Religion Essay Example | Topics and Well Written Essays - 250 words - 3

Religion - Essay Example In addition, this culture learns how to arouse spirits using such holy names. Moreover, it inspires them to divines that will make them act like God. Claimed Gods power can summon the spirits and give them commands of their wish. Religion has become dynamic with time. Education facilitates competence in religion where people are coming up with new creative beliefs to convince people on matters related to religion and supernatural issues. Prophet Dr. Owuor of repentance and holiness ministry successfully come up with beliefs of doom prophecies by integrating sciences calculations and his prophecies. He has convinced people strong believing in God can manipulates natural factors such as when he called down rain. He also prophesied on the Italy earthquake that indeed later hit the country. His prophecy religion has attracted a lot of people who have abandoned their cultural region in favor of this which incorporates all diversified beliefs about what, when and how supernatural events will take

Acts of Kindness Essay Example for Free

Acts of Kindness Essay Category: Community Description of Act: Today I went to portage Park (which is very close to my house) and I picked up garbage with my pink gloves in a trash bag around the whole Park. Reflection: Since I live close to portage Park I go there a lot and when I go there I see that there’s a lot of trash around and nobody picks it up. So I decided that the nice thing that I would do would be to pick up the trash and put in a trashcan. I know I’m not helping that much because people are going to keep putting trash on the ground but at least I know that I can help a little bit. At first it was a little weird because people started wondering why I was wear pink gloves and picking up trash but then this one older woman came up to me and thanked me for picking up trash because she didn’t like it when the park was dirty and after that I felt really good about what I was doing and I felt like what I was doing had purpose. Act of kindness #2 Category: Community Description of Act: Me and my family decided that we should do something good for the community and we decided that we should make sandwiches for homeless people around the neighborhood and give them out to soup kitchens and other places like that. Reflection: So one day my family decided that they wanted to help the homeless people around my neighborhood since we have all this food and a roof over our house to be thankful for we should help those that were in need. When I was making the sandwiches I thought what I was doing was really positive and was a good thing but then I also thought what if they don’t want to be helped or pitied what if they have too much pride? But after we went around and gave around the sandwiches to homeless people and  soup kitchens and felt like it was still was kind of a rude but people need other people to help them sometimes and we were those people. The homeless people were very thankful for the sandwiches and were happy that we did what we d id. Act of kindness #3 Category: Teachers Description of Act: After school one day I went to one of my math teacher’s class and I helped them out with organizing papers, grading quizzes, and whatever else he needed. Reflection: Sometimes the only time I help teachers of the schools because of extra credit or they give me candy but this time I went because I wanted you guys out there that knew that he had a lot of work that he had to do but little time. When he saw me come into the classroom after school use a little surprised because he didn’t ask for any help for extra credit but I told him that I was there because I just wanted to help and be nice. He thought that it was very thoughtful me to help him with his grading and organizing and I felt really happy afterwards because I did something good without needing to have credit extra credit be a motivation. Act of kindness #4 Category: Teachers Description of Act: Today I saw a teacher going up the stairs with a lot of books and I came over and helped out and grab some of the books which were very heavy and helped her put them in the classroom that they needed to be in. Reflection: Even if I wasn’t doing this project which is pretty cool project if I do say so myself I would’ve still helped her out because of the kind of person I am and it just feels really nice when you help someone out without having them ask you. I know that if I was going to stairs with heavy books I would want someone to help me out too. When I asked if she needed help she smiled which made me smile made me feel good to help her. Act of kindness #5 Category: Parent/Guardians Description of Act: Today I woke up early in the morning I went into the kitchen and started cooking some breakfast. I cooked eggs, bacon, and hash  browns. I talked a lot so everybody my house could eat some and believe me they ate some. They didn’t ask me to cook and they were surprised that I cooked. Reflection: My Mom and Dad when I was little always used to cook me breakfast with eggs and bacon and all that other good stuff but since they work more often didn’t have the time to cook for us which was sad because I love bacon in the morning. So I decided I should make breakfast for them this one time because I’m terrible at cooking so I did and I did pretty well for my first time. They loved it and they loved that didn’t have asked me they love that it was a surprise they loved that it was actually good LOL. I felt really good inside and felt really nice to see my family together eating and it made me feel like I brought the family together. Act of kindness #6 Category: Parent/Guardians Description of Act: Again I woke up early and decided I would do a nice thing and clean house and when I meant clean the house I mean clean the HOUSE. I went all around the house cleaned every corner in every dusty place until it was spotless or close enough to spotless. And no one asked me to do it. Reflection: My mom always bugs me about cleaning my room and yells at me when I don’t so I thought to myself in the morning at 7:00 AM when everybody was sleeping why don’t I just clean no one else will do it and then she would never yell at me ever again just kidding. But I know I would make her happy so that’s the main reason why did it. I clean the house so good that I think I will never have to clean the house ever again. When my parents came home and saw the house I think they fainted cried almost there were happy that I did it without them having to ask. It made me happy that they were happy. But my arm still hurts though. Act of kindness #7 Category: Classmates/Friends Description of Act: Yesterday there was a friend at my rehearsal and she was crying and I asked her why she was crying and she responded to she felt uncomfortable and didn’t want to do something. I told her that she didn’t have to do anything that she didn’t want to and that she can talk to me anytime if she has any problems with anything or if she just wants to talk  and helped her back to rehearsal. Reflection: When I saw her crying I immediately went over and asked her what was wrong because I never like it when people are crying I like it when people are happy. I know and I was crying I would want someone to comfort me as well and that the cheapo uncomfortable with something even made it worse because no one should feel uncomfortable ever. When she was crying I felt like I just needed to help her in any way I could and so I talked to her and let her know that she can talk to me anytime because of space that I am free all the time and I just like to make peo ple feel better. She said she was happy that she had me as a friend and it made me feel all good inside will Act of kindness #8 Category: Classmates/Friends Description of Act: I spent some time with my friend when they were feeling lonely and they really needed some company. So I went over to the house and we played to videogames talked about politics and the world (not really we were just worrying about the ACT). We ate some stuff and had I had a really good time. Reflection: When my friend asked me to hang out I didn’t really feel like it but I didn’t want her to feel all alone and stuff so I got my butt over to her house as fast as possible and I hung out with her. She was really glad that I came over and I was glad that I came over to because to bored people make for a really interesting and weird time. Again I felt like a really good for spending some time with my good friend and the really nice to make someone feel better. Act of kindness #9 Category: Strangers/Random Description of Act: Today I was on a bus and I have going on I saw that the person behind me was viciously looking into her purse for money and for the life of her could not find it and I saw that in my purse I had an extra card for the bus that had one more ride on it. So I decided to give it to her so she can get on the bus because she really looked like she needed to get on the bus. So I did. Reflection: I’ve never had that before like when I don’t have any money on the bus and someone’s like â€Å"Oh here I’ll give you money here you go â€Å"but the bus driver usually just let me go so that’s pretty  nice. I felt like this one time I should at least help this lady out because this bus driver does not look like the type to give free rides and I’m pretty sure she really needs to be somewhere by the way she is tearing up that purse. When I gave her the bus card I think in her point of view there was like a gleaming light behind me and a choir singing because her eyes got huge and I think she was about to kneel before me but she said â€Å"Thank you so much†. I always have extra money on me because my mom is always scared that something terrible is going to happen to me so if you ever need money look for me. I felt like a hero after I gave her the money just without the Cape. Act of Kindness #10 Category: Strangers/Random Description of Act: Today there was a woman who looked like she was lost so I went up to her and asked her if she was having any trouble finding something and she was trying to find Lakeview which is lucky for her because I know exactly where that is. So I gave her directions to Lakeview. Reflection: Sometimes I get lost a lot and I mean a lot and I know that I should know where everything is in Chicago because I’ve been here since I was born so I’m a true Chicagoan but let’s face it I am not a true Chicagoan because I’ve never really been around Chicago a lot like my whole life. But this lady is a lucky because I know exactly where Lakeview is because I’m a student there of course not because I have my phone with me with a map in it. Preposterous! So anyways I gave her the directions and she was very thankful that I was there to save the day. I knew what I did was a really good and patted myself on the back and went on to do whatever I was doing th at day which is probably nothing.

Analysis of Robert Frost’s Stopping by Woods on a Snowy Evening Essay

Analysis of Robert Frost’s Stopping by Woods on a Snowy Evening The poem, â€Å"Stopping by Woods†¦Ã¢â‚¬  speaks of a time that the author paused during a trip to simply enjoy the quiet and beauty of nature. During this short stop, he contemplates mortality and his life so far. Frost also cleverly uses the poems form and sounds to enhance the poem, to entice the readers senses, and immerse them in the scene. With repetitive â€Å"s† and â€Å"h† sounds throughout the poem one can imagine the sound of the sled sliding through the snow, or perhaps the â€Å"easy wind and downy flake† through the trees. The poem was written in iambic tetrameter, which also lends a steady rhythm that mimics the motion of the sled. Or perhaps the â€Å"s† sound could signify that the main character is shivering, for it is the â€Å"darkest evening of the year†, and presumably the coldest. The last two lines of the poem, â€Å"And miles to go before I sleep, And miles to go before I sleep† seem to echo each other. Why did Frost repeat this phrase when one occurrence would be sufficient? The first â€Å"And miles† qu...

Methods to Increase Learning and Success Among Students

The government is now looking into ways of increasing the learning experience of students they could use in the competetive reality of life. The C. S. Mott Foundation suggests that â€Å"the time is ripe to shatter the ‘chalk and talk', 8 a.m. to 3 p.m., September to June concept of school, and stretch and reshape learning time in order to improve student achievement† (Stedron 2007).In his article, â€Å"A new day for learning: its time to look at changing the length and scope of the school day to help kids succeed† Jennifer Stedron enumerated some ways to increase students' learning and explains the advantages of each. Three options were offered: to incorporate summer learning, out-of-school learning or increasing the length of time for a school day or school year.The advantage of including summer learning programs lies with the additional learning experience for students that can prepare them for the next stage of learning.Stedron (2007) held that â€Å"disadva ntaged students tend to fall behind during the summer because of a lack of learning opportunities in the home and community. By fifth grade, this summer slippage accounts for approximately two full years' deficit in reading comprehension levels.†The executive director of Johns Hopkins University Center for Summer Learning held that the differences in summer learning â€Å"account in part for later educational outcomes† (Stedron 2007).New Mexico's Plus Pilot Project, which provides an optional program of at least 40 additional days of school during the summers before and after kindergarten, has resulted with students gaining early literacy skill and social maturity which can considerably prepare them better for the first grade.Out-of-school activities can also increase students learning experience. â€Å"Before- and afterschool programs reinforce the school curriculum and broaden student skills through enrichment activities that might be absent from 8 a.m. to 3 p.m.â₠¬  according to Stedron (2007).She held that â€Å"extra† subjects such as art and music, which have been cut but many schools in favor of the more practical subjects, are â€Å"often what keep some children engaged in and attending school† (Stedron 2007).California Senator Tom Torlakson said that kids get excited about learning and their attachment to school increases since they have to attend school to attend these out-of-school programs.Aside from getting better results from students, investing on these programs will also generate budget savings for the government. Stedron (2007) used the California After School Education and Safety Initiative program as an example of the advantages of out-of-school programs: â€Å"evaluations show increase in student attendance, achievement and good behavior from kids in the programs.And a 50 percent decrease in students who must repeat grades is saving the state the massive expense of an extra year of education for many students .†Nothing can increase learning experience better than extending instructional time, which may be through, but not limited to, summer learning or after-school programs.Stedron, however, stresses that it is not just more school time that the students need. â€Å"They need to opportunities to develop creativity and be leaders† (Stedron 2007). For older students, this may include internship programs which give the students time to learn in the real world.Milt Godlberg, a member of the national Time, Learning, and Afterschool Task Force, believes that â€Å"young people are more engaged in learning and are more motivated when activities are not restricted by the traditional classroom structure† (Stedron 2007). Education should, after all, not be confined within the four corners of the classroom, but must also incorporate the realities of life.Stedron has given profound insights about the topic. Although the claims are not supported by statistical evidences, she has p rovided a convincing argument by providing student reactions and comparisons with the traditional way of learning.Increasing learning experience, not just academically but socially, will benefit the students by also increasing their knowledge, skill, and competetiveness, all of which will consequentially increase their chances of achievement and success.ReferencesStedron, J. (2007). A new day for learning: Its time to look at changing the length and scope of the school day to help kids succeed.

Curriculum Development Essay

1. What is K-12 curriculum? What is the rationale of K-12 curriculum? K- 12 is a designation for the sum of primary and secondary education. It is used in the United States, Canada, Philippines and Australia. It means kindergarten and the twelve years of elementary and secondary education. The kindergarten refers to the 5-year old unit that takes a standardized kinder curriculum. The elementary education refers to primary schooling that involves six or seven years of education and the secondary education refers to high school. The main purpose of K-12 Program is to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. The outcome goals of the K-12 Basic Education Program is to make Philippine education standards to be at balance with international standards, to create more emotionally mature graduates equipped with technical and vocational skills who are better prepared for work, middle level skills development and higher education, to make the educational inputs significantly addressed shortages or gaps, to make the improvement of basic education outcomes broadened and strengthened the stakeholder support, to improve internal efficiency, system of governance in the department and quality of teachers. 2. Essentialists’ point of view of curriculum development? The curriculum is a crucial component of any educational process. It addresses questions such as what students should learn and be able to do, why, how, and how well. In the past, the curriculum was designed merely from the perspective of its cultural transmission functions with its structure consequently reflecting discrete areas of knowledge. According to Kern it is possible to use a six-step approach to curriculum development for Medical Education: 1. Problem identification and general needs assessment The most important step is the first one, the general needs assessment (GNA). The goal of step 1 is to focus the curriculum, by defining the deficits in knowledge, attitude, or skills that currently exist in practitioners and the ideal approach to teaching and learning these objectives. When completed, the GNA makes a strong argument for the need for the curriculum and identifies potential educational research questions. 2. Needs assessment of targeted learners The general needs assessment is applied to targeted learners. What kind of doctor do we want to educate it depends mostly on social needs but it can reflect job opportunities, financial rewards and attitudes acquired during process of studding. Sometimes it is very difficult to make balance between these several needs. Needs can be obtained on different ways. It can be done through study of errors in practice. It is very difficult to design curriculum which will fully meet the needs of society and students 3. Goals and objectives Institution should define overall goals and aims for the curriculum. Specific measurable knowledge, skill/ performance, attitude, and process objectives should be stated for the curriculum. 4. Educational strategies It is necessary to make a plan how to maximize the impact of the curriculum, which content should be included, how content should be organized and with which educational methods, how elements of curriculum should communicate, what kind of educational environment and climate should be developed. Content which is included must provide to student critical thinking. It must be selected and organized on the way to initiate critical approach to facts and development skill of information retrieval. 5. Implementation A plan for implementation, including timelines and resources required, should be created. A plan for faculty development is made to assure consistent implementation. 6. Evaluation and feedback Evaluation of curriculum presents the final stage inside cyclic process of improvement and development of curriculum. 3. Why develop a curriculum? Ever since the term curriculum was added to educators’ vocabularies, it has seemed to convey many things to many people. To some, curriculum has denoted a specific course, while to others it has meant the entire educational environment. Whereas perceptions of the term may vary, it must be recognized that curriculum encompasses more than a simple definition. Curriculum is a key element in the educational process; its scope is extremely broad, and it touches virtually everyone who is involved with teaching and learning. In no other area has greater emphasis been placed upon the development of curricula that are relevant in terms of student and community needs and substantive outcomes. The career and technical and technical curriculum focuses not only on the educational process but also on the tangible results of that process. This is only one of many reasons why the career and technical and technical curriculum is distinctive in relation to other curricular areas and why career and technical education curriculum planners must have a sound understanding of the curriculum development process. 4. What to consider in curriculum development? In planning and developing a curriculum, you should consider the following: 1. Convening a Curriculum Development Committee Such a committee, consisting primarily of teachers who represent the various schools and grade levels in a district, administrators, members of the public and perhaps students, becomes the driving force for curriculum change and the long-term process of implementing the curriculum. It is critical that an effective, knowledgeable and respected chairperson lead such a committee and it includes knowledgeable and committed members who gradually become the district’s de facto â€Å"experts† during the development phases of the process as well as the implementation phases. 2. Identifying Key Issues and Trends in the Specific Content Area The first step in any curriculum development process involves research that reviews recent issues and trends of the discipline, both within the district and across the nation. This research allows a curriculum committee to identify key issues and trends that will support the needs assessment that should be conducted and the philosophy that should be developed. 3. Assessing Needs and Issues Curriculum development should be viewed as a process by which meeting student needs leads to improvement of student learning. Regardless of the theory or model followed, curriculum developers should gather as much information as possible. This information should include the desired outcomes or expectations of a high quality program, the role of assessment, the current status of student achievement and actual program content. The information should also consider the concerns and attitudes of teachers, administrators, parents and students. The data should include samples of assessments, lessons from teachers, assignments, scores on state standardized tests, textbooks currently used, student perception and feedback from parents.

Retort stand and clamp Essay Example

Retort stand and clamp Essay Example Retort stand and clamp Paper Retort stand and clamp Paper In reference to the safety aspect, the radiation source is kept inside a lead block, inside a wooden box, inside another wooden block, tongues are present for the movement of the source so it never directly handled. The sources themselves are in holders, which channel the radioactive output in one direction alone. However as I am working with Gamma radiation this is slightly irrelevant. Also the rad-count dector will be placed in a clamp, to ensure its constant position. The radiation source itself is placed in a L-frame; this will keep it at a constant height. It also reduces the amount of handling needed of the sample. I also made sure that I was over 16 years of age before beginning, and made a concerted effort not to ingest the radiation source. Method 1. ) Take the background count of radiation by turning on the digital radcount, and setting to detection for 1 minute three times. 2. ) Remove the cobalt-60 from its lead container, and using tweezers put in the l-frame source rig. 3. ) Securely attach a metre rule to the desk, brace the l-frame against it, with the vertical section corresponding to a whole number on the metre rule 4. ) Secure the digital rad-count dector in a clamp attached to a retort stand, align this with the cobalt-60 and place it to be touching. 5. ) Set the digital rad-count to detection, for one minute, do this three times 6. ) Move the l-frame what you estimate to be 2. 5 mm from the digital rad-count, and set the digital vernier callipers to 2. 5 mm, cheek the distance of the l-frame and refine as necessary. 7. ) Repeat steps five and six until a distance of 3cm is achieved. Repeat step 1 at distance 1. 5 cm and 3cm. Analysis of Results I feel that my results prove that gamma radiation does obey the inverse square law; to begin with we will look at the graph in which the radiation count is plotted against distance A curve is described thus suggesting that intensity is inversely proportional to the distance. However this graph goes no way to prove that it is inversely proportional to the square of the distance, for that we need to construct a graph with one over the square root of the radiation count plotted against distance. My graph clearly shows a straight line. Thus it is shown that Gamma radiation obeys the inverse square law. However the Equation I achieve is actually Y= -0. 77X + 3. 02, but rather than proving that gamma radiation doesnt obey the inverse square law, I feel it merely points out certain experimental errors, namely the inaccuracies in distance. Although they may only have been +- 0. 5 mm, when working on a scale of 2. 5 mm at times the percentage error is very high. So I feel that these graphs more than adequately prove the inverse square law holds for gamma radiation. My trial experiment in light also proves that the inverse square law holds for light. In a similar method to the gamma experiment if we plot a graph of light intensity against distance, we obtain a curve. The fact it is a curve is good, however it is more than that it is a curve, with an almost perfect half life, the value not changing significantly for each half-life. Being around 2. 5cm. The fact it has such a good half-life makes the need for further graphs redundant, it conclusively proves the inverse square law. The half-life shows that if the distance is doubled the intensity is decreased by a factor of four. The fact that light and gamma radiation obey the inverse square law is solid proof that all members of the electromagnetic spectrum will obey the inverse square law. Evaluation Systematic Errors There was a high uncertainty in my measurement of distance. The cobalt 60 is kept within a metal tube. During my experimental procedure, I measured from the front of this tube, however the source could have been up to 5mm into the tube. Over short distances this leads to very high percentage errors. A similar thing is present in the Geiger-muller counter and tube. Like previously the actual dector is set inside the plastic casing, and could have been up to 5mm inside the tube. This leads to very high percentage errors again, which I will calculate later. There is a possibility that the counter and radiation source were actually slightly out of line, so as the two moved apart, there would be a horizontal angular discrepancy, this would lead to a count lower than it should be. However, attaching a meter rule to the desktop and bracing both the source clamp and the retort stand against it, and ensuring the two align as closely as possible, this problem is solved, this should also solve the problem on the vertical angular discrepancy. More extreme measures include bracing the equipment against the secure ruler to eliminate horizontal angular discrepancies, and attaching mini spirit levels to the source and detector to ensure the vertical angular discrepancies are kept to a minimum. It could also be possible to attach a laser pen to one of the pieces of equipment and ensuring the position of the laser light on the opposing piece of equipment doesnt change. This will eliminate both horizontal and vertical angular discrepancies. However these tow suggestions are impractical, the only laser light I have access to is actually very powerful, and could easily blind if directed at the ye, so I feel the danger levels here are to high. I only have access to large sprit levels, which would not be practical to attach to the equipment. Plus as I am only working over small distances any angular discrepancy will not produce high percentage errors. Another possible error would be if the count exceeds the level at which the dector could perceive. This would lead to what is known as dead time. As there is radioactive activity not being detected hence a deceptively low count would be present. But for this to occur it would require radiation counts far in excess of what the weak Gamma source I used was capable of, so this can be ignored.

How LinkedIn Networks You like a Pro

How LinkedIn Networks You like a Pro Recently I needed to build momentum as a certified SEO copywriter. Enter LinkedIn, a highly undervalued networking resource for writers, and suddenly, I had a new strategy for landing writing gigs. The types of writing gigs one reaches for on LinkedIn can be typically found under â€Å"search job† tab where you also enter your location. There is a plethora of niche driven writing and editor jobs which companies and agencies pay big bucks to advertise. Such gigs include technical, romance, email marketing writer, B2B/B2C, freelance, copywriting, digital content, SEO writers, among many others. But consider also using LinkedIn to network with potential people who may need your services. For example, if you’re an SEO content writer, you might want to network with CEOs of SEO agencies. Or if you are a freelance writer, you might want to connect with editors or publishers. There are two ways to leverage LinkedIn as a professional. The first is optimizing your LinkedIn profile and the second is networking. Be Keyword Friendly   Just like on any social media site, your prospect has just a few seconds to size you up. There are two prime real estates on LinkedIn: Your title and your profile. 1) A professional title that spells out your focus or niche.   Keywords help you build professional credibility. They are also used 2) A strong profile describing how you help clients. Using a bit of sales copy helped me restructure my profile so it’s not about me but what I can do for the client. (https://www.linkedin.com/in/doritsasson/)   Consider using the powerful second person, â€Å"you.† What does your prospect currently struggle with and need help with? If your prospect is a hiring manager representing clients, what are your client’s pain points? Increase Personal Outreach The more people you know on LinkedIn, the higher the chances your profile will be seen Adjust Your Profile Settings Once you increase your networking pool, start making those direct contacts. Leverage your network When a prospect views my profile, I immediately follow up with this short but sweet note: Hey, Prospect X, I noticed you were looking at my profile. I was just wondering if you needed marketing, writing, or any SEO support. If so, I’d be happy to hop on a call and talk with you. Thanks! There you go†¦nothing too scary! Post Regularly Finally, be sure to post regularly. No-one wants to hop on your LinkedIn profile only to find that the last time you’ve posted was six months ago. Inactivity shows a lack of professional commitment. Happy networking!