Rapid Growth of Christianity in the First Centuries Essay Example for Free

Rapid Growth of Christianity in the First Centuries Essay Account for the rapid growth of Christianity in the first centuries. Christianity spread rapidly from C.E for three hundred years until it was legalized. The fact that this religion spread so quickly is one of the most amazing feats in history – in just 300 years Christianity went from one person preaching about a God, to a legalized religion. One of the main reasons for this rapid growth is that Christianity was open to anyone, in Judaism, you were not automatically a Jew and some synagogues did not allow people to convert. The great thing about Christianity was that anybody could become a Christian. People often thought of Christianity as Judaism lite. This was because Christianity descended from Judaism and had a lot of the same beliefs – it was just easier to become a Christian and the rules were not quite as strict. Both Judaism and Christianity are monotheistic religions so they only believe in one god. The Jewish religion was attractive to gentiles because of its monotheistic beliefs and moral code – who were tired of worshiping the Greek and Roman pantheons (Gods Goddesses). It got to the point when Jewish Synagogues would no longer allow Christians in them so the Christians Christianity is said to have the highest standard of love to god and to man. Christianity often appealed to poor people who felt alienated by mainstream religions. Back then, most people would be able to speak fluent Greek, the fact that Christianity was written and mostly spoken in Greek made it appeal to the majority of the people because they could read it. Judaism however was spoken in Hebrew, so only people that could speak Hebrew could understand it. This is why the new testament was written in Greek. The Roman Empire had a weak religion, so it was very easy to get people to convert to Christianity. After a group of people converted, others often followed behind. So many people converted to Christianity that Rome became the ‘base’ of the religion. That Is why the Pope lives in Rome – this is where Christianity was ‘properly’ formed.

curriculum Theory and Practice

curriculum Theory and Practice PHILOSOPHICAL FOUNDATIONS OF CURRICULUM THEORIZING Curriculum theory is the manner in which the philosophy of certain approaches to advancement and enactment of curriculum is described. Within the wider field of curriculum studies, it is both the analysis of the curriculum historically and a way of viewing contemporary educational curriculum and policy decision. However, a very useful starting point here is the definition of the word â€Å"curriculum.† According to John Kerr’s definition which was adopted by Vic Kelly in his typical work on the topic, curriculum entails planned and guided learning by the school. It is carried on in either groups or on individuals, within or without the school. There are four manners in which to approach curriculum theory and practice. They are as follows: Curriculum is seen as a body of knowledge to be transmitted. In this sense I cannot equate the curriculum with a syllabus. In essence the syllabus is simply a summarized assertion of the heads of a dissertation, the gist of a discourse, and the subjects of a series of lectures. It is attached to courses directed to examination. This view of the curriculum limits planning to a contemplation of the content or the body of knowledge that may be transmitted. Curriculum as a product, i.e., an effort to attain definite ends in students. However varied human life may appear to be, it consists in the performance of specific activities. Therefore, education should prepare a student for life, i.e., preparing definitely and adequately for such activities. Despite being copious and varied they can be exposed for any social class. This obliges one to go out into the world of affairs and find out the specifics of which his/her affairs consist. And as such it would be easy to show the abilities, forms, habits, appreciation and attitudes that people need. These have to be the objectives of the curriculum, thus making it (curriculum) a progression of know-how that learners at all levels must have by way of obtaining those objectives. Curriculum as process. Looking at curriculum as a process implies how teachers, students and knowledge interact. That is, curriculum has to be seen in terms of what essentially takes place in the classroom set up and what people do to prepare and evaluate. Curriculum as praxis. Whereas the process model is impelled by broader principles and emphasizes on judgment and meaning making, it does not formulate unequivocal statements about the interests it serves. The praxis model on the other hand, conveys these to the centre of the course and makes an unequivocal dedication to emancipation. Therefore, action is not merely informed, it is also committed. That is, curriculum is not merely a set of plans to be implemented, but somewhat is composed through a dynamic process in which planning, acting and evaluating are all mutually related and incorporated into the process. Therefore, curriculum should in due course produce students who are able to deal efficiently with the contemporary world. It should not be presented as finished concept, but should instead include the learner’s preconception and should amalgamate how the learner views his/her own world. In this perspective four instincts are used, to describe how to characterize the behavior of children. They consist of social, constructive, expressive, and artistic. The curriculum should then build a logical sense of the world in which the child lives. As a curriculum designer I have to use livelihoods to connect diminutive account of fundamental activities of life classroom activities. This could be accomplished by combining subject areas and resources. It means I have to make connections between subject matter and the child’s life. Teaching methods should focus on hands-on problem solving, experimenting, and projects, often having students work in groups. Curriculum should bring the disciplines together to focus on resolving problems in an interdisciplinary way. Rather than passing down organized bodies of knowledge to new learners, they (learners) should apply their knowledge to real situations through experimental inquiry. This prepares students for citizenship, daily living, and future careers. I have to acknowledge the fact that humans are social beings and do learn best in real-life activities with each other. Therefore education must be based on this principle. As a curriculum designer I will have to depend on the paramount scientific theories of learning available. I may borrow from John Deweys model of learning where learners behave as if they were scientists. That is, Be perceptive of the problem. Be able to delineate the problem. Suggest the hypothesis to solve it. Weigh up the consequences of the hypotheses from one’s past experiences. Test the most likely solution. With this view on human nature, it is my genuine concern that students should be provided with real-life experiences and activities that center on their real life. This is in comparison to a distinctive progressivism slogan which states, Learn by Doing! According to NCLB Act of 2001, assessments of students is supposed to be criterion-referenced tests where a student is tested on his knowledge of the required content or if he/she can do the required skill as outlined in the states standards. Unlike the norm-referenced tests, where student’s performance is based on how he/she is ranks compared to other students, the curriculum has to provide a substitute to the test-oriented instruction as stated by the NCLB Act 2001 on funding. This will enable the student, at the end of his course of study, to apply the knowledge he acquired to real-life situation in his/her daily life. As contrasted to the traditional curriculum of the 19th century, that is ingrained in conventional preparation for the university and strongly discriminated by socioeconomic level, I strongly propose a type of curriculum which finds its roots in the current experiences, is more autonomous in outlook and looks forward. The quality of this curriculum should: Emphasize on learning by doing, i.e., hands-on projects, experiential learning Integrate curriculum that is focused on thematic elements Strongly emphasize on problem solving and critical thinking Encourage group work and growth of social skills Understanding and action should be the objective of learning as contrasted to rote knowledge. Accentuate collaborative and cooperative learning projects Emphasize education for social responsibility and democracy Integrate service learning projects and community service into the daily curriculum. Select the content of the subject by looking forward to ask over what skills will be desirable in the prospective society. Discourage emphasize on textbooks as only learning resources in favor of other varied learning resources. Emphasize on life-long learning and social proficiencies. Assessment based on evaluation of the learner’s projects and productions. In conclusion an acceptable curriculum should be that which makes a learner to be creative, self-reliant and make him excel in all aspects of life that suite his desires. It would be unfair to have a curriculum which ignores the social aspect of a child because he/she lives in a society that is ever social. The curriculum should also enable the student to apply that which he/she learns in the classroom in real life experience. References: http://oregonstate.edu/instruct/ed416/module1.html, (2008) Module One: History and Philosophy of Education Stenhouse, L. (1975) An Introduction to Curriculum research and Development, London: Heinemann. Kliebard, H. M. (1987) The Struggle for the American Curriculum 1893 – 1958, New York: Routledge. Taba, H. (1962) Curriculum Development: Theory and Practice, New York: Harcourt Brace and World. Blenkin, G. M. et al (1992) Change and the Curriculum, London: Paul Chapman

King Lear Essay Lear?s descent into madness and his subsequent recognit

In the play King Lear, Madness occupies a central place and is associated with both disorder and insanity. Madness intertwines itself within the thoughts of suicide of many characters that undergo hardships. It is deep within all the characters and is shown in many ways. In Lear’s mind, madness reflects the chaos that has descended upon his kingdom. He is affected by the wheel of fortune as he is stripped of his royalty, to become nothing more than a mad commoner. Lear then learns humility as he is joined by Edgar. Edgar’s artificial insanity contains wisdom for the king to discover along the way.   Ã‚  Ã‚  Ã‚  Ã‚  Madness is first introduced in Act 2, when Goneril begins her first stage in demolishing her father’s royal status. She makes him go through what Shakespeare calls the â€Å"Wheel of Fortune† by demanding Lear to cut down his knight count by half from 100 to 50. Lear then attempts to seek refuge from this problem and goes to live with his other daughter, Regan. The conniving sisters take sides with each other in attempts to ruin Lear. Regan conforms with Goneril and orders Lear to deplete his knight count to zero. This gives Lear the opportunity to foreshadow himself going mad in the future. â€Å"O fool, I shall go mad!† (II.iv.287)   Ã‚  Ã‚  Ã‚  Ã‚  The theme of madness is explored in depth in Act 3, as many forms of madness in different characters are found. King Lear in particular is driven to a mad state and is followed by others who have gone ...

Exploring the Theme of Love in Sonnets 57 and 58 Essay -- Shakespeare’

Shakespeare’s sonnets are numbered in a sequential order and adjacent sonnets often have similar content. Throughout Shakespeare’s sonnets, he covers many subjects, such as interest in the life of a young man, his love for a young man, and his love for a dark haired woman. In sonnets 57 and 58, Shakespeare discusses how love is like slavery in its different manifestations. The object of the narrator’s love has a dominating power over the narrator, which controls him and guides his actions. Shakespeare shows in sonnets 57 and 58 that love can be displayed by using many different routes such as viewing love as a controlling force, exploring the theme of time and waiting in regards to love, and the question of the physical state of being of love. Throughout both sonnets there is a sense that the narrator has resigned himself to the slavery of love. In sonnet 57, the narrator asserts in the first two lines that all he (we will assume the narrator is a "he") can do is wait until the lover needs something. This blind devotion to the lover seems to come without any reservations on behalf of the narrator and seems to be a natural inclination to give of one’s self whole-heartedly and unconditionally ("unconditional love"). In sonnet 58, line 13, "though waiting so be hell" shows the pain that the narrator is going through while he is waiting on the lover. In sonnet 58, line five, "let me suffer, being at your beck" again constitutes this devotion of the narrator to the recipient of the love without any reservations. The narrator is willingly accepting suffering, hell, and sadness, as seen in the phrase "sad slave" (sonnet 57, line 11), in order to be a slave to love. This devotion to loving servitude is admirable and the bon d formed... ... that love thinks no ill. Shakespeare uses many different methods of discourse to examine this theme of love. In both sonnets the lover is exerting his control over the narrator, but the narrator does not really mind being controlled in either sonnet. Both sonnets include many elements and references to time and waiting and all of these references relate to love by showing love’s long lifespan and varying strengths over time. The only major difference between the two sonnets lies in their addressing love. Sonnet 57 talks directly to it in a personifying manner, whereas sonnet 58 merely refers to it through other means. Through this variety of explorations of the theme of love, Shakespeare shows that love has many faces and ways of expressing itself. Â   Works Cited McCurry, Justin. Absence Makes the Heart Grow Fonder: Shakespeare’s Sonnets 57 and 58.

The Development of Object Permanence Essay -- Piaget Psychology Psycho

The Development of Object Permanence I never realized when I played Peek-A-Boo with different infants in my family, that I was teaching them one of the most valuable lessons in their life. I just thought it was a game that infants liked to play and it made them laugh. I didn’t know that this was so funny to them because they were fascinated with the fact that for one moment I wasn’t there and a moment later I popped back up. Little did I know I was teaching them one of their most important accomplishments.   Ã‚  Ã‚  Ã‚  Ã‚  Adults and older children never give a second thought to the fact that when something disappears out of sight that it still exists. It never crosses our minds to think about when exactly did the ability to â€Å"just know†develop. If something ceases to exist that was once right in someone’s hand right before our eyes we think we must be at a magic show. However, people don’t know that when they were an infant they had to develop the knowledge that when you don’t see something it still exists on earth. Technically, infants must be looking at a magic show everyday for months.     Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Piaget coined the term object permanence in 1954 to describe the understanding that objects continue to exist, even when they cannot be directly seen, heard or touched. While conducting an experiment on his son as Piaget often did he found that his son did not reach for a toy that he had hidden with a cover. Piaget took that to mean that his son must not know that they toy exists anymore. When Piaget started these experiments to test this phenomenon light bulbs lit up in the heads of developmental psychologists around the world as they probably said to themselves,†I never thought about that before†. Since the emergence of the idea of object permanence many psychologists have conducted experiments to either prove or disprove Piaget’s theory. Experiments to test the development of this phenomenon have been conducted for decades and continue to be a topic that many developmental psychologists study.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In his book written in 1954 Piaget stated that â€Å"for young infants objects are not permanent entities that exist continuously in time but instead are transient entities that cease to exist when they are no longer visible and begin to exist anew when they come back into view.† He proposed the notion that infants do not begin to understand the object of object p... ...d they continue to hear it for years to come. However, that still doesn’t explain to me why infants find the game of Peek-A-Boo so amusing. After all this research I’m starting to think that they laugh and say to themselves inside their heads, â€Å"look a this fool, she thinks I don’t know she’s there when she covers her face. What a joke she is.† References Baillargeon, R. (1994). How do infants learn about the physical world? Current Directions in Psychological Science, 3, 133-140. Baillergeon, R., Spelke, E., & Wasserman, S. (Aug, 1985). Object permanence in five-month-old infants. Cognition, 20(3), 191-208. Baillargeon, R., & DeVos, J. (1991). Object permanence in 3.5 and 4.5-month-old infants: further evidence. Child Development, 62, 1227-1246. Baillargeon, R., & Graber, M. (1987). Where’s the rabbit? 5.5 month-old infants’ representation of the height of a hidden object. Cognitive Development, 2, 375-392. Jonsson, B., & von Hofsten, C. (2003). Infants’ ability to track and reach for temporary occluded objects. Developmental Science, 6(1), 86-99. Siegler, R., & Alibali, M. (2005). Children’s Thinking Fourth Edition. Prentice Hall Inc. Upper Saddle River NJ.

Chapter 5 Homework

Jazzlynn Ben Chapter 5 Problems Dr. Ennis 5. 1. You were asked to investigate extremely high, unexplained merchandise shortages at a department store chain. You found the following: a. The receiving department supervisor owns and operates a boutique carrying many of the same labels as the chain store. The general manager is unaware of the ownership interest. — It is a red flag warning so it is a fraud because there is a conflict of interest situation which should have alerted the auditor to the possibility of fraud. b.The receiving supervisor signs receiving reports showing that the total quantity shipped by a supplier was received and then diverts 5% to 10% of each shipment to the boutique. –There is a false representation so this is a fraudulent act. c. The store is unaware of the short shipments because the receiving report accompanying the merchandise to the sales areas shows that everything was received. –There is intent to deceive as indicated by the effort s to conceal the act so this is also a fraudulent act by the supervisor of receiving. It is not due to an act by the buyers. d.Accounts Payable paid vendors for the total quantity shown on the receiving report. –It is unrelated to the investigation so this is a weakness in the system of internal control. e. Based on the receiving department supervisor’s instructions, quantities on the receiving reports were not counted by sales personnel. –The receiving supervisor is advocating a system of a weak internal control so this is an indicator of fraud. Required Classify each of the five situations as a fraudulent act, a fraud symptom, an internal control weakness, or an event unrelated to the investigation.Justify your answers. 5. 2. A client heard through its hot line that John, the purchases journal clerk, periodically enters fictitious acquisitions. After John creates a fictitious purchase, he notifies Alice, the accounts payable ledger clerk, so she can enter them in her ledger. When the payables are processed, the payment is mailed to the nonexistent supplier’s address, a post office box rented by John. John deposits the check in an account he opened in the nonexistent supplier’s name. Required a. Define fraud, fraud deterrence, fraud detection, and fraud investigation. Fraud- Any and all means a person uses to gain an unfair advantage over another person. †¢ Fraud Deterrence- Actions that are taken to discourage the perpetration of fraud. †¢ Fraud Detection- Identifying the indicators of fraud sufficient to warrant recommending an investigation †¢ Fraud investigation- Performing the extended procedures needed to determine whether fraud has occurred, as suggested by the indicators. b. List four personal (as opposed to organizational) fraud symptoms, or red flags, that indicate the possibility of fraud.Do not confine your answer to this example. o High personal debts or great financial losses o Bragging about exp loits o Collectors and creditors appearing at the place of the business o Strong desire to beat the business c. List two procedures you could follow to uncover John’s fraudulent behavior. 1) Trace all of the payments back to the supporting documentation. No record of the receipt of the goods would be listed in the receiving department, as well as the purchasing department. 2) Inspect the documentation supporting the release of a check to a vendor. . 6. An auditor found that Rent-A-Wreck management does not always comply with its stated policy that sealed bids be used to sell obsolete cars. Records indicated that several vehicles with recent major repairs were sold at negotiated prices. Management vigorously assured the auditor that performing limited repairs and negotiating with knowledgeable buyers resulted in better sales prices than the sealed-bid procedures. Further investigation revealed that the vehicles were sold to employees at prices well below Market value. Read also  Homework Solutions – Chapter 3Three managers and five other employees pleaded guilty to criminal charges and made restitution. Required a. List the fraud symptoms that should have aroused the auditor’s suspicion. ? Management’s justification for departing from established policy. ? Departure from the established policy of requiring sealed bids to dispose of vehicles being salvaged. ? Vehicles, in fact, have been repaired before they were sold for salvage. b. What audit procedures would show that fraud had in fact occurred? ? Review thoroughly of sales documentation, identifying persons to whom sales were made at â€Å"negotiated prices. ? Evaluate the adequacy of proceeds obtained in negotiated sales. ? Review maintenance records for charges associated with salvaged vehicles. Case 5-1 1. How does Miller fit the profile of the average fraud perpetrator? How does he differ? How did these characteristics make him difficult to detect? 2. Explain the thr ee elements of the opportunity triangle (commit, conceal, convert), and discuss how Miller accomplished each when embezzling funds from Associated Communications. What specific concealment techniques did Miller use? 3.What pressures motivated Miller to embezzle? How did Miller rationalize his actions? 4. Miller had a framed T-shirt in his office that said, â€Å"He who dies with the most toys wins. † What does this tell you about Miller? What lifestyle red flags could have tipped off the company to the possibility of fraud? 5. Why do companies hesitate to prosecute white-collar criminals? What are the consequences of not prosecuting? How could law enforcement officials encourage more prosecution? 6. What could the victimized companies have done to prevent Miller’s embezzlement?

A Childs Grave, Hale County Alabama

â€Å"A Childs Grave, Hale County Alabama† â€Å"Child’s Grave, Hale County Alabama† struck me with excellent imagery. The poem has an outstanding portrayal of exactly how difficult times were during the Depression. At first glance this poem could simply be about a man burying his child. But I believe it is much more than that, also a descriptive depiction of average families struggles during this historical rough spot for this country. It is easy for modern American’s to take for granted all of the advantages we have.Taking for granted what our predecessors had to endure for us to have these daily benefits. In this poem a man carries his deceased child to give him a respectful burial. In 1936, just after the depression, times were tough for all American families. The land was described as so hard that even in less difficult years the unforgiving land would snap the head off a shovel. He had to steal a post from his landlord’s farm and carried it al ong with his child three miles from home to burry his son.This particular night he snuck away from his wife in the dead of night. All of this effort and sneaking could possibly suggest the father may have killed his son. Perhaps he knew he would not be able to feed another mouth and wished to take his son out of his misery. The father could have thought this action was justifiable; knowing first hand the hardships this child would have to endure and it was too much to bear for this father to bear.When he gets to the gravesite he digs painstakingly to five feet down into this baron tough ground to let only one foot of the post show above ground. In the poem the post was described as a â€Å"half-cross† this could symbolize his internal struggle between right and wrong, good and evil. In his mind, killing his son out of protection from this cruel world was a necessary evil. The amount of effort that the father put into this burial showed that he cared very much for his son.The father leaves off the engravings on the post to mark the child’s grave. This could possibly be because he was illiterate, which was common for this era. He could have felt the plain post suited his son better, representing his plain family and average struggles. This was a post a personal memorial to his son, he didn’t put it there for public viewing. The father obviously loved his son and felt enormous grief he could not properly raise him. But at the very least, this man would give his son a proper burial.