Essay --

Told by a charming priest and kindly man, The Nun’s Priest’s Tale is a beast fable in Chaucer’s genius framed narrative, The Canterbury Tales. Written in the late 14th century, The Nun’s Priest’s Tale is a fable about an all too egotistic rooster named Chanticleer who dreams of his impending doom which takes the form of a beast. Deeply troubled, he seeks the consolation of other wise barn animals and his favorite wife, Pertelote. Being a beast fable, the Nun’s Priest mocks the Court World by lowering nobles to the level of animals to be mocked. As this fable displays that animals act like humans is to also imply that humans, namely people of the court, act like animals. Using the technique of a mock-heroic tale, the Nun’s Priest takes a trivial event and elevates it to a climatic story in an almost comic way. When the fox runs off with Chanticleer clenched in his jaws, the entire scene is narrated with elevated and sophisticated language used in many epics to enhance the climatic tones and spectacular actions taking place. By using intricate language to describe a fox snatching a rooster in a barnyard, the tale is given a very comical and ironic tone. The chase is described as, â€Å"O Geoffrey, thou my dear and sovereign master Who, when they brought King Richard to disaster And shot him dead, lamented so his death, Would that I had thy skill, thy gracious breath, To chide a Friday half so well as you! (For he was killed upon a Friday too.) Then I could fashion you a rhapsody For Chanticleer in dread and agony† (Chaucer, 228). By comparing this chase to King Richard the III and his death at the Battle of Bosworth Field suggests the Nun’s Priest’s mocking and comic absurdity of the situation. In doing so, the Nun’s Priest and possibl... ...ght. The phrases such as â€Å"redder than fine coral† or â€Å"battlemented like a castle wall† and â€Å"burnished gold† evoke the image of a knight in shining armor. The color azure is â€Å"one of the five standard colors in coats of arms† (asur, Middle English Dictionary Entry). This establishes his appearance as a person from the court. Thus, the prideful and charming Chanticleer is representative of the egocentric values of the court world that the Nun’s Priest is ridiculing. The irony of this tale is blatant. The highly philosophical intellect of the roosters and hens represents the ideals of the court world that is derided by having the setting as a barnyard. The Nun’s Priest is using this beast fable as a moral story of warning. The court world is insulted by the pointing out of its flaw: treachery through flattery. Chaucer himself could be criticizing the court of its fault.

Hannah’s Prayer

DALLAS BAPTIST UNIVERSITY OT NARRATIVE LITERATURE: 1 Samuel 1:1-28 BIBLE STUDY SUBMITTED TO DR. BLACKABY IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE COURSE APPLIED HERMENUTICS THEO 5313 01 GRADUATE SCHOOL OF LEADERSHIP BY Glenda Juarez DALLAS, TEXAS February 19, 2013 Outline for the bible study * Introduction * Context of the Bible Study * Literary Context * Historical Context * Characters * Content of the Bible Study * Exegetical Notes * Theological Principles Application of the Bible Study * Bibliography INTRODUCTION 1 Samuel is one the two books that have his name, the firsts chapters describes event as his birth, his childhood, his calling and develops his important place in history as a prophet to introduce people like Saul and David that will mark the history of Israel in such a great way. We are focusing on the first chapter of 1 Samuel, which shows us the background of Samuel’s birth through his father Elkanah and his mother Hannah.Scholars agree that is not reve aled with precision the author of 1 and 2 Samuel, but according to the Scriptures is believed that the prophets Samuel, Nathan and Gad were authors of these wonderful events in the history of the Bible. Samuel became a man of God used for his glory, but before this happened, he was consecrated by his mother Hannah, a woman of God and faith. This first chapter will help us to learn from each character in this passage and to apply principles and to give steps of faith in our own lives. CONTEXT OF THE BIBLE STUDY Literary Context: The first chapter of 1 Samuel opens the introduction of a family, of a woman who is added to the list of many other women in the Bible that could not have children. The main character in this chapter is Hannah, a woman deeply broken for not having children. * The first chapter of 1 Samuel follows Judges. â€Å"The last chapters of the book of Judges, with their refrain, there was no king in Israel, (Jdg. 21:25) prepares the way for new developments in Israel ’s leadership†. * The time at Israel was crucial in history because it was transitioning from the rule of the judges, for they did whatever the want to do. Israel felt the need of who would unite tribes, have an effective standing army, and be a match for those who led their enemies to victory† * Israel was struggling with the different opinions of the people they were asking and desiring for a king to reign over them, and here comes in the story the leadership of Samuel who years after with God’s authority was going to set a man as the King. * Samuel’s birth opened the new era of monarchy. Historical Context * It is though that the story takes place in the â€Å"era of the Judges†, but introducing new characters that will be develop in the two books of Samuel. Based on David Toshio, he mentions: â€Å"It was not until ca. 1200 B. C. that iron technology influences every phase of life. With this as the historical background, the First Book of Samuel begins. † * Toshio agrees with Baldwin that the first book of Samuel is placed in the â€Å"period of the judges†, probably in the mid-eleventh century. Characters: * Elkanah: Man from Ramathaim, who had two wives. A man that yearly offered sacrifice to worship the Lord. (v. 3) * Hannah: Wife of Elkanah who loved her and which had no children. (v. 5) * Peninnah: one of Elkanah’s wife. A jellous woman who provoked Hannah to irritate her. v. 6) * Eli: Priest that talked to Hannah, who thought she was drunk, but who believes that God answer prayers. (v. 18) * Hophi and Phineas: Two sons of Eli that were priests in Shilo. (v. 3) * Samuel: Meaning: â€Å"Because I asked the Lord for Him†. (v. 20) The son of Hannah and Elkanah, a gift from God dedicated to him, a man who years later established kingship in Israel. Places * Ramathaim-Zophim (Ramah): means â€Å"high† * Shiloh: city that was twelve milles far away from Ramah, place where Elkanahâ₠¬â„¢s family offered sacrifices to God every year. CONTENT OF THE BIBLE STUDY Exegetical Notes * v. A man from Ramathaim; Elkanah the ephramite. â€Å"The phrase ‘the Ephrathities’: can refer either to ‘those hailing from Ephrath’ or ‘Ephraimites,’ members of the northern tribe of Ephraim† (Jdg 12:5). Toshio relates Elkanah as an ephramite but that he might have been of bethelehemite stock rather than being ephramite even he lived in the hill country of Ephraim. * v. 2, 5 Elkanah had two wives. In Israel was acceptable under certain circumstances, when his first wife failed to have children. This was the case of Elkanah, he married Hannah for love, and this love persisted even she did not have children. * v. -4 There was a yearly action that Elkanah and his family did. â€Å"Elkanah’s inclination and ability to take his family on an annual pilgrimage to Shiloh suggest that he was pious and also a man of some substance†. Elk anah seemed to be fair with his family. * v. 6-8 Peninnah was her tormentor, she was jealous and provoked Hannah in despite Elkanah love her. For women in the ancient Israel the honor and reputation was measured by the amount of children they had. It was hard for Hannah to deal with her situation plus the rivalry of Peninnah, she probably felt ashamed of before Peninnah’s attitude, she felt unuseful as Elkanah’s ife, and she wept for her sorrow and for the desire of any woman in the world. * v. 9-11 â€Å"I will give him to the Lord† suggests that Hannah that God has all the power to open the womb. â€Å"Hannah took the opportunity to pray† she had no hesitation, she did not realize Eli was there, her desperation, her cried, her sorrow moved her to pray and express to God what she was going through. She dedicated her son, the thing she was asking a son, and she made a vow to God. â€Å"Vow accounts are always prayers and they follow a typical order.By ma king the vow the worshipper enters into a binding relationship with God† â€Å"The sentence I will give him to the Lord has a performative force; it shows not only that Hannah promises it but also that she has already given him by faith† * v. 12-18 It begins a dialogue with Eli, her agony captures the attention of Eli that he thought she was drunk. Can you imagine that picture? Have you prayed in that way? â€Å"The expression pouring out my soul denotes not simply an inward state of one’s heart or mind but an involvement of the whole being† Hannah responds to Eli in a positive way, after we see in v. she did not want to eat because of her pain and sadness she left and she ate v. 18 She was deeply encouraged because of the words Eli told her which she took them as God’s promise. * v. 19 The next morning they arose and worshipped before the Lord. â€Å"Though the family made an early start, they worshipped before the setting off for home. The Lord r emembered Hannah, as he had remembered Noah (Gen 8:1), and his suggest covenant with Abraham, Isaac and Jacob (Ex. 2:24), not to suggest that his memory was faulty but to indicate that He was about to work out his unfolding purpose† * v. 0 Hannah named her son: SAMUEL â€Å"Because I asked the Lord for him†. These were the words Hannah said when she named her son. However scholars agree that this meaning will go better with the name of Saul, and that the meaning of Samuel comes from â€Å"the Name of God† * v. 21-25 â€Å"Samuel was probably about three years old before he was taken to the house of the Lord at Shiloh† Elkanah and Hannah returned Samuel to God, and the boy ministered to the Lord before Eli (1 Sam 2:11) * v. 26-28 Here the dedication of Hannah is completed and irrevocable.Hannah worshipped God and recognized the gift He gave her, recognized His power to answer her prayer and dedicated his son to the Lord. Theology Principles * â€Å"The con sistent worship offered by Elkanah and his family year by year set a positive example of faithful and godly living† * Hannah’s pain took her to pray and seek God’s answer of love. * God turns our sorrows to joy and peace. * A vow to God, talked about Hannah’s faith and trust in the Lord. * Fulfilling a vow reflects Obedience. * Hannah’s prayer could be a selfish prayer, but when things come from God, He answers to take all the Glory and Honor.APPLICATION OF THE BIBLE STUDY It is amazing how the study of the Scriptures takes you to know things that maybe sometimes we do not think about them. Hannah’s is the main character in this passage, her faith in the Lord, her honest prayer the way she pours out her broken heart before God, and how God works for us to give him the glory. I will mention some applications I found through this Bible Study: * As humans we will have to deal with people that will provoke, and through Hannah’s attitude we need to be controlled and not respond them in the same way and be humbled because God exalts the humble and listen to him. Psalms 10:17) * The Lord closed Hannah’s womb (1 Sam 1:5); there are things that God has set already in our lives in which He has the control over them, but Hannah fought against her situation, self-esteem, and the mockery and thoughts the people had about her, we will face hard sad and desperate moments in life, but we need to be ready to fight and to know the value we have in God, no matter our situation. * Cry out to our God in perseverance. (v. 11) God will respond. (Jer 33:3) * Give a step in faith and make a vow to God.He will receive you. (Heb 11:6) * Worship, worship, worship! In bad in good, in trouble in peace. Worship Him, Hannah worshipped him in her agony but also worshipped God when He provides and satisfied the desires of her heart. * Value the people is on your side, Elkanah was a good man that loved Hannah in every situation, open your e yes and love the people that has been with you in the happy and hard moments of your life. * Hannah was a great model of person, recognize always the sovereing and the power that only God has. BIBLIOGRAPHY . Baldwin, Joyce G. , 1 and 2 Samuel An Introduction And Commentary (England: Inter Varsity Press, 1988) 2. Toshio Tsumura, David The First Book of SAMUEL (Michigan: William B. Eerdmans, 2007) 3. Buttrick, George Arthur et al. , The Interpreter’s Bible The Holy Scriptures (Nashville: Abingdon Press, 1953) 4. Cartledge, Tony W. Smyth & Helwys Bible Commentary 1 & 2 Samuel (Georgia: Smyth & Helwys, 2001) 5. Allen, Clifton J. The Broadman Bible Commentary Volume 3 1 Samuel-Nehemiah (Tennessee: Broadman Press, 1970) ——————————————- [ 1 ]. Joyce G. Baldwin, 1 and 2 Samuel An Introduction And Commentary (England: Inter Varsity Press, 1988), 49 [ 2 ]. Ibid. , 49 [ 3 ]. Ibid. , 50 [ 4 ]. David Toshio Tsumura The First Book of SAMUEL (Michigan: William B. Eerdmans, 2007), 34 [ 5 ]. Ibid. , 103 [ 6 ]. George Arthur Buttrick et al. , The Interpreter’s Bible The Holy Scriptures (Nashville: Abingdon Press, 1953), 876 [ 7 ]. Toshio Tsumura, 107 [ 8 ]. Tony W.Cartledge Smyth & Helwys Bible Commentary 1 & 2 Samuel (Georgia: Smyth & Helwys, 2001), 27 [ 9 ]. Clifton J. Allen The Broadman Bible Commentary Volume 3 1 Samuel-Nehemiah (Tennessee: Broadman Press, 1970), 13 [ 10 ]. Toshio Tsumura, 114 [ 11 ]. Cartledge, 27 [ 12 ]. Buttrick et, all. , 880 [ 13 ]. Baldwin, 52 [ 14 ]. Cartledge, 32 [ 15 ]. Toshio Tsumura, 118 [ 16 ]. Ibid. , 121 [ 17 ]. Ibid. , 122 [ 18 ]. Baldwin 53 [ 19 ]. Buttrick et al. , 881 [ 20 ]. Allen, 15 [ 21 ]. Buttrick et al. , 882 [ 22 ]. Baldwin, 52

Optimism Definition Essay

Optimism is a mental attitude or world view that interprets situations and events as being best (optimized), meaning that in some way for factors that may not be fully comprehended, the present moment is in an optimum state. The concept is typically extended to include the attitude of hope for future conditions unfolding as optimal as well. The more broad concept of optimism is the understanding that all of nature, past, present and future, operates by laws of optimization along the lines of Hamilton’s principle of optimization in the realm of physics. This understanding, although criticized by counter views such as pessimism, idealism and realism, leads to a state of mind that believes everything is as it should be, and that the future will be as well. A common idiom used to illustrate optimism versus pessimism is a glass with water at the halfway point, where the optimist is said to see the glass as half full, but the pessimist sees the glass as half empty. The word is originally derived from the Latin optimum, meaning â€Å"best.† Being optimistic, in the typical sense of the word, ultimately means one expects the best possible outcome from any given situation. This is usually referred to in psychology as dispositional optimism. Researchers sometimes operationalize the term differently depending on their research, however. For example, Martin Seligman and his fellow researchers define it in terms of explanatory style, which is based on the way one explains life events. As for any trait characteristic, there are several ways to evaluate optimism, such as various forms of the Life Orientation Test, for the original definition of optimism, or the Attributional Style Questionnaire designed to test optimism in terms of explanatory style. While the heritability of optimism is largely debatable, most researchers agree that it seems to be a biological trait to some small degree, but it is also thought that optimism has more to do withenvironmental factors, making it a largely learned trait.[1] It has also been suggested that optimism could appear to be a hereditary trait because it is actually a manifestation of combined traits that are mostly heritable, like intelligence, temperament and alcoholism.[2] Optimism may also be linked to health. Explanatory style Explanatory style is different, though related to, the more traditional, narrower definition of optimism. This broader concept is based on the theory that optimism and pessimism are drawn from the particular way people explain events. There are three dimensions within typical explanations, which include internal versus external, stable versus unstable, and global versus specific. Optimistic justifications toward negative experiences are attributed to factors outside the self (external), are not likely to occur consistently (unstable), and are limited specific life domains (specific). Positive experiences would be optimistically labeled as the opposite: internal, stable, global.[4] There is much debate about the relationship between explanatory style and optimism. Some researchers argue that there is not much difference at all; optimism is just the lay term for what scientists call explanatory style.[5] Others argue that explanatory style is exclusive to its concept and should not be interchangeable with optimism.[6][7] It is generally thought that, though they should not be used interchangeably, dispositional optimism and explanatory style are at least marginally related. Ultimately, the problem is simply that more research must be done to either define a â€Å"bridge† or further differentiate between these concepts. Philosophy Philosophers often link concept of optimism with the name of Gottfried Wilhelm Leibniz, who held that we live in the best of all possible worlds, or that God created a physical universe that applies the laws of physics, which Voltaire famously mocked in his satirical novel Candide. The philosophical pessimism of William Godwin demonstrated perhaps even more optimism than Leibniz. He hoped that society would eventually reach the state where calm reason would replace all violence and force, that mind could eventually make matter subservient to it, and that intelligence could discover the secret of immortality. Much of this philosophy is exemplified in the Houyhnhnms of Jonathan Swift’s Gulliver’s Travels. Panglossianism The term â€Å"panglossianism† describes baseless optimism of the sort exemplified by the beliefs of Pangloss from Voltaire’s Candide, which are the opposite of his fellow traveller Martin’s pessimism and emphasis on free will. The phrase â€Å"panglossian pessimism† has been used to describe the pessimistic position that, since this is the best of all possible worlds, it is impossible for anything to get any better. The panglossian paradigm is a term coined by Stephen Jay Gould and Richard Lewontin to refer to the notion that everything has specifically adapted to suit specific purposes. Instead, they argue, accidents and exaptation (the use of old features for new purposes) play an important role in the process of evolution. Some other scientists however argue the implication that many (or most) adaptionists are panglossians is a straw man. Why People Believe Weird Things: Pseudoscience, Superstition, and Other Confusions of Our Time Michael Shermer relates Frank J. Tipler to Voltaire’s character Pangloss to show how clever people deceive themselves. Shermer explores the psychology of scholars and business men who give up their careers in their pursuit to broadcast their paranormal beliefs. In his last chapter, added to the revised version, Shermer explains that â€Å"smart people† can be more susceptible to believing in weird things. Optimalism Optimalism, as defined by Nicholas Rescher, holds that this universe exists because it is better than the alternatives.[8] While this philosophy does not exclude the possibility of a deity, it also doesn’t require one, and is compatible with atheism.[9] The positive psychologist Tal Ben-Shahar uses optimalism to mean willingness to accept failure while remaining confident that success will follow, a positive attitude he contrasts with negative perfectionism.[10] Perfectionism can be defined as a persistent compulsive drive toward unattainable goals and valuation based solely in terms of accomplishment.[11] Perfectionists reject the realities and constraints of human ability. They cannot accept failures, delaying any ambitious and productive behavior in fear of failure again. [12]This neuroticism can even lead to clinical depression and low productivity.[13] As an alternative to negative perfectionism Ben-Shahar suggests the adoption of optimalism. Optimalism allows for failure in pursuit of a goal, and expects that while the trend of activity will tend towards the positive it is not necessary to always succeed while striving to attain goals. This basis in reality prevents the optimalist from being overwhelmed in the face of failure.[10] Optimalists accept failures and also learn from them, which encourages further pursuit of achievement.[14] Dr. Tal Ben-Shahar believes that Optimalists and Perfectionists show distinct different motives. Optimalists tend to have more intrinsic, inward desires, with a motivation to learn. While perfectionists are highly motivated by a need to consistently prove themselves worthy. Assessment Life Orientation Test (LOT) Designed by Scheier and Carver (1985), this is one of the more popular tests of optimism and pessimism. There are eight measurements (and an additional four filler items), with four positively (â€Å"In uncertain times, I usually expect the best†) and four negatively (â€Å"If something can go wrong for me, it will†) worded items.[15] The LOT has been revised twice–once by the original creators (LOT-R) and also by Chang, Maydeu-Olivares, and D’Zurilla as the Extended Life Orientation Test (ELOT). All three are most commonly used because they are based on dispositional optimism, which simply means expecting positive outcomes.[16] Attributional Style Questionnaire (ASQ) This questionnaire created by Peterson et al. (1982) is based on the explanatory style definition of optimism. It lists six positive and negative events (â€Å"you have been looking for a job unsuccessfully for some time†), and asks the respondents to record a possible cause for the event and rate the internality, stability, and globality of the event.[17] An optimistic person is one who perceives good things happening to them as internal, stable, and global. There are several modified versions of the ASQ including the Expanded Attributional Style Questionnaire (EASQ), theContent Analysis of Verbatim Explanations (CAVE), and the ASQ designed for testing the optimism for children.[16] Health Research has emerged showing the relationships between several psychological constructs and health. Optimism is one of these concepts and has been shown to explain between 5–10% of the variation in the likelihood of developing some health conditions (correlation coefficients between .20 and .30),[18] notably including cardiovascular disease,[19][20][21][22][23] stroke,[24]depression,[25][26] and cancer.[21][27][28] Furthermore, optimists have been shown to live healthier lifestyles which may influence disease. For example, optimists smoke less, are more physically active, consume more fruit, vegetables and whole-grain bread, and consume more moderate amounts of alcohol.[29] The relationship between optimism and health has also been studied with regards to physical symptoms, coping strategies and negative affect for those suffering from rheumatoid arthritis, asthma, and fibromyalgia. It has been found that among individuals with these diseases, optimists are not more likely than pessimists to report pain alleviation due to coping strategies, despite differences in psychological well-being between the two groups.[30] A meta-analysis has confirmed the assumption that optimism is related to psychological well-being: â€Å"Put simply, optimists emerge from difficult circumstances with less distress than do pessimists.†[31] Furthermore, the correlation appears to be attributable to coping style: â€Å"That is, optimists seem intent on facing problems head-on, taking active and constructive steps to solve their problems; pessimists are more likely to abandon their effort to attain their goals.†[31] It should be noted that research to date has demonstrated that optimists are less likely to have certain diseases or develop certain diseases over time. By comparison, research has not yet been able to demonstrate the ability to change an individual’s level of optimism through psychological intervention, and thereby alter the course of disease or likelihood for development of disease.

Customized Elarning Theory

Not to mention that there as little research done during the earlier years of Pigged, Bigotry, and his colleagues involving children with disabilities or mixed ability groups. Most of the research was focusing mainly on social and cognitive development. For the sake of this essay the learning theory Introduced will be called, The Development of the Well Rounded Child. This theory takes Into account not only the cognitive and social development of a child but also the mental, physical, moral and spiritual. In order for a child to develop in every area, educators must acknowledge that there is more to education and learning than â€Å"book† smarts.Children need to develop social skills as well as mental. Physical education is also very vital to the overall health off child. There also needs to be a certain amount of moral stability Instilled Into each student. Even If education Is taking place In a public classroom, teachers can model their Christian faith. According to Derrick Bell, we must recognize and acknowledge (at least to ourselves) that our actions are not likely to lead to transcendent change and, despite our best efforts, may be of more help to the system we despise than to the victims of that system that we are trying to help. Bell, D. 004, 192) First let's take a look at Visigoths theory. He focused on the connections between people and coloratura context In which they act and Interact in shared experiences. (Crawford, 1996) Visigoths theory Implies that students play an active role in the learning process. Pavlov introduced the theory of Classical Conditioning. Classical Conditioning is described as a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus. (www. Learning-theories. Com) Albert Bandeau is known for evolving the Social-Learning Theory.This theory states that people learn through observing the behavior of others, their attitudes, and out comes of those behaviors. This theory, according to Bandeau, explains human behavior In terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. (Bandeau, 1977) Erickson is known for the theory of Personal and Social Development. The theory of Personal and Social development states that people pass through eight psychosocial stages in their lifetime. At each stage, there are crises or critical issues to be resolved.His theory emphasizes the role of the The stages are played out in constant interactions with others and with society as a whole. (Slaving, 2009) Pigged on the other hand is widely known for his theory of Cognitive and Moral Development. Piglet's theory proposes that a child's intellect or cognitive abilities progresses through four distinct stages. Each stage is characterized by the emergence of new abilities and ways of processing information. He also believed that moral development developed in predictable stages. (Slaving , 2009) Lastly, Goldberg is known for his Stages of Moral Reasoning.He proposed that people pass through six stages of moral Judgment. Like Pigged, Goldberg studied how children (and adults) reason about rules that govern their behavior in certain situations. (Slaving, 2009) All of these theorists had good ideas and each one proved a valid point but none of them, or any other ones since, have taken into account that children need to learn social skills as well as regular subjects such as reading, writing, math, history. None of the theorists have taken into account that technology would play such a vital role in education. Computers have opened up a whole new oral to students and teachers.Research is easier to do and faster to accomplish. The internet has made access to learning about other countries and subject matter literally at our finger tips. Part of being an effective teacher is knowing what types of students are in our class and helping them build relationships with their cl assmates and others. According to Venerable, teachers should care about their students. That means that they not only create a warm and supportive tone in their classroom but that they also provide an environment in which students will develop their talents to make a costive contribution to the classroom and to their future life contexts.Caring has both interpersonal and curricular implications, and they must complement each other. (Venerable, 2009) In order for a teacher to motivate the students, that teacher has to create the warm and inviting environment discussed earlier. There are times when direct instruction is necessary to achieve a desired goal. For example: when introducing a new subject to the class or reviewing for a test, direct instruction will help the teacher recognize if the students have learned the material that was taught. Classroom management can also be more easily attained if the right learning environment has been established.The best type of learning environ ment is one that allows the students to interact with the teacher and each other. Today technology has made it easier for teachers to teach at all different levels in one classroom and still have the control necessary to allow learning to take place. Computers, The Elm, voice amplifiers are Just a few of the new types of technology in the classroom today that have helped teachers be able to introduce material in creative and fun ways. This type of technology has allowed the classrooms to be filled with children from diverse ability groups.Students with learning disabilities can work at their own level and not hinder the rest of the class. Each child can have an opportunity to learn from another regardless of educational level if a well rounded learning theory is in practice. Teachers have adopted the idea of using centers in their classrooms to help students with learning disabilities stay on track with the rest of the class. By splitting the subject matter into centers the students can move from one area to the f teaching is self motivated and can be accomplished by anyone. According to Venerable, learning and teaching must take place in humble dependence on God.Schools are for learning. Teaching intends to promote learning, but learning also takes place through experience and individual study. A major aim of Christian teaching and learning is to discover God's laws and apply them in obedient response to God. The key point of this learning process is that teaching and learning points to God as the Creator and Sustainer of all reality, including the norms of human life. Venerable,2009) Van Bremen stated the learning process best by breaking it down into four categories. He stated that as we plan for learning, we develop knowledge-that, which depicts what we grasp and understand.Second we develop knowledge-how, which consists of our skills and abilities. Third we develop knowledge-why, which refers to the beliefs and values that guide our attitudes, disposition s, and actions. Finally we develop knowledge- with, which helps us form healthy relationships. (Venerable,2009) While creating my personalized learning theory I reflected back on my study skills inventory one and two, my learning styles inventory, and my BPML. As a teacher one of the most important aspects of my Job will be determined by my decision making processes.What type of lesson I plan, how I will present the lesson, what activities to include, time-line to use and many other aspects will need to be considered. The ASS' helped me look back at the areas I am weak in and evaluate what needs to be improved. As I reflect on the different learning styles that are currently being taught I see a great need for educators to create a new learning theory, like the one Vive introduced, that will address the whole child. As educators we are responsible for making sure that our students leave our class better than they came. They need to have matured spiritually, mentally, emotionally and even physically.In conclusion, although there have been some great psychologist and educators providing valid research and theories for learning and behavior development, none of them have been able to address all areas of learning in one theory. As educators our main goal should be to make sure students we are responsible for get the most well rounded educational experience possible. When a child leaves our care at the ND of the year, he/she should be more educated, have better social skills, and have a deeper understanding who they are and where they are headed regardless of age or any type disability they may have.One of my favorite sayings that I have carried close to my heart for years is, â€Å"Children Learn What They Live. † As educators it is our responsibility to make sure that what our students learn will make them better individuals that are prepared for the future no matter what it might bring. References Bandeau, A. (1977). Social Learning Theory. New York: Gen eral Learning Press Bell, D. 2004. Silent covenants: Brown v. He Board of Education and the unfulfilled hopes for racial reform. New York: Oxford University Press. Crawford, K. (1996).

Articles of Partnership

ARTICLES OF PARTNERSHIP OF TONCLINTX PASTRY PRODUCT And T-SHIRT PRINTING SERVICES Know all men by these presents: That we, all of whom are citizens and residents of the Philippines and of legal age, do hereby voluntarily associate ourselves to form a general partnership in accordance with the laws of the Philippines, and we hereby certify: ARTICLE I That the name of our general partnership shall be TONCLINTX PASTRY PRODUCT and T-SHIRT PRINTING SERVICES. ARTICLE II That the principal place of our partnership shall be in Sta. Cruz Laguna, Philippines. ARTICLE III That our partnership shall exist for a period of three (3) months from the time of registration in the Dean’s Office of the College of Computer Studies. ARTICLE IV That the purpose of the partnership shall be the following: 1. To deal in the business of giving the service of T-shirt design and printing together with sales of pastry products. 2. To import such kind of service after complying with existing laws and regulations. 3. To enter into such other contracts or do such other acts as may be demanded by the needs of the business. ARTICLE V That the general partners of our partnership shall be the following: 1. Jhean Laurence SimanFilipino149 Sitio Huwaran Brgy. Pagsawitan Sta. Cruz Laguna 2. Kristine SumaguiFilipino098 Sitio Talon, Brgy. Sta. Clara Sur Pila Laguna 3. Nico Paolo CatalanFilipino6781 Sitio 4 Brgy. Oogong, Sta, Cruz, Laguna 4. Joy Clinton BabaanFilipinoBeverly Hills, St. Maceda Subd. Brgy. Pinagsanjan, Pagsanjan Laguna Hereby approved by: CANDELARIA SILVANIA FLORENCIA SUMAGUE YOLANDA CATALANN ______________ ______________________ __________________________________ Parent of Parent of Parent of Parent of Ear Anthony B. Silvania Kristine Sumagui Nico Paolo CatalanJoy Clinton Babaan

Hong Kong Conflict of Laws Term Paper Example | Topics and Well Written Essays - 1250 words

Hong Kong Conflict of Laws - Term Paper Example This principle was also applied by Bingham J in the case of The Iran Vojdan, where a clause for dispute settlement provided for (a) Iranian law in Iran (b) German law in Hamburg and (c) English law in London. But applying the principle of the closest and most real connection, Lord Bingham held that the proper law to apply would be German law with the proper jurisdiction being the English Courts. Various factors are taken into consideration by the Courts in arriving at a determination of the proper law on the basis of the closest and most real connection, including the place of contracting, the place where the contractual obligations were performed and the principal places of business of the parties4. The application of the closest and most real principle is found under Hong Kong’s choice of law rules with respect to contractual obligations and has also been recommended as a guiding principle when courts experience characterization problems. This principle has also been applied in non-contractual issues, for instance in matters involving capacity, matrimonial issues, including divorce and division of matrimonial assets, trusts and property cases5. One example, is the case of Hayim v Citibank6 which was an appeal from Hong Kong involving issues of trust with Plaintiff’s will having been made in Hong Kong. But the matter was decided under English law, which was held to satisfy the closest and most real principle because no evidence was led as to Hong Kong or American law. There is provision for application of this principle in the law of mainland China as well, under Article 126 of contract law provisions, which states; â€Å"Where parties to the foreign related contract failed to select the applicable law, the contract shall be governed by the law of the country with the closest connection thereto†7. When no

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Criminalology - Essay Example Institutional violence is a chaotic incidence that results in physical or mental injuries. In this case, the violence culminates into suffering, loss and body harm. There are five main types of institutional violence. Intrapersonal violence occurs when a person decides to harm himself /herself. In this case, the occurrence is referred to as suicide or self mutilation. People commit suicide through poisoning, hanging or drowning among other forms of suicide. Interpersonal violence takes place between two persons. In this case, a person causes body harm to another one in cases such as rape, sexual assault and psychological attach among others. Gang violence is usually perpetrated by a group of organized criminals or a gang. In this case, the gang organizes attack on a person or a group of persons. The gang is usually formally organized or loosely attached to each other to commit a crime. Organized attack is perpetrated by a group of well organized attackers to the prison staff. Lastly, institutional violence is the attack done by the prison staff to the offender. In this case, the prisoners are sexually, emotionally and sexually attacked by the prison wardens. The rehabilitation program must have clear and concise objectives. In this case, objectives to be achieved must be clearly stipulated and communicated to both the facilitator and the prisoners. At the beginning of the rehabilitation classes, the facilitator should take sufficient time to explain to the prisoners the specific steps that they need to have achieved by the end of a specified period. In this case, the goals need to be reasonably figural to help the learner realize how much they have achieved and how much is yet to be done. In addition, these goals require to be based on clear theories or concepts. As such, the goals must be drawn for extensive research conducted by reputable