that it gained popularity there. By 1847, the trees at Windsor Castle were laden with presents as well as wax candles.† Michelle J. Hoppe. The tradition spread as English citizens followed the Royal example. The trees and other decorations were removed on Twelfth Night (January 6).

Eth/125 Gender and Sex Worksheet

Associate Program Material Gender and Sex Worksheet Answer the following questions in 50 to 150 words each. Provide citations for all the sources you use. What is gender? What is sex in biological terms? Are gender and sex the same thing? Explain why or why not? According to  Ã¢â‚¬Å"Eldis†Ã‚  (2013),  Ã¢â‚¬Å"'Gender' refers to the socially constructed roles of and relations between men and women. , while ‘Sex' refers to biological characteristics which define humans as female or male. † (1) Gender and sex are similar but they are not the same thing.I say this because a person can have the sexual characteristics of a man but still have the gender of a woman e. g. transgender. According to  Lesbian & Gay Community Services Center, Inc. (2013),†Transgender,† at its most basic level, is a word that applies to someone who doesn't fit within society's standards of how a woman or a man is supposed to look or act e. g. â€Å"Transgender† may be used to describe someone who was assigned female at birth but later realizes that label doesn't accurately reflect who they feel they are inside.This person may now live life as a man, or may feel that their gender identity can't be truly summed up by either of the two options we're usually given (male or female). (1, 2) How do gender and sex contribute to the concepts and constructions of masculinity and femininity? According to  Planned Parenthood Federation of America Inc  Ã‚  (2013),   â€Å"Culture determines gender roles and what is masculine and feminine. What does it mean to be a woman or man? Whether we are women or men is not determined just by our sex organs. Our gender includes a complex mix of beliefs, behaviors, and characteristics.How do you act, talk, and behave like a woman or man? Are you feminine or masculine, both, or neither? These are questions that help us get to the core of our gender and gender identity. † Gender and sex does help with the construct ion of masculinity and femininity, but culture plays a huge role in determining your gender e. g. a boy that raised without a father figure and had more female role models might have more feminine traits. Do our concepts of gender and sex contribute to the ways we embrace gender and sex in diversity? Yes, our concepts of gender and sex contribute to the ways we embrace gender and sex in diversity.I say this because it is the norm to act like the sex or gender we or born into or raised up to be. People are afraid of things that are not consider the norm. Do our concepts of gender and sex contribute to our understanding of sexual orientation? Explain. Yes, of gender and sex contribute to our understanding of sexual orientation. I say this because what we understand gender and sex to be is what we use to create our beliefs of sexual orientation e. g. If we don’t believe that culture has anything to do with gender, and gender is what makes a person’s sexual orientation cle ar.Then we couldn’t possibly believe that a person could be â€Å"transgender†. Works cited Eldis. (2013). Retrieved from http://www. eldis. org/index. cfm? objectId=76FB2B59-BFA2-926C-DC2B394188B4DA92    Lesbian & Gay Community Services Center, Inc.. (2013). The Center. Retrieved from http://www. gaycenter. org/gip/transbasics/whatistrans Planned Parenthood Federation of America Inc. (2013). Planned Parenthood. Retrieved from http://www. plannedparenthood. org/health-topics/sexual-orientation-gender/gender-gender-identity-26530. htm Eth/125 Gender and Sex Worksheet Associate Program Material Gender and Sex Worksheet Answer the following questions in 50 to 150 words each. Provide citations for all the sources you use. What is gender? What is sex in biological terms? Are gender and sex the same thing? Explain why or why not? According to  Ã¢â‚¬Å"Eldis†Ã‚  (2013),  Ã¢â‚¬Å"'Gender' refers to the socially constructed roles of and relations between men and women. , while ‘Sex' refers to biological characteristics which define humans as female or male. † (1) Gender and sex are similar but they are not the same thing.I say this because a person can have the sexual characteristics of a man but still have the gender of a woman e. g. transgender. According to  Lesbian & Gay Community Services Center, Inc. (2013),†Transgender,† at its most basic level, is a word that applies to someone who doesn't fit within society's standards of how a woman or a man is supposed to look or act e. g. â€Å"Transgender† may be used to describe someone who was assigned female at birth but later realizes that label doesn't accurately reflect who they feel they are inside.This person may now live life as a man, or may feel that their gender identity can't be truly summed up by either of the two options we're usually given (male or female). (1, 2) How do gender and sex contribute to the concepts and constructions of masculinity and femininity? According to  Planned Parenthood Federation of America Inc  Ã‚  (2013),   â€Å"Culture determines gender roles and what is masculine and feminine. What does it mean to be a woman or man? Whether we are women or men is not determined just by our sex organs. Our gender includes a complex mix of beliefs, behaviors, and characteristics.How do you act, talk, and behave like a woman or man? Are you feminine or masculine, both, or neither? These are questions that help us get to the core of our gender and gender identity. † Gender and sex does help with the construct ion of masculinity and femininity, but culture plays a huge role in determining your gender e. g. a boy that raised without a father figure and had more female role models might have more feminine traits. Do our concepts of gender and sex contribute to the ways we embrace gender and sex in diversity? Yes, our concepts of gender and sex contribute to the ways we embrace gender and sex in diversity.I say this because it is the norm to act like the sex or gender we or born into or raised up to be. People are afraid of things that are not consider the norm. Do our concepts of gender and sex contribute to our understanding of sexual orientation? Explain. Yes, of gender and sex contribute to our understanding of sexual orientation. I say this because what we understand gender and sex to be is what we use to create our beliefs of sexual orientation e. g. If we don’t believe that culture has anything to do with gender, and gender is what makes a person’s sexual orientation cle ar.Then we couldn’t possibly believe that a person could be â€Å"transgender†. Works cited Eldis. (2013). Retrieved from http://www. eldis. org/index. cfm? objectId=76FB2B59-BFA2-926C-DC2B394188B4DA92    Lesbian & Gay Community Services Center, Inc.. (2013). The Center. Retrieved from http://www. gaycenter. org/gip/transbasics/whatistrans Planned Parenthood Federation of America Inc. (2013). Planned Parenthood. Retrieved from http://www. plannedparenthood. org/health-topics/sexual-orientation-gender/gender-gender-identity-26530. htm

Broadband Methods

There are several broadband methods that can be used to provide high speed internet access at home. The selection of the method is determined by the requirements, the availability of the hardware which is determined by the location of the user and the installation cost. Some of the most common methods include digital subscribers line (DSL), cable internet and satellite internet among others (Lemke, 2001). Due to its availability and speed relative to other options, I would prefer satellite internet for home use. Digital subscriber line is the most common home internet access method and provides network over the telephone lines.The main advantages of DSL that the subscriber is always connected, the hardware can have multiple uses (it is used as a phone and as an internet access devise at the same time), it provides a wide range of prices depending on the speed and a wide range of service providers. However, its use is limited by varying speed, availability, download limits and the spe cial equipments that must be installed by the telecom company. Cable internet on the other hand uses other coaxial cables other than telephone cables such as the television conduits. This broadband method has the basic advantage of being inexpensive and higher availability.On the other hand, it has the disadvantage of congestion and security problems associated with sharing of the network. Moreover, it is more suitable for multiple computers in home use (Steve Internet Guide, 2010). Satellite internet consists of a mini satellite disc mounted by a service provider. It has the advantage of always being connected and high speed. It is however more expensive compared to other options (Gustafson, 2005). Reference Gustafson, C. J. (2005). Disgusted With Dialup? – Compare DSL Providers, Cable and Satellite Internet to See If One Is Right for you, retrieved on July 9, 2010 from:http://www. buzzle. com/editorials/1-27-2006-87484. asp. Lemke, T. (2001). Cable, DSL or satellite? High-s peed internet connections can download information 50 times faster than a standard 56-kilobyte modem. But technology hasn't caught up with demand, retrieved on July 9, 2010 from: http://findarticles. com/p/articles/mi_m1571/is_47_17/ai_80900393/? tag=content;col1#comments Steve Internet Guide (2010). Broadband Internet Connection Methods, retrieved on July 9, 2010 from: http://www. steves-internet-guide. com/Broadband-Internet-Connections. php

The eNotes Blog 5 Things to Avoid While TeachingShakespeare

5 Things to Avoid While TeachingShakespeare Introducing Shakespeare to high school students is daunting. Getting them to care about Shakespeare is even more intimidating. Though we often have the best intentions, many of us fall into the following teaching traps when we turn to the Bard. Im certainly guilty of doing this, and Ive tried to make up for these transgressions by doing things a little differently. Lets look at these five (extremely common) things  to  avoid  doing while teaching Shakespeare to high school students as well as how Ive tried doing things instead.   1. Force Students to Read the Play Aloud as if They Were Actors The theater lover in me opens Shakespeare and wants my  students to experience the magic firsthand. Have students  read it aloud; have them perform it! They will make  it their own and fall in love with the characters the way I did in the theater.This seems like such a good idea. But, its actually an easy way to make your students cringe at the mention of Shakespeares name and fake sore throats to get out of reading.What I love about seeing Shakespeare performed in a theater is how well the actors  perform  the  lines and make them easy to understand using the right inflection. Students approaching the material for the first time have a hard enough time working through what the text is saying, let alone performing in a way that  is entertaining and  meaningful to everyone else in the room. (Not to mention it generally embarrasses the more introverted students and makes them feel quite negatively towards the play.) Instead, I try  to  let professionals, like Branagh, take the stage: Find a recording of the play and have students follow along while the tape reads. Youll be surprised to find how much better the students are able to understand the language  in the play when it is performed properly. Stop the tape frequently to discuss the metaphors and ask them questions about the text. If you want students to perform the lines, assign them a particular scene to learn and memorize. This will help them fully understand how the language works  and  make the material their own. Win win! 2. Consider  (or call)  Shakespeares Language  Old English All of my students start off calling Shakespeare Old English because it seems so alien to them. However, Old English is actually an entirely different language. Beowulf  was written in Old English. It looks like this: HWÆT, WE GAR-DEna in geardagum, à ¾eodcyninga à ¾rym gefrunon, hu à °a à ¦Ãƒ ¾elingas ellen fremedon! Shakespeare is written in  Early Modern English. Arbitrary, technical, and unnecessary distinction, you might say? Think again! Telling your students that Shakespeare is not Old English but  Modern  English can help make the text more accessible. He does  use some archaic puns, metaphors, and vocabulary, but what students are calling old is his syntax and poetic phrasing, not so much his language. They dont have to learn a whole different language to understand the play- they just have to figure out how  he plays with the language they already speak (which is so much easier!). I  try to dust off the old language with the following: Do a lesson on iambic pentameter and poetic phrasing (Shakespeares weird syntax). If students know why the language sounds so strange, they will feel more competent  approaching  it, instead of dismissing it as something old that they dont think they can  understand. Analyze  something like hip-hop or lyric syntax to help students understand how Shakespeare played with the language. In other words, people in Shakespeares time didnt necessarily talk like this, but they  understood his language  the way we understand songs today. For a fun way to help them play with Shakespeares syntax and form, have students try to write a Shakespearian sonnet in iambic pentameter. Proposing they write about particularly absurd topics (Sonnet to a Squirrel) makes this exercise informative and entertaining. 3. Read the Play  for Its Plot The  best  part of a Shakespeare play in the theater is watching the characters and plot unfold on the stage. But whats even better is being able to break down all of the metaphors, irony, allusions, and off-the-wall metaphors. And there is no better place to do that than an English classroom! While spoilers  for  Game of Thrones may be blasphemy, spoilers in Shakespeare allow students to get into the really fun bits of these plays. Shakespeare borrowed most of his plots from historical events, mythology, or other playwrights. The fun of Early Modern Drama was not what was depicted, but  how  it was depicted. I try  to  indulge in spoilers: Encourage students to look up a synopsis of the play online before reading it as a class. Create a plot outline and post it somewhere in the classroom (or online) so that students know exactly what they are reading about when they get lost in the language. Spend class time focusing on the specific metaphors, irony, characters, etc. This  will help students remember the play and its themes long after the class is over. 4. Treat Shakespeare Like the Almighty Bard and Master  of the English Language This one was really hard for me to accept. As an English teacher, theater lover, and metaphor enthusiast, Shakespeare  is  the almighty master of the English language.  However, my tendency to nerd out over Shakespeares brilliance before my students even got to the text tended to make them less open to reading (or loving)  it. Why? Because Shakespeare already comes with a lot of baggage. Chances are, your students have associations that align Shakespeare with high-class, complicated, and unquestionably brilliant literature. When in reality, Shakespeare was the low, popular entertainment of his time. Shakespearian theater was performed outside the city walls near bear-baiting pits and whore houses. Treating Shakespeare texts like they contain all of lifes answers will dissuade students from engaging in, questioning, and appreciating the text for what it is. Shakespeare is full of body humor, insults, innuendos, and, yes, flaws. If you introduce Shakespeare as undeniably great, your students will miss all of this (or worse, think they cant talk about it). I try  to put Shakespeare back in the bear pit: Introduce Shakespeare in his Early Modern context. Bring in modern  books, short stories, or play adaptations by authors with ethnically diverse backgrounds to show students how authors have taken up the same themes as Shakespeare (many even doing it better). Fun Fact: The Bodleian Library (one of the most famous libraries and the site where  they filmed Harry Potters library scenes) originally  rejected  Shakespeares plays. Sir Thomas Bodley claimed that he had built the library as an ark to save learning from the deluge and had to keep out  very unworthy matters such as Shakespeares plays. 5. Lecture About What the Play  Meant to Say Many of Shakespeares plays are extremely controversial (see  The Merchant of Venice) or extremely cryptic (see  King Lear). When I first started teaching, I thought offering a resolution to these problems would help students better understand and connect to the story. It did not. Resolving textual problems only solidified the idea that the text was perfect rather than helping the student learn. Grappling with these controversies and inconsistencies can be one of the most rewarding and empowering exercises a student can do in an English class. I tried to get cozy with ambiguity: Hold a classroom discussion or debate about what is going on in the text and why. Rather than offering solutions, ask students  a lot of questions and never resolve the problems.  The question is often better than the answer anyway. Even if you avoid all of the donts and do all of the dos, some students will never get happy feet when you pull out a Shakespeare play. But, if you give the students the space to engage with  the plays, they will  leave the class with something even more valuable: critical eyes and confidence. Ultimately, the best thing you can do to teach Shakespeare is to make it fun for your students and yourself. Who knows, you might even  create another anglophile.

The hebrew bible Essays

The hebrew bible Essays The hebrew bible Essay The hebrew bible Essay Essay Topic: Kindred Song of Solomon The Bible Hebrew Bible as Literature Instructions: Identify the following passages, providing their full contexts and their significance and meaning. 1. So Bathes went to the king in his chamber. ?The king was very old, and Babyish the Chummiest was waiting on the king. ?Bathes bowed low in homage to the king, and the king asked, What troubles you? -The following passage is found In 1 Kings 1:15, in which It entails how Bathes is troubled to know that her son will be the next king of Israel. Bathes bows low in homage meaning she bows down with respect; her face to the ground, in honor before the king. Because Admonish is in the throne, she is troubled; Bathes asks him why Solomon is not king because of his promise he said. She Is worried to know why King David is not aware of this. 2. We cannot do this thing, to give our sister to a man who is uncircumcised, for that Is a disgrace among us. Only on this condition will we agree with you, that you will become Like us In that every male amongst you Is circumcised. Then we will give our daughters to you and take your daughters to ourselves; and we will dwell among you and become as one kindred. -The following passage is found in Genesis 34:13-16. The brothers of Dinah speak to Scheme, and his father Humor by proclaiming that their sister Dinah has been dishonored, and refuse to give their sister to a man who Is not circumcised, because therefore It will be a disgrace to the brothers. They agree that they will give their sister under the condition that Scheme and all his men become circumcised. 3. By the rivers of Babylon, There we sat, Sat and wept, As we thought of Zion. There on the poplars. We hung up our lyres, For our captors asked us there for songs, Our tormentors, for amusement, Sing us one of the songs of Zion. The passage is found in Psalms MOM 3. The Psalms says that besides the rives of Babylon the men sat and cried over the thought of Jerusalem meaning Zion. The lyres is another word for harps, as they put away their harps hanging them. Because their abductors demanded a song from them for a Joyful song, as they described them characters of torment. The abductors demand the men who are crying to sing songs of Jerusalem. 1 OFF I will go; wherever you lodge, I will lodge; your people shall be my people, and your G- d my G-d. Where you die, I will die, and there will I be buried. Thus and more may the Lord do to me if anything but death parts me from you. -In Ruth 1:16 Ruth replies to her mother in law begging her not to tell her to leave her, and turn back to her home. She shows her humbleness and respect towards her mother in law when becoming a widow. Ruth refuses to leave her and is committed to follow the G-d she follows and where she will live Ruth is to follow her side and never leave her. She tells her that in death sh e will part away from her side. 5. The making of many books is without limit. And much studying is a wearying of the flesh. The sum of the matter, when all is said and done: Revere G-d and observe His commandments! For this applies to all mankind; that G-d will call every creature to account for everything unknown, be it good or bad. The following passage means that people write a lot of books, but reading is a waste of time. All you really need to know is to obey G-d, because everyone is going to have to answer to him for what they did, good and bad. Found in Ecclesiastic 12:12-13 Young people are being advised to remember their Creator before old age and death kick in, when the spirit returns to God who gave it. Then they will have to account to G-d for the way they had lived their lives in the flesh. This means not to stick your heads in books all your lives, but to enjoy life intelligently, with reference to G-d as He is the whole duty of man. 6. He took a potsherd to scratch himself as he sat in ashes. His wife said to him, Mimi still keep your integrity? Blaspheme G-d and die! This is from the Book of Job. After Job has been through extreme misfortune, his wife tells him to Just say screw you, G- d so G-d will finally finish him off. Found in Job 2:9. Jobs wife turned on him. Clearly, Jobs wife thought it was a waste of time living to an honorable G-d. So Job told her, You are talking like a foolish woman. Shall we accept good from G-d, and not trouble? In all this, Job did not sin in what he said. By the end of the book, Job is corrected and G-d restores to him more than what he had lost in the troubles inflicted upon him by Satan. Living for G-d is not dependent on what might happen to us in life. 7. But did G-d really say to you of the fruit of the Tree of Good and Bad you shall not eat? This is a quote from Genesis, in which the serpent asks Eve if G-d really said they ant eat from the tree of the knowledge of good and evil. Found in Genesis 3:1 . Satan planted a seed of doubt in Eves mind. He asked, Did God really say, You must not eat from any tree in the garden? He knew that was not what G-d had said at all. Eve almost answered correctly, putting him right in one respect, but wrongly saying they 8.. Happy is the man who finds Wisdom, The man who attains understanding. Her value in trade is better than silver, Her yield, greater than gold. She is more precious than rubies; All of your goods cannot equal her. In her right hand is length of days, In her left, riches and honor. Her ways are pleasant ways, And all her paths, peaceful. She is a tree of life to those who grasp her, And whoever holds onto her is happy. Proverbs 3:13-18 this represents a self-explanatory wise advice from a father to a son. But the point about wisdom being a tree of life to those who embrace her is interesting in connection with Genesis 2 because the Tree of Life was at the centre of the Garden of Eden, and if Adam and Eve had obeyed God, they would have partaken of it. Wisdom is a virtue. 9. But the next day at dawn G-d provided a worm, which attacked the plant so that it dithered. And when the sun rose, G-d provided a sultry east wind; the sun beat down on his head, and he became faint. He begged for death, saying, l would rather die than live. Then G-d said to him, Are you so deeply grieved about the plant? miss, he replied, so deeply that I want to die. This is from the story of Joana in Joana 4:8 G-d taught silly Joana another lesson by means of the plant which sprang up overnight and protected him from the scorching wind and sun. When G-d then caused the vine to shrivel, Joana complained. He had settled down to watch the extraction of Nineveh, after eventually going there to warn them. But the Naivetà ©s had repented and G-d spared the city. Joana was really angry for he thought that made him out to be foolish. Well, he was foolish, but for another reason. G-d told him, You have been concerned about this vine, though you did not tend it or make it grow. It sprang up overnight and died overnight. But Nineveh has more than a hundred and twenty thousand people who cannot tell their right hand from their left, and many cattle as well. Joana Just, after pitching this big fit about it, finally went to his city G-d told him to go to and warned the people there if they didnt repent G-d would kill them. They did repent, which made Joana kind of moody because he wanted them to get blown up. He leaves the city and its really hot and hes thirsty, so G-d makes this plant grow out of the ground to give him shade, but then kills it shortly afterward. Joana gets really mad about this and begs G-d to kill him. G-dos whole point is that if Joana is this worked up about a plant dying he should really not be so psyched for the brutal destruction of an entire city. 10 . The other woman spoke up, No, the live one is my son, and the dead one is they went on arguing before the king. This is found in 1 Kings 3:15 from the story in which two women each had a baby and one of the babys died and the mother of the baby who died tried to say to the other womans that the baby who is alive was hers. They bring the dispute to King Solomon, who wisely decides to settle the matter by offering to cut the kid in half and give a half to each women. The woman whos faking is okay with this idea while the woman who se kid it really is relents at this point, curing its better for her child to be alive and with another mother than cut in half. Solomon sees this and gives it to the real mother because he knew only she would react that way. Its a story that demonstrates Salmons wisdom. 11. How have the mighty fallen In the thick of battle? Jonathan, slain on your heights! I grieve for you, My brother Jonathan, You were most dear to me. Your love was wonderful to me More than the love of women. The passage is found in 2 Samuel 1 . This passage represents the uniting bond of love that corresponds with the unbreakable, undying love of the anointed king-elect David of the tribe of Judas toward unselfish lovable Jonathan, the son of king Saul. 2 Samuel 1:25-27) Shortly before their final separation from each other, Jonathan swore again to David because of his love for him; for as he loved his own soul he loved him. (1 Samuel 20:17) On learning of Jonathans death with his father in battle, David was impelled to chant a dirge and to climax it with the words: l am distressed over you, my brother Jonathan, very pleasant you were to me. More wonderful was your love to me than the love from women. (2 Samuel 1 :26) Their mutual love was a perfect bond of union. Only death did them part. 12. When they arrived and he saw Elba, he thought, Surely the Lords anointed stands before Him. But the Lord said to Samuel, Pay no attention to his appearance or his stature, for I have rejected him. For not as man sees does the Lord see; man sees only what is visible, but the Lord sees into the heart. Found in 1 Samuel 16, it interprets how G-d is not impressed by how tall and handsome Elba is. When warfare broke out between the Philistines and the Israelites, Elba was in King Sails army. He, along with the rest of the men, heard the Philistine champion Goliath challenge: . I myself do taunt the battle lines of Israel this day. Give me a man, and let us fight together! ?l Sam. 17:8-10. Elba react didnt display faith in Jehovah ability to make him successful in the fight against Goliath. Liable made no effort to take a courageous stand. He evidently shared in the reaction of the rest of the Israelites. The Bible reports: When Saul and all Israel heard these words of the Philistine,they outside appearances to where true beauty can be found. It is the heart of the inner errors, the source of ones thoughts, attitudes, and feelings that matters to G-d. So he rejected Elba as king. 14. But the children struggled in her womb, and she said, If so, why do I exist? She went to inquire of the Lord, and the Lord answered her: Two nations are in your womb, Two separate peoples shall issue from your body; One people shall be mightier than the other, And the older shall serve the younger. The passage explains that with Seas and Jacob, Gods foreknowledge did not fix their eternal destinies but, rather, determined which of the national groups descending room the two sons would gain a dominant position over the other. Genesis 25:23-26) This points out to the gaining of the right of the firstborn by Jacob, a right that brought along with it the privilege of being in the line of descent through which the Abraham seed would come. (Genesis 27:29; 28:13, 14). Essays disposition showed that satisfying his fleshly desires was more important to him than gaining the future blessings that would have flowed from his inheritance. Seas did not cherish hi s birthright and evidently did not really love G-d. Seas ignored the effect his action would have on his offspring. In contrast, Jacob deeply appreciated his inheritance, for instance, Jacob acted in harmony with parental instruction in choosing a wife. (Gene. 27:46-28:3) Because Jacob made this choice that required patience and sacrifice, he became a forefather of the Messiah. 15. Then an angel of the Lord came to him from heaven And he answered, Here I am. And he said, Do not raise your hand against the boy, or do anything to him. For now I know that you fear G-d, since you have not withheld your son, your favored one, from Me. In the passage G-d putts Abraham too greater test. Take, your son, your favored one, Isaac whom you so love, and offer him up as a burnt offering. (Genesis 22:2) For Abraham, Isaac was not Just any son. He was the only child of Abraham and his wife, Sarah. Isaac was the son of the promise, Abrahams only hope that his seed would inherit the land of Canaan and be a blessing to many, according to Gods promise. After all, Isaac was the son whom Abraham was expected to ha ve and who was born after a miracle from G-d. Then G-d confirmed the covenant promises about Abrahams seed, because Abraham fears G-d. Abraham became known as Jehovah friend. ?Genesis 22:13-18;

Instruction and Assessment Unique to Each Student

Instruction and Assessment Unique to Each Student If teaching were as simple as using the one best way to teach everything, it would be considered more of a science. However, there isnt just one best way to teach everything and thats why teaching is an art. If teaching meant simply following a text book and using the same size fits all approach, then anyone could teach, right? Thats what makes teachers and especially special educators unique and special. Long ago, teachers knew that individual needs, strengths and weaknesses must drive instructional and assessment practice. Weve always known that children come in their own individual packages and that no two children learn the same way even though the curriculum may be the same. Instructional and assessment practice can (and should) be different to ensure that learning happens. This is where differentiated instruction and assessment comes in. Teachers need to create a variety of entry points to ensure that student differing abilities, strengths, and needs are all taken into consideration. Students then need varying opportunities to demonstrate their knowledge based on the teaching, hence differentiated assessment. Here are the nuts and bolts of differentiated instruction and assessment: Choice is key to the process. Choice of learning activity as well as choice in the assessment (how the student will demonstrate understanding).The learning tasks always consider the students strengths/weaknesses. Visual learners will have visual cues, auditory learners will have auditory cues etc.Groupings of students will vary, some will work better independently and others will work in various group settings.Multiple intelligence is taken into consideration as are the students learning and thinking styles .Lessons are authentic to ensure that all students can make connections.Project and problem based learning are also key in differentiated instruction and assessment.Lessons and assessments are adapted to meet the needs of all students.Opportunities for children to think for themselves is clearly evident. Differentiated instruction and assessment IS NOT NEW! Great teachers have been implementing these strategies for a long time. What does differentiated instruction and assessment look like? First of all, identify the learning outcomes. For the purpose of this explanation, Ill use Natural Disasters. Now we need to tap into our students prior knowledge. What do they know? For this stage you can do a brainstorm with the whole group or small groups or individually. Or, you can do a KWL chart. Graphic organizers work well for tapping into prior knowledge. You may also consider using a who, what, when, where, why and how graphic organizers individually or in groups. Key to this task is ensuring that everyone can contribute. Now that youve identified what the students know, its time to move into what they need and want to learn. You can post chart paper around the room dividing the topic into sub topics. For instance, for natural disasters I would post chart paper with different headings (hurricanes, tornadoes, tsunamis, earthquakes etc.). Each group or individual comes to the chart paper and writes down what they know about any of the topics. From this point you can form discussion groups based on interest, each group signs up for the natural disaster they want to learn more about. The groups will need to identify the resources that will help them gain additional information. Now its time to determine how the students will demonstrate their new knowledge after their investigations/research which will include books, documentaries, internet research etc. For this, again, choice is necessary as is taking into consideration their strengths/needs and learning styles. Here are some suggestions: create a talk show, write a news release, teach the class, create an informational brochure, create a powerpoint to show everyone, make illustrations with descriptors, give a demonstration, role play a newscast, create a puppet show, write an information song, poem, rap or cheer, create flow charts or show a step by step process, put on an informational commercial, create a jeopardy or who wants to be a millionaire game. The possibilities with any topic are endless. Through these processes, students can also keep journals in a variety of methods. They can jot down their new facts and ideas about the concepts followed by their thoughts and reflections. Or they can keep a log of what they know and what questions they still have. A Word About Assessment You can assess the following: completion of tasks, the ability to work with and listen to others, participation levels, respects self and others, ability to discuss, explain, make connections, debate, support opinions, infer, reason, re-tell, describe, report, predict etc.The assessment rubric should contain descriptors for both social skills and knowledge skills. As you can see, you have probably already been differentiating your instruction and assessment in much of what youre already doing. You may be asking, when does direct instruction come into play? As youre watching your groups, there will always be some students who will need some additional support, recognize it as you see it and pull those individuals together to help move them along the learning continuum. If you can answer the following questions, youre well on your way. How are you differentiating content? (variety of leveled materials, choice, varied presentation formats etc.)How are you differentiating assessment? (students have many options to demonstrate their new knowledge)How are you differentiating the process? (choice and variety of tasks that consider learning styles, strengths, and needs, flexible groupings etc.) Although differentiating can be challenging at times, stick with it, you will see results.

Reading responce Assignment Example | Topics and Well Written Essays - 250 words

Reading responce - Assignment Example Tan further proves that her mother’s English is â€Å"imperfect† by citing several circumstances experienced by her mother (78). She also points out that her mother has noticed her own limitations as she was asked to pretend to be Mrs. Tan on a phone call one time, and talked to doctors when her mother needed to get more information about findings (78). This article shows the power of language, English specifically, in society. Similar to what is shown, people who are relatively â€Å"good† in English tend to ignore those comparatively â€Å"poor† in communicating their ideas. In communities today individuals likely equate the inability of â€Å"perfect† verbalization to lack of comprehension, which is unlikely in most cases. The complexity of language contributes to how one may find it difficult to speak flawlessly, but does not necessarily imply one’s being â€Å"limited.† This essay, showing the author’s vivid understanding of her mother’s imperfect English as a daughter rather than a writer, gives readers an eye-opener of how they should pattern their language depending on who they are talking to, without