Constructivism :: Learning Education Learn Essays

Constructivism Missing works cited Definitions and Comparisons of Constructivism Constructivism is a defined, when referring to the learner, as a "receptive act that involves construction of new meaning by learners within the context of their current knowledge, previous experience, and social environment" (Bloom; Perlmutter & Burrell, 1999). Also, real life experiences and previous knowledge are the stepping stones to a constructivism, learning atmosphere. (Spigner-Littles & Anderson, 1999). Constructivism involves the learner being responsible for learning the material and, not necessarily, the teacher (Ely; Foley; Freeman & Scheel, 1995). When learning occurs, the goals, values, and beliefs of the individuals need to be linked to the new data. Also, in constructivism, the person, who is taking in the knowledge, can somehow filter, amend, and reformat the information that he or she feels is important to the schema (Spigner-Littles & Anderson, 1999). A constructivist learner uses the creative approach to apply their own meaning to a topic using the social and cognitive circumstances around themselves (Bloom; Perlmutter & Burrell, 1999). A short and sweet summary of constructivism is "how one attains, develops, and uses cognitive processes" (Airasian & Walsh, 1997). Constructivism versus Traditionalism There are methods that are considered very different than constructivism that are used in the classroom. One of the approaches is the traditional approach where the teacher teaches the information to the student, and the student does not contribute as much or convey the prior knowledge of the material during instruction (Airasian & Walsh, 1997). It has been said that traditional teaching can segregate students, especially ones with special needs, in the classroom (Bloom; Perlmutter& Burrell, 1999). In other words, traditional instruction is a more teacher-centered approach that uses rote, fact based learning. The teachers create the values, behaviors, and beliefs for the students. The teacher is in charge of the classroom, where they have rewards and consequences, and the students work mostly by themselves (this is very different that the constructivist classroom, which will be explained) (Windschitl, 1999). Characteristics and Roles in a Constructivist Classroom There are many specific aspects of constructivism when relating it to the classroom and the learner, at whatever age. As mentioned before, the social aspect of constructivism is important in the classroom. The socialization and interaction are an essential part of the classroom. It is in a constructivism classroom where a child can use his or her social activity to be influenced or influence other students’ beliefs and values.

Spirit Bound Chapter Fifteen

IN MY PANICKED MIND RIGHT then, getting up and running on foot to Lehigh–despite it being miles and miles away–seemed like a totally solid plan. A heartbeat later, I knew this was out of my league. Way, way out of my league. As I shot up from my table and tore out of the room, I felt a sudden longing for Alberta. I'd seen her jump into action at St. Vladimir's and knew she could take charge of any situation. At this point in our relationship, she would respond to any threat I brought to her. The guardians at Court were still strangers to me. Who could I go to? Hans? The guy who hated me? He wouldn't believe me, not like Alberta or my mother would. Running down the quiet hallways, I dismissed all such worries. It didn't matter. I would make him believe. I would find anyone I could. Anyone who could get Lissa and Christian out of this. Only you can, a voice hissed in my head. You're the one Dimitri wants. I ignored that thought too, largely because in my distraction, I collided into someone rounding a corner. I gave a muffled cry that sounded like â€Å"Oomph† as my face slammed into someone's chest. I looked up. Mikhail. I would have been relieved, except I was too pumped full of adrenaline and worry. I grabbed his sleeve and began tugging him toward the stairs. â€Å"Come on! We have to get help!† Mikhail remained were he was, not budging against my pull. He frowned, face calm. â€Å"What are you talking about?† â€Å"Lissa! Lissa and Christian. They've been taken by Strigoi–by Dimitri. We can find them. I can find them. But we have to hurry.† Mikhail's confusion grew. â€Å"Rose†¦ how long have you been down here?† I didn't have time for this. Leaving him, I fled up the stairs to the main levels of the complex. A moment later I heard his footsteps behind me. When I reached the main office, I expected someone to chastise me for leaving my punishment, except†¦ no one seemed to even notice me. The office was in chaos. Guardians were running around, calls were being made, and voices rose to frantic levels. They knew, I realized. They already knew. â€Å"Hans!† I called, pushing my way through the crowd. He was on the other side of the room and had just hung up on a cell call. â€Å"Hans, I know where they are. Where the Strigoi took Lissa and Christian.† â€Å"Hathaway, I don't have time for your–† His scowl faltered. â€Å"You have that bond.† I stared in astonishment. I'd been ready for him to dismiss me as a nuisance. I'd been ready for a long fight to convince him. I gave him a hasty nod. â€Å"I saw it. I saw everything that happened.† Now I frowned. â€Å"How do you know already?† â€Å"Serena,† he said grimly. â€Å"Serena's dead†¦Ã¢â‚¬  He shook his head. â€Å"No, not yet. Though she certainly sounded like it on the phone. Whatever happened, it took everything she had to make that call. We have Alchemists coming to get her, and†¦ clean up.† I replayed the events, remembering how Serena had been slammed against the asphalt. It had been a hard blow, and when she didn't move, I'd assumed the worst. Yet if she'd survived–and apparently she must have–I could just barely form a mental image of her dragging her cell phone out of her pocket with bloody hands†¦. Please, please let her be alive, I thought, not sure who I was praying to. â€Å"Come on,† said Hans. â€Å"We need you. There are teams already forming.† There was another surprise. I hadn't expected him to bring me on so quickly. A new respect for Hans settled over me. He might act like an asshole, but he was a leader. When he saw an asset, he used it. In one swift motion, he was hurrying out the door, several guardians following him. I struggled to keep up with their longer strides and saw Mikhail coming as well. â€Å"You're doing a rescue,† I told Hans. â€Å"That's†¦ rare.† I hesitated to even speak the words. I certainly didn't want to discourage this. But Moroi rescues weren't normal. When Strigoi took them, they were often regarded as dead. The rescue we'd done after the Academy attack had been an oddity, one that had taken a lot of persuasion. Hans gave me a wry look. â€Å"So is the Dragomir princess.† Lissa was precious to me, worth more than anything else in the world. And for the Moroi, I realized, she was precious too. Most Moroi captured by Strigoi might be regarded as dead, but she wasn't most Moroi. She was the last in her line, the last of one of twelve ancient families. Losing her wouldn't just be a hit to Moroi culture. It would be a sign, an omen that the Strigoi were truly defeating us. For her, the guardians would risk a rescue mission. In fact, it appeared they would risk a lot of things. As we arrived at the garages where the Court's vehicles were stored, I saw masses of other guardians arriving–along with Moroi. I recognized a few. Tasha Ozera was among them, and like her, the others were fire users. If we'd learned anything, it was how valuable they were in a fight. It appeared the controversy of Moroi going to battle was being ignored right now, and I was amazed at how quickly this group had been summoned. Tasha's eyes met mine, her face grave and drawn. She said nothing to me. She didn't need to. Hans was barking orders, splitting people into groups and vehicles. With every bit of self-control I could muster, I waited patiently near him. My restless nature made me want to jump in and start demanding to know what I could do. He would get to me, I assured myself. He had a role for me; I just had to wait. My self-control was also being tested with Lissa. After Dimitri had taken her and Christian away, I'd left her mind. I couldn't go back, not yet. I couldn't stand to see them–to see Dimitri. I knew I'd have to once I began directing the guardians, but for now, I held off. I knew Lissa was alive. That was all that mattered for the time being. Still, I was so wound up and filled with tension that when someone touched my arm, I nearly turned on them with my stake. â€Å"Adrian†¦Ã¢â‚¬  I breathed. â€Å"What are you doing here?† He stood there looking down at me, and his hand gently brushed my cheek. I had only ever seen such a serious, grim look on his face a couple of times. As usual, I didn't like it. Adrian was one of those people who should always be smiling. â€Å"As soon as I heard the news, I knew where you'd be.† I shook my head. â€Å"It happened like†¦ I don't know, ten minutes ago?† Time had blurred for me. â€Å"How could everyone know so soon?† â€Å"It was radioed across the Court as soon as they found out. They've got an instant alert system. In fact, the queen's kind of in lockdown.† â€Å"What? Why?† Somehow that annoyed me. Tatiana wasn't the one in danger. â€Å"Why waste resources on her?† A nearby guardian gave me a critical look over that. Adrian shrugged. â€Å"Strigoi attack relatively close by? They take it as a pretty serious security threat for us.† Relatively was the key word. Lehigh was about an hour and a half from Court. Guardians were always on alert, though with each passing second, I wished they'd move faster and be on alert. If Adrian hadn't shown up, I was pretty sure I would have lost my patience and told Hans to hurry. â€Å"It's Dimitri,† I said in a low voice. I hadn't been sure if I should tell anyone else that. â€Å"He's the one who took them. He's using them to lure me there.† Adrian's face grew darker. â€Å"Rose, you can't†¦Ã¢â‚¬  He trailed off, but I knew his meaning. â€Å"What choice do I have?† I exclaimed. â€Å"I have to go. She's my best friend, and I'm the only one who can lead them to her.† â€Å"It's a trap.† â€Å"I know. And he knows I know.† â€Å"What will you do?† Again, I knew exactly what Adrian meant. I glanced down at the stake I'd unconsciously pulled out earlier. â€Å"What I have to. I have to†¦ I have to kill him.† â€Å"Good,† said Adrian, relief flooding his features. â€Å"I'm glad.† For some reason, that irritated me. â€Å"God,† I snapped. â€Å"Are you that eager to get rid of any competition?† Adrian's face stayed serious. â€Å"No. I just know that as long as he's still alive–or, well, kind of alive–then you're in danger. And I can't stand that. I can't stand knowing that your life is in the balance. And it is, Rose. You'll never be safe until he's gone. I want you safe. I need you to be safe. I can't†¦ I can't have anything happen to you.† My flare of anger vanished as quickly as it had come. â€Å"Oh, Adrian, I'm sorry†¦.† I let him draw me into his arms. Resting my head against his chest, I felt his heartbeat and the softness of his shirt, I allowed myself a brief and fleeting moment of comfort. I just wanted to sink into him then and there. I didn't want to be consumed by these feelings of fear: fear for Lissa and fear of Dimitri. I went cold all over as a sudden realization slipped over me. No matter what happened, I would lose one of them tonight. If we rescued Lissa, Dimitri would die. If he survived, she would die. There was no happy ending for this story, nothing that could save my heart from being crushed into pieces. Adrian brushed my forehead with his lips and then leaned down toward my mouth. â€Å"Be careful, Rose. No matter what happens, please, please be careful. I can't lose you.† I didn't know what to say to that, how to respond to all that emotion pouring from him. My own mind and heart were flooded with so many mixed feelings that I could barely form a coherent thought. Instead, I drew my lips to his and kissed him. In the midst of all the death tonight–the death that already had happened and that which was still to come–that kiss seemed more powerful than any he and I had ever shared. It was alive. I was alive, and I wanted to stay that way. I wanted to bring Lissa back, and I wanted to return to Adrian's arms again, return to his lips and all this life†¦. â€Å"Hathaway! Good God, do I need to hose you down?† I broke abruptly from Adrian and saw Hans glaring at me. Most of the SUVs were loaded up. Now it was my turn to act. I gave Adrian a look of farewell, and he forced a small smile that I think was supposed to be brave. â€Å"Be careful,† he repeated. â€Å"Bring them back–and bring yourself back too.† I gave him a quick nod and then followed an impatient Hans into one of the SUVs. The most bizarre sense of deja vu settled over me as I slid into the backseat. This was so like the time Victor had kidnapped Lissa that I nearly froze up. Then, too, I had ridden in a similar black SUV, directing guardians toward Lissa's location. Only it had been Dimitri sitting beside me–the wonderful, brave Dimitri I'd known so long ago. Yet those memories were so etched into my mind and heart that I could picture every detail: the way he'd tucked his hair behind his ears, the fierce look in his brown eyes as he'd stepped on the gas to get us to Lissa faster. He'd been so determined, so ready to do what was right. This Dimitri–Dimitri the Strigoi–was also determined. But in a very different way. â€Å"You gonna be able to do this?† asked Hans from the front seat. A hand gently squeezed my arm, and I was startled to see Tasha beside me. I hadn't even noticed she was riding with us. â€Å"We're counting on you.† I nodded, wanting to be worthy of his respect. In best guardian fashion, I kept my emotions off my face, trying not to feel that conflict between the two Dimitris. Trying not to remember that the night we'd gone after Lissa and Victor had been the same night Dimitri and I had fallen prey to the lust charm†¦. â€Å"Head toward Lehigh,† I said in a cool voice. I was a guardian now. â€Å"I'll direct you when we get closer.† We'd only been on the road for about twenty minutes when I sensed Lissa's group coming to a halt. Dimitri had apparently chosen a hideout not too far from the university, which would make it easier for us to find than if they'd kept moving. Of course, I had to remind myself that Dimitri wanted to be found. Knowing that the guardians with me wouldn't need my directions until we were closer to Lehigh, I steeled myself and jumped into Lissa's head to see what was going on. Lissa and Christian hadn't been harmed or attacked, aside from being pushed and dragged around. They sat in what looked like a storage room–a storage room that hadn't been used in a very long time. Dust coated everything in a heavy layer, so much that it was hard to make out some of the objects piled on the rickety shelves. Some tools, maybe. Paper here and there, as well as the occasional box. A bare lightbulb was the only light in the room, giving everything a harsh and dingy feel. Lissa and Christian sat in straight-backed wooden chairs, their hands bound behind their backs with rope. For a moment, deja vu hit again. I remembered last winter when I too, along with my friends, had been bound to chairs and held captive by Strigoi. They'd drunk from Eddie, and Mason had died†¦. No. Don't think like that, Rose. Lissa and Christian are alive. Nothing's happened to them yet. Nothing will happen to them. Lissa's mind was on the here and now, but a little probing let me see what the overall building had looked like when she'd been brought in. It had seemed to be a warehouse–an old, abandoned one–which made it a nice place for the Strigoi to hole up with their prisoners. There were four Strigoi in the room, but as far as Lissa was concerned, only one really mattered. Dimitri. I understood her reaction. Seeing him as a Strigoi had been hard for me. Surreal, even. I'd adapted somewhat, simply because of all the time I'd spent with him. Still, even I was caught by surprise sometimes at seeing him like that. Lissa hadn't been prepared at all and was in total shock. Dimitri's dark brown hair was worn loose around his chin today, a look I'd always loved on him, and he was pacing rapidly, causing his duster to swirl around him. A lot of the time, his back was to Lissa and Christian, which made it that much more troubling for her. Without seeing his face, she could almost believe it was the Dimitri she'd always known. He was arguing with the other three as he walked back and forth across the small space, agitation radiating off him in an almost palpable wave. â€Å"If the guardians really are coming,† snarled one Strigoi, â€Å"then we should be posted outside.† She was a tall, gangly redhead who appeared to have been Moroi when turned. Her tone implied that she did not think guardians were actually coming, though. â€Å"They're coming,† said Dimitri in a low voice, that lovely accent making my heart ache. â€Å"I know they are.† â€Å"Then let me get out there and be useful!† she snapped. â€Å"You don't need us to babysit these two.† Her tone was dismissive. Scornful, even. It was understandable. Everyone in the vampire world knew Moroi didn't fight back, and Lissa and Christian were firmly bound. â€Å"You don't know them,† said Dimitri. â€Å"They're dangerous. I'm not even sure this is enough protection.† â€Å"That's ridiculous!† In one smooth motion, Dimitri turned and backhanded her. The hit knocked her back a few feet, her eyes widening in fury and shock. He resumed his pacing as though nothing had happened. â€Å"You will stay here, and you will guard them as long as I tell you to, do you understand?† She glared back and gingerly touched her face but said nothing. Dimitri glanced at the others. â€Å"And you'll stay too. If the guardians actually make it this far inside, you'll be needed for more than just guard duty.† â€Å"How do you know?† demanded another Strigoi, a black-haired one who might have been human once. A rarity among Strigoi. â€Å"How do you know they'll come?† Strigoi had amazing hearing, but with their bickering, Lissa had a brief opportunity to speak undetected to Christian. â€Å"Can you burn my ropes?† she murmured in a nearly inaudible voice. â€Å"Like with Rose?† Christian frowned. When he and I had been captured, it was what he'd done to free me. It had hurt like hell and left blisters on my hands and wrists. â€Å"They'll notice,† he breathed back. The conversation went no further because Dimitri came to an abrupt halt and turned toward Lissa. She gasped at the sudden and unexpected movement. Swiftly approaching her, he knelt down before her and peered into her eyes. She trembled in spite of her best efforts. She had never been this close to a Strigoi, and the fact that it was Dimitri was that much worse. The red rings around his pupils seemed to burn into her. His fangs looked poised to attack. His hand snaked out and gripped her neck, tilting her face up so he could get an even better look into her eyes. His fingers dug into her skin, not enough to cut off her air but enough that she would have bruises later. If there was a later. â€Å"I know the guardians will come because Rose is watching,† said Dimitri. â€Å"Aren't you, Rose?† Loosening his hold a little, he ran his fingertips over the skin of Lissa's throat, so gently†¦ yet there was no question he had the power to snap her neck. It was like he was looking into my eyes at the moment. My soul. I even felt like he was stroking my neck. I knew it was impossible. The bond existed between Lissa and me. No one else could see it. Yet, just then, it was like no one else existed but him and me. It was like there was no Lissa between us. â€Å"You're in there, Rose.† A pitiless half smile played over his mouth. â€Å"And you won't abandon either of them. You also aren't foolish enough to come alone, are you? Maybe once you would have–but not anymore.† I jerked out of her head, unable to stare into those eyes–and see them staring back at me. Whether it was my own fear or a mirroring of Lissa's, I discovered my body was also trembling. I forced it to stop and tried to slow my racing heart. Swallowing, I glanced around to see if anyone had noticed, but they were all preoccupied with discussing strategy–except for Tasha. Her cool blue gaze studied me, her face drawn with concern. â€Å"What did you see?† I shook my head, unable to look at her either. â€Å"A nightmare,† I murmured. â€Å"My worst nightmare coming true.†

My Identity/My School

I am a unique individual who enjoys the beauty of nature. I appreciate the things around me. Living life to the fullest is what I am up to; thus giving inspiration to others by treating them fairly regardless of their race and traditions make me fulfilled. Like other individuals, I am a sociable person who enjoys meeting new set of people. Meeting and knowing others’ personality is a great privilege and I find them helpful in making myself a better individual. As the saying goes â€Å"no one is an island†, so meeting another people gives me more ideas and views of what life is. There are times when I encounter difficulties in life, I immediately think that life is not worth living for but when I meet people whose problems are so complicated, that is the time I compare my situation to them and realize that I am blessed and I should not give up and quit immediately because there is always a solution in every problem. In addition, since humans compose of body, soul and spirit, I make sure that I do not only feed my body with supplements to make it strong but as well as my spirit. I strongly believe that my soul needs something in order to grow and live. I make sure to attend the Sunday church and not only that, I also read the word of God because that is the food of our soul. Going to church and have fellowship with my brothers and sisters in the Lord makes my week complete. I know I can face another week because I am strengthened not just physically but spiritually. On the other hand, in order to make myself active, I too indulge into different kinds of sports that can help me strong physically. I find sports very interesting because it does not only energize my body but it quickens my mind in how to play the game. The more I play; the good techniques and strategies creep in my mind especially if I play the sports with my family. I just like being with them. It is a good feeling to be with your love ones. No amount of money can measure or compare if your family is intact and having a good time all together as one. Playing sports is one of the ways we can bond each other as family. Further more, since I am an administrator (assistant principal) it is my philosophy to educate every student regardless of their backgrounds; thus, each one of them can learn more and be the most equip student if just given by the government the proper tools of technology, has a place conducive for learning, and safe environment. Feature Article  Country School  Allen Curnow Ethnic Identity: Aside from being an educator, I am an African American with strong beliefs about helping my fellow African American brothers and sisters as well as other ethnic groups that I encounter. Helping others by educating them is such a noble work. I would like to have them good education as I have. Giving them good education can make them competitive in every endeavor they are in. It does not mean that I am an African American I cannot already do the things which others do. In fact, my ethnicity is not a hindrance to be a successful educator. My ethnicity is not an issue in making me successful in life. I want other people realize especially those who look themselves as inferior to stand firm of what they believe in. I would like to inspire them that through education, they can make their lives fruitful and success is just on their hands if they will continue in educating themselves. Moreover, I would like to inculcate to the young learners that good education is the only wealth our parents leave that nobody can snatch or steal it away from us. Moreover, I would inspire them by telling them that our status and ethnicity in life cannot hinder our dreams to have good education and to be educated. School Community: The school I hope to create is a place that is safe and conducive for all learners. I want that school to be well-equip with materials related to the learning areas of the students. Since school activities are social activities, we must look into the routine found in adult society as a guide in laying the basis for routine in classroom organization and control. Much of the details of providing a good work space can be routinized. There should be a place where to put things out of the way, and everyone in the room should know where each thing goes. Routine should merely aid, in setting before the pupils, opportunities for educational experience. The ability to set up routine and to conform properly to it is in itself a worthwhile and necessary outcome of education. The complexity of the modern school, system calls for more routinization of our classroom procedure. It is, therefore, exceedingly important for the teacher to determine what classroom activities should be routinized and made into habits. The teacher will find the task much easier if the pupils are brought to see and understand fully the value of routine. Likewise, he should make it a point he wishes to develop. Certain classroom activities should be conducted in the most effective way to allow more time for essential learning activities. It is therefore necessary that daily activities can be turned into habits to facilitate speed and avoid waste of time. This is time-and-nerve-saving, and it is also good education Routinizing certain activities has a further value in that it prevents confusion and saves time. Confusion reduces the effectiveness of learning activities. Routinizing also aids in keeping the attention of the pupils upon their work. The following should make up routine activity. If considering discipline the teacher must remember that he is constantly faced with two behavior problems—one is the problem of what to do to take care of the immediate situation. This is the one tow which the teacher typically gives relative overemphasis. The other problem is the one of visualizing the long-time behavior patterns that the teacher is trying to develop in the learner. The learner must also be helped to organize long-time needs and goals and also visualize the behaviors that are likely to help him achieve these goals. In not only to plan present behavior to meet day by day situations, but must also have a vision of the goals of his behavior in the future that will be most satisfying. Teachers must help learners practice using both immediate and remote consequences, particularly the latter since these are more difficult to see.                                 

Eusebius Ecclesiastical History Book Review Essays

Eusebius Ecclesiastical History Book Review Essays Eusebius Ecclesiastical History Book Review Paper Eusebius Ecclesiastical History Book Review Paper History of the Christian Church Title: Eusebius’ Ecclesiastical History; Complete and Unabridged; Translated by C. F. Cruse Biographical citation: Eusebius’ Ecclesiastical History; Hendrickson Publishers: Peabody, Massachusetts; 1998. Eusebius’ Ecclesiastical History is a historical record of the primitive Christian church for the first three centuries that began with the birth of Jesus Christ going through the time of Emperor Constantine taking power in the Roman world leading up to the Council of Nicea. Eusebius’ work was completed in A. D. 324. Part of this historical record included many of the Christian doctrines. Eusebius’ thesis statement could be stated in his purpose for writing the book that encompassed two parts: 1) Record the ecclesiastical history beginning with Jesus Christ through the apostles in the formulation of the church that focused on the writings and teachings of these apostles and other Christian leaders at that time in contrast to the heretics who were trying to corrupt the church by false teachings; 2) Record the historical devastation that took place in the Jewish nation following the death and resurrection of Christ followed by the martyrdom of Christians at the hands of those in opposition to Christianity. The author’s thesis, the book’s table of contents and my reading of the subsequent chapters lead to the conclusion that all three parts logically relate to one another as Eusebius begins his work starting in a chronological fashion giving much detail to each point. This book was divided into ten books within the larger work itself numbering one through ten with an additional book before Book Nine entitled The Book of Martyrs. The entire work of Eusebius within the eleven books consisted of 264 chapters. In Book One, Eusebius gives the historical data in support of the birth of Christ quoting the Scriptures and secular authorities who affirm and attest to this historical fact. Jesus Christ’s trial and subsequent crucifixion were given. Interaction between John the Baptist and Jesus Christ was given by Eusebius. What I found most interesting in this book was a translation given by Eusebius from the records of Edessa in which Jesus and King Agbarus had written correspondence (chapter 13). I had never heard of this until I read this book. Eusebius seems convinced that this is authentic. Book Two gave the accounts of the early Christian martyrs (Stephen and James the Just – Jesus’ half-brother). The church is organized in Jerusalem and then dispersed due to persecutions. Eusebius heavily references the work of Philo. Eusebius presents good biographical information on James the Just (chapter 23). This book concludes with the events leading up to the destruction of Jerusalem. Book Three gives the horrific account of the destruction of Jerusalem by heavily referencing and quoting Josephus. Eusebius comments on the heresies that are now starting to come into the church that needs to be refuted. Early church fathers Irenaeus, Clement, and others are referenced as they refute these heresies. Eusebius comments several times on the residence and place of death of the apostle John being at Ephesus (chapters 1, 20, 23, 31). Papias is referenced (chapter 39) in which the millennium is discussed. Eusebius disagrees with Papias’ view on the millennium being a literal reign of Christ on the earth. Book Four gives more reviews of heresies taking place; churches in Rome and Alexandria are established. Eusebius comments heavily on Dionysius of Corinth along with the writings of Theophilus and Philip of Gortyna. Chapters 14 and 15 are devoted to the life and martyrdom of Polycarp. In chapter 26 there is a listing of the Old Testament books. Book Five is a detailed account of Christians persecuted for their faith. The historical account of Blandina’s martyrdom was particularly moving due to her being a young female (chapter 1). Eusebius provides the succession of Roman bishops that came from Irenaeus. Of particular interest to me was chapter 20 in which Eusebius provides the historical link between Polycarp and Irenaeus. The book ends with Paul of Samasota’s heresy in which the deity of Jesus is denied (chapter 28). Book Six is a lengthy discourse on the life of Origen that included his biography in addition to his numerous works. It is chapter 8 that gives us the historical account of Origen’s self-castration. In chapter 25 Eusebius mentions the tradition that was handed down to him when he states that it is upon Peter that the church of Christ is built. This is roubling for Protestants in their view of the Roman Catholic claims. Book Seven is a continuation of persecutions and new heresies coming into the church (Sabellianism – modalism). Paul of Samasota is refuted by Malchion. Many of the people that we are introduced to in this book were personal associates of Eusebius. Eusebius argues against an earthly millennial reign of Christ in his opposition to Nep os in chapter 24. Book Eight is a continuation of persecutions on the Christians throughout the region. The evil of Maxentius and Maximian were painfully detailed in their hatred of Christ and His followers. It is between this book and Book Nine that The Book of Martyrs is inserted. In The Book of Martyrs, Eusebius seems to have in mind the non-literal view of the millennium again when he mentions the â€Å"heavenly Jerusalem† (Heb 12:22) in chapter 11. Book Nine brings the reader up to the time of Constantine as the decrees against Christianity are revoked. Those leaders that persecuted the Christians are now coming to their own deaths. In Book Ten, chapter 4, Eusebius presents a strong defense of the deity of Christ. Chapter 5 sums up this book with Christians being given the freedom to worship. Eusebius didn’t directly raise any questions in his historical treatise. Many statements were made as if based upon fact. It can only be assumed by the reader that Eusebius either verified the accuracy of the account or claim or that the tradition passed down to him was satisfactory enough to include it in his Ecclesiastical History. Eusebius relies heavily on the historical accounts of other notable men before and during his life. This would include Philo, Josephus, Origen, and others. Long quotations from Josephus were given throughout the early part of the work in reference to the perils of the Jews. Eusebius takes Josephus’ account as reliable and accurate. Eusebius seems to give an unbalanced amount of attention to Origen especially in Book Six. Many of the other church fathers were either not mentioned or only briefly referenced. It would appear that Eusebius had a personal bias of Origen being the greatest of the church fathers despite the unorthodox teachings and doctrines that Origen held (universal salvation, the pre-existence of spirits, etc. ). Eusebius’ detailed personal accounts of persecution to individuals and the eans by which they were tortured seems to captivate Eusebius’ interest. Much of this work reads like Foxe’s Book of Martyrs, which came much later in history. Maybe it could be said that Eusebius’ account of horrific torture and persecution accounts inspired Foxe’s work that came later. Eusebius is highly critical of the Roman government and its tyranny on Christians. Eusebius is a Christian historian so naturally o ne would expect a scathing presentation of this ungodly empire that inflicted severe persecution on the Christian church and its people for over three centuries. Eusebius is a Christian of strong orthodox faith, which is readably noticed from the beginning of his work to the conclusion. In modern times Eusebius would be considered an ultra- conservative. His theological and ideological bias would today be considered in favor Roman Catholicism with Eusebius’s position on the millennium not being literal, Holy Communion is the literal body and blood of Jesus, and the Christian church being built on the apostle Peter. Eusebius’ book offered new discoveries for me that I had never heard mention before (written correspondence between Jesus and Agbarus, relationship of John-Polycarp-Irenaeus, etc. . For the reader that had never studied any church history this work would be a recap of many accounts from the Bible gospels that the Christian would be familiar. Heresies, the demise of the Jews in Jerusalem, persecutions and martyrdoms at the hands of the Romans, and Christian doctrine welcome the novice of Christian history in this work by Eusebius. Eusebius personally knew many of the people that he wrote about in the latter years that were covered in the book. This added strength to the validity of Eusebius’ report and claims. Eusebius’ Ecclesiastical History can be a difficult book to follow depending on whether the reader is reading an abridged or unabridged translation of Eusebius’ original writing. The historical account is thorough and technical in places. Many parts of the book leave the reader sitting in suspense as one is taken back in time to the persecutions of individual Christians at the hands of infidels who despise Jesus Christ. One is moved to compassion and a sense of awe-struck respect for those Christians who stood fast and resolute in their faith at the vicious hands of their captors. Much of this information is repetitive throughout the book. Several accounts listed in the book are covered repeatedly throughout the various books and chapters (the residence and death of John the Apostle at Ephesus, etc. ). Eusebius gives special attention to people that would in otherwise never be mentioned outside a work like the one he produced. Other notables in church history prior to A. D. 324 were barely mentioned in regards to the amount of writing that the individual contributed to the Christian faith and community (Tertullian, etc. ). Eusebius provided the Christian reader with a magnificent account of the life and times of the primitive Christian church from the Incarnation of Jesus Christ all the way until A. D. 324 which brought the church to its first council to affirm the deity of Jesus Christ against the heretics who claimed that Jesus Christ was not truly God in substance, essence, and nature with the Father. Eusebius’ thesis statement at the beginning of the book was fulfilled in its purpose at the conclusion of his work, which Christians today and for all times can be thankful.

What Should You Do If You Have a B Average GPA

What Should You Do If You Have a B Average GPA SAT / ACT Prep Online Guides and Tips It's important to be aware of the constraints your grades in high school might place on you in the college application process. If you have a B average, you're doing fairly well, but you might consider making some changes to your academic strategies to have a better shot at reaching your goals. In this article, I'll go over what a B average is and what you should do if you have one depending on where you are in your high school career. What Is a B Average, and Can It Get You into College? A B average corresponds to a 3.0 GPA, which is about average for a high school student.Keep in mind that this is the average for ALL high school students, not just students who plan on attending college.Measured against other students who are applying to college, a 3.0 GPA is lower than average.According to our database, only 21.3 percent of colleges have average GPAs for admitted students that are lower than a 3.0. This doesn’t mean that you’ll have trouble finding a school that will accept you, but it does mean you’ll have to target less selective options.If you’re hoping to get into a competitive college program, you may want to work on improving your GPA.I’ll go over some strategies for this in the next section. How Can You Improve Your Chances of College Admission If You Have a B Average? If you’re still a freshman or sophomore, you have time to raise your GPA, so you should think about adopting better study habits if you want to attend a more selective college.If you’re a junior or senior, you don’t have much time to improve your grades.In this case, focus on other aspects of your college application like standardized test scores.Here’s some advice for each of these scenarios: If You Have Time to Raise Your Grades: Study Smarter Using effective study strategies is critical for improving your grades.Tests are stressful, and if you aren’t totally comfortable with the material you might get anxious and end up with a grade that doesn't reflect your true abilities.The best way to avoid this is to spread out your studying over a longer period of time so that you can fully absorb the information. The goal is for the material to be embedded deeply in your mind rather than floating perilously on the edge of your memory (which is what happens when you cram!).Try studying for an hour every night during the week before a test rather than studying for five hours the night before.You should also make sure you’re getting the most out of your study sessions, which means enlisting someone else to quiz you after you've reviewed everything on your own. As someone with a B average, you're already doing something right with your study strategies. You probably know most of the material fairly well before each test, but you're not pushing yourself to the point of complete understanding. In order to take your grades from good to great, you will have to be vigilant about filling small gaps in your knowledge. The difference between a B and an A is your performance on the most complex aspects of a test or assignment. You may need to add an extra hour or two to your studying to give yourself enough time to reach that higher level. And if you need to eat some ice cream to get through the extra studying, so be it. Avoid Procrastination If you’re working on raising your grades, procrastination is the enemy.Waiting until the last minute to complete assignments means that you don't have time to edit or polish your work, and you’ll probably turn in a final product that doesn't accuratelyreflect your abilities. I’d recommend making a timeline with checkpoints for completing portions of long term projects to keep yourself on schedule.Try to finish all the most labor-intensive parts of a project a week before it’s due so that you have a significant amount of time to reassess your work and see if you need to make any adjustments. Don't forget to read directions carefully, and be sure to include everything you need to earn the most credit (and extra credit if available!). This final effort is often the difference between B-quality work and A-quality work. Step Up in Class This is the one of the most fundamental tips I can give you. Makea point of paying attention in class and asking and answering questions whenever possible.This will help to reinforce your knowledge of the subject and make studying much less of a pain. If you pay close attention in class, you will already have a better understanding of the material that’s on your next test.When you study, you’ll be starting from a more informed position, and the whole process will be less stressful.Some things that you thought you had to study might already be ingrained in your memory because you were listening when your teacher went over them in class. If you're already someone who pays attention and participates in class, which many B students are, you might think about taking this a step further. It can be really helpful to start taking detailed notes in your classes, especially in subjects where there's a lot of information to remember. If you take notes, you'll get dual reinforcement of the information from both auditory and visual sources. This might be the extra push you need to get the most out of your time in class, especially if you're more of a visual learner. If you can raise your GPA to a 3.2 (which is a very manageable goal!), you will be a competitive applicant at more than double the number of schools you were competitive for at a 3.0.On the flip side, if you let your grades slip and end up with a 2.8 GPA, you will be competitive for less than half the number of schools than with a 3.0. Don’t let that happen! Don't freeze on me now... If You Don’t Have Time to Raise Your Grades: Study for the SAT and ACT Standardized test scores contribute strongly to your chances of admission at most colleges.In many cases, they are nearly as important as your GPA.If it’s too late in the game for you to improve your grades, raising your standardized test scores is the best way to impress colleges.Check out some of our other articles for advice on how to formulate a study plan and improve your scores significantly before the next test date. Plan Out Your Application Essays Another way to improve your chances of admission is to make sure that your collegeessays are well-thought-out and meaningful.I would recommend that you start planning your essays well in advance if possible, ideally at the beginning of the summer before senior year. This will give you more time to brainstorm what makes you unique and how you’ll contribute positively to a college community. Colleges are looking for students who are passionate about academic subjects and extracurricular activities. If you have a special perspective that you can offer on something that’s important to you, make sure you showcase it in your essay. It would be cool if you could just set up an adorably quaint workspace like this and your essay would write itself. What Other Options Do You Have for College With a B Average? If you know that it’s too late to do much to improve your grades before you apply to college, you have a few options.A 3.0 GPA means that you'll be a competitive applicant at many colleges, though you may have to lower your expectations to accommodate less selective institutions.See our information page onwhat colleges you can get into with a 3.0 GPAfor a better idea of where you stand. College is definitely within reach, so you shouldn't worry about being universally rejected if you choose your schools responsibly. Another option that many students don’t think about is going to a community college for a year and then transferring out to a more selective institution.Your grades are high enough to get into a regular four-year college, but you could potentially earn a degree from an even better school and graduate with less debt if you go the community college route initially.If you get good grades during your time in community college, youcouldleverage them into a transfer spot at a more competitive school.This strategy will benefit both your wallet and your ultimate job prospects if you’re willing to put in the hard work during your first year of college and take initiative in the transfer application process. You'll save a whole suitcase of money if you go to community college for a year. Probably. It depends on the denominations. Conclusion If you have a B average in high school, you'll be able to get into a number of less selective institutions. However,if you want to improve your chances of admission at competitive schools, you should work on raising your GPA. If it’s too late for you to make changes to your GPA, work on raising your standardized test scores and crafting a great application essay instead.You might consider going to community college for a year and then transferring to a more selective school to finish up your degree, but you can also apply to less selective four-year colleges. If you’re still a freshman or sophomore, keep working hard to improve your grades!Even a small improvement can make a big difference in the college admissions process. The wider your range of college options, the more likely it is that you’ll find a school that’s perfect for you. What's Next? Check out our list ofawesome colleges for B students. Still working on choosing your classes for the upcoming year or semester? Read our expert guide on which classes you should take in high school. Have there been significant changes in your grades from year to year? Find out which year of high school is most important when it comes to college applications. What do colleges actually look at when it comes to your GPA? Read this article to learn more about weighted and unweighted GPAs in the college application process. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Causes and Effects of the U.S. Unemployment Research Paper

Causes and Effects of the U.S. Unemployment - Research Paper Example Simply put, it is the lack of a job. Let’s consider different types of unemployment prevailing in the United States. Frictional unemployment is one of the most common forms in any job market whereby transitions in the job market make people jobless only temporarily. For instance, a person who has not started his/her new job after resigning from his previous job is experiencing frictional unemployment. Another form is the structural unemployment in which case the job market usually does not have enough capacity to absorb qualified people in a given field who have undergone training. For instance, the emergence of the web-based economy saw the enrolment of many people for the course across the United States, making it hard for them to find jobs in the field upon graduation, since there was already a surplus of qualified people in the field (Milan 37). This type is also common in economies experiencing slow or negative growth rates in certain fields. Cyclical unemployment refers to the changes in employment patterns that relate to the cyclical changes in a given economy characterised by highs and ups. Recessions and economic booms are the factors upon which this type is defined. During the recession periods, the market is not capable of providing employment for many employees in a given sector, hence, making them be unemployed until the economy rebounds. There is the newly introduced type known as technological unemployment in which the introduction of new automated and computerised systems lead to layoffs and lack of job openings in previously employing industries of firms. The last category is the seasonal employment, which refers to a situation whereby rates of unemployment vary according to the yearly seasons, with some having many job opportunities while others hardly having any. Another example of this type is represented by the tourism sectors in many countries where the frequency of tourists changes with seasons, with drier seasons having high rates of employment while the winter leads in unemployment rates (Markus 87). Causes of unemployment There are many reasons the economic and social development experts, as well as politicians, point to as the causes of unemployment in the United States of America. The first is the country’s population, which is projected to be a factor on an upward trend. Analysts say it has led to a higher ratio of unemployment among the citizens. The argument is that jobs have remained relatively the same due to mechanization and computerization of many production systems while the population rises. There is severe competition on indigenous companies from foreign companies, which have cheap labour in their home countries hence being able to produce cheaply and consequently leading to lower pricing of goods. This has resulted in the closure of several companies across the country with the obvious effect of leaving their employees jobless. Many companies are embracing the practice of flattening th eir structures to facilitate smooth operation of business, in contrast to the tall company structures. Others have introduced software that can carry out several tasks at once, taking the place of several persons at once. Outsourcing of cheap labour from other parts of the world is also a common occurrence among

Cultural diversity and the challenge of innovation Essay

Cultural diversity and the challenge of innovation - Essay Example The effect of this change, aided as it is by the blinding speed of globalization’s driver ICT represented by the Internet, was more than enough to put every organization ready to become global or international. The change has set everybody on equal footing with the rest in terms of opportunities. With the change, business has to move faster if it does not want to be left behind. â€Å"Innovate or die,† warns Tom Peters, as if the options were a breeze. Of course, dying was not a desired option, and innovation, the one and only last, has the greatest impact on organizations as it touches on people and culture. One natural consequence of globalization and ICT is the sudden increase in the number and diversity of people in organizations. From educational institutions to tourism to every other business, there would be heightened people movement, and this was not only happening across nations. Some two decades ago, Cox (1994) talked about the relevance of cultural diversity in organizations. He wrote along the lines of an increasingly diverse workforce by reason of race, gender and nationality – a trend that was addressed at that time by such strategic concepts as cross-functional teams for competitive edge. He also noted the growing emphasis of companies to internationalize – a business activity that naturally required crossing of cultures – and the recognition given to cultural diversity as an influence to organizational productivity. The aim of this paper is to examine cultural diversity and determine how relevant it is in the effort of organizations to respond to the current changes that affect them. The paper shall attempt to answer the question â€Å"Is cultural diversity relevant to organizations?† by describing its dynamics and implications upon organizations, and if found to be still relevant, to identify how it can be made more useful in responding to the challenge of innovation. 2. Cultural Diversity Diversity is said to be right at the core of human development (Lamb and Bornstein, 2011). Every person is unique. By reason of his genetic configuration and psychology, a person will be different from another in the face of their similarities. That differentiation is what shows in his gender, age, color, birth, race, culture, health, sexual orientation and other dimensions. When this uniqueness is ranged against a social, economic or any collective setting, it produces a condition known as diversity (Diller, 2011). Culture People are different in many ways. When they meet with regularity, as in a workplace or as members of an aggrupation, people exhibit certain norms of conduct and follow certain procedures that taken together is known as culture. Culture is defined in different ways by different authors. Bodley (1994) sees culture as what people think and do, what they produce, their beliefs and values. Cant et al (2007) refer to culture as myths, values, customs, rituals, language and laws th at combine to form the basis for their behavior. Culture is seen as a peculiar way of behaving or believing which members share with one another (Briscoe and Schuler, 2004). Hofstede (1991) defines culture as the â€Å"collective programming of the human mind that sets the distinction of the members in relation to other groups.† In sum, culture can be described as a set of values, beliefs, and concepts that enable a group to make sense and meaning of its existence. It is also a collective expression that