Analyzing The Work Of Kayson Maciel Andrews - 776 Words

Discussion After observing, communicating with, and analyzing the work of Kayson Maciel-Andrews, I have learned many things about working with advanced students in a low-achieving classroom. At my internship site, we have a very low population of talented and gifted students, less than 2%, and therefore, getting the opportunity to work closely with one of these students was a very unique opportunity for me. Before my child study, I had a feeling that advanced students were not being adequately challenged at my school; however, I completely underestimated the degree of boredom these students experience. It was very eye-opening to observe how quickly Kayson completed his classwork and then the amount of time he spent engaged in non-academic activities. Kayson often spent as much of 20 minutes engaged in non-academic conversations and â€Å"free drawing† because he completed his work so much quicker than the other students in the classroom. Any behavioral issues that Kayson had w ere attributed to his lack of boredom in the classroom. When he was scolded for talking with other students during work time, it was usually due to the fact that he finished early and did not have anything else to do. Another thing that surprised me during this child study was the gap of social development in the students in Kayson’s first-grade class. During my observation, I got to see both sides of the spectrum in terms of proper social behavior. In the lunchroom, I observed the students at

The Marquise De Rouge With Her Sons Alexis And Adrien

The Marquise de Pezay, and the Marquise de Rougà © with Her Sons Alexis and Adrien is oil on canvas painting by artist Élisabeth Louise Vigà ©e Le Brun in 1787. This painting comes from the later part of the 18th century called Neoclassicism. The overall painting measures at exactly 123.4 x 155.9 cm (48 9/16 x 61 3/8 in.), while the frame measures at 177.8 x 203.2 x 19.1 cm (70 x 80 x 7 1/2 in.). The figures are well arranged close to each other, on the left in her blue elegant gown is the Marquise de Pezay and on the right in her red gown is the Marquise de Rougà © with Her Sons Alexis and Adrien. The 18th century draws upon a number of things; the earlier part of the 18th century was dominated by the stylistic period called the rococo which was a cultural reaction. The later of the 18th century which was dominate by the neoclassicism style, which was a political reaction against the environment of aristocratic and royal France. This painting is a prime example of the counter movement from the French monarchy in an attempt to deceit the French people. The French monarchy wanted to be seen as if they are caring bunch when instead they were living their luxurious lifestyle in the comfort of their beautiful home and only catering to people in the same class as the majority of French people are working tirelessly on the fields. On a garden background, Vigà ©e Le Brun painted two of her faithful friends, the Marquise de Pezay and the Marquise de Rougà © who is surrounded by both of her

Renaissance free essay sample

Renaissance was a time of rebirth of the studies of the Greeks and Romans, as well as the start of new ideas. Some ideas that were created in the Renaissance include: individualism, secularism and humanism. Individualism was the concept of the individual and the belief to be able to reach the best of its abilities. Secularism is enjoying worldly affairs, which took after the Roman’s epicureanism. Lastly, the concept of humanism which is the study of human nature. All three of these ideas were ideal to the purposes and values of education throughout the Renaissance. These ideas were useful to the people as well as caused them damage. Thus, education and its purposes and values were argued hotly throughout the Renaissance. Some of the main arguments were education for upper class, education for all, and criticizing education over all. Some Renaissance men argued that education should be for the upper class or people who wish to attempt to be part of the upper class. They believed the upper class was the only people that needed an education since they were at the top. Some men who believed this were Castiglione, Aeneas Sylvius Piccolomini, and John Amos Comenius. Castiglione wrote a book to the courtiers describing how a courtier should behave. This book, The Courtier, was used by upper class for three hundred years to teach their kids about manners and behaviors. Castiglione suggests that a courtier should be well-rounded in his studies and be â€Å"passably learned in the humanities, in the Latin poets, orators and historians† (Doc. 3). Compared to a lower class male, Castiglione believes the upper class needs more education. Aeneas Sylvius Piccolomini was an Italian humanist who later became pope. He describes that education is needed on high class, especially a prince or any ruler (Doc. 1). John Amos Comenius stressed the importance of education and university; which, back then, university was more for the upper class since they can afford it. He believed the only useful education was university (Doc. 13). As more time passed by, the percentages of justices of the peace who attended university increased. More men started getting an education and becoming part of the upper class. Francesco Guicciardini was an Italian statesman and historian. When he was young he never took education seriously, but as he grew older he regret it and wished he paid more attention. He talks about that if he had a great education he could have â€Å"opened the way to the favor of princes and sometimes to great profit and honor†. He believed that if he had a great education he could have been in the upper class (Doc. 6). This shows that many people argued strongly about the purpose and value of education was for the upper class or to attempt to be part of the upper class. Other Renaissance men believed that education should be for all. This idea was practiced more in the Northern Renaissance than the Italian Renaissance but it was still used in both. An example of Northern Renaissance men that hold this idea would be Desiderius Erasmus and a man from the School Ordinances. He wrote the Praise of Folly which was a satire against the church. Erasmus was also known for his strong belief in education and institution (Doc. 4). A man from the School Ordinances believed everyone should go to school so they can learn discipline and to be afraid of god. I think this view point is strange since this man is telling this to a pastor and a pastor wouldn’t like the idea of teaching kids to be afraid of god (Doc. 7). Examples of Italian Renaissance men who hold this idea would be Battista Guarino. Battista Guarino believed learning and training in virtue is the true meaning of humanist and that this property pursuits all of mankind (Doc. 2). The values and purposes of education was to reach a wider variety and attempt to give education to all. Lastly, another group of Renaissance men argued intensively that the values and purposes of Renaissance education was useless and pointless. John Brinsley was an English schoolmaster and he believed that when adolescents went to school, they â€Å"have little sense of the meaning and true use of learning†. He claims that all they know is how to write in Latin which â€Å"no one will want to read† (Doc. 10). In a letter from an unknown man to the Parlement of Dijon, he says, â€Å"the study of literature is appropriate only to a small minority of men† (Doc. 11). He goes on to say that more hard-working bodies are needed than dreamy and contemplative spirits. Michel de Montaigne was a French essayist and politician. He called the educational system absurd and accused the cause of the selection of books was due to which one sounds the best not which one has the best facts (Doc. 8). John Amos Comenius believed education was pointless until university. He stressed the importance of education in university, which was usually the upper class who went to university. He criticized and emphasized the unimportance of education before university greatly (Doc. 13). The values and purposes of education were discussed and argued greatly throughout the Renaissance. The main arguments were education for upper class, education for all, and criticizing education over all. Castiglione, Aeneas Sylvius Piccolomini, and John Amos Comenius believed strongly in education for upper class. Desiderius Erasmus, a man from the School Ordinances, Battista Guarino believed in education for all. Lastly, John Brinsley, Michel de Montaigne, and, once again, John Amos Comenius criticized the education system strongly. All three topics are only a few of the many values and purposes of the education during the Renaissance.

Paganism vs. Christianity free essay sample

Paganism vs. Christianity Laura Roberts Student ID: 22970754 September 14, 2009 Liberty University Lynchburg, VA Laura Roberts Dr. Kenneth Hood PHIL 104 14 September 2009 Paganism vs. Christianity Just like any religion or tradition, there are many branches to each. According to the World Christian Encyclopedia, there are over 33,820 denominations of Christianity. (Answers. com, 2009) Paganism is defines as any religions other than Christianity or Judaism or Islamism. (WordNet) With so many branches for both it would be difficult to compare all of them. For the purpose of this paper, we will look at the compare and contrast of Orthodox Christianity and Odinism. The birth of Christianity began 2000 years ago in Judea with the ministries of Jesus Christ. (AllAboutReligon. Org). While revolutionary, his teachings brought together his twelve disciples. Through the teachings of Jesus, society learned that salvation and humanity would come from God through him. This salvation would come about through the crucifixion and resurrection of Jesus. In Christianity it is believed Jesus must die for our sins so humanity does not have to. While Christianity began in Israel, Odinism is the religious faith of the Scandinavian and of the Norse. It is an old religion with roots prior to Christianity. With the coming of Christianity, Odinism endured a period of dual faith; following both Odinism and Christianity, and then eventually breaking away from Christianity standing on its own merits. (The Odinic Rite) Christianity is a monotheist religion in which, they believe in only one true god. Throughout the Bible, this belief has been revisited several times. In Deuteronomy 32:39 it says, â€Å"See now that I, I am He, and there is no god besides Me and in Isaiah 46:9, I am God, and there is no other; I am God, and there is no one like Me. In Isaiah 46 it also says that false Gods are useless which is evident in Isaiah 46:1, â€Å"Bel and Nebo bow down. Their idols are carried by animals. The statues are only heavy loads that must be carried; they only make people tired. † On the opposite side of the scale is Odinism with the polytheist belief; more than one God. Odinist not only believes in multiple Gods but also multiple Goddesses. There are fifteen deities; Odin (chief of the Gods), Frigga (wife of Odin and patroness of the hearth and home), Frey (one of the Vanir given to the Aesir to end the war between the two and the patron of wealth and fertility), Freya (Frey’s sister and patroness of female fertility and prosperity), Thor (wields a hammer defending the Asgard and men), Heimdall (watches the Asgard’s gate and blows the Gjallar horn to warn the Aesir), Tyr (patron of honor, courage, and justice), Ull ( kenning for Odin), Loki ( trickster god married to Sygni), Bragi ( poet of the gods), Baldur (Bright one slain by Hodur who rest in Hel until he returns to rule the Earth), Hodur (struck Baldur with a dart made of mistletoe), Skadhi ( father killed by the Aesir and was offered a husband as compensation), Njord (a Vanir and father to Frey and Freya), and Mimir (Giant who owns the well of wisdom). (Shelter, p48-p51) Each God and Goddess contributes to the Odinist path. Christians believe that at Mt. Sinai God gave a set of laws to form a covenant. These set of laws are called The Ten Commandments and are as follows: â€Å" You must not have any other gods except me, you shall not make for yourself any carved image, or any likeness of anything that is in heaven above, or that is in the earth beneath, or that is in the water under the earth; you shall not bow down to them nor serve them. For I, the Lord your God, am a jealous God, visiting the iniquity of the fathers on the children to the third and fourth generations of those who hate me, but showing mercy to thousands, to those who love Me and keep My commandments, You shall not take the name of the Lord your God in vain, for the Lord will not hold him guiltless who takes His name in vain, remember the Sabbath day, to keep it holy. Six days you shall labor and do all your work, but the seventh day is the Sabbath of the Lord your God. In it you shall do no work: you, or your son, or your daughter, or your manservant, or your maidservant, or your cattle, or your stranger who is within your gates. For in six days the Lord made the heavens and the earth, the sea, and all that is in them, and rested the seventh day. Therefore the Lord blessed the Sabbath day and hallowed it, honor your father and your mother, that your days may be long upon the land hich the Lord your God is giving you, you shall not murder, you shall n ot commit adultery, you shall not steal, you shall not bear false witness against your neighbor, you shall not covet your neighbor’s house; you shall not covet your neighbor’s wife, nor his manservant, nor his maidservant, nor his ox, nor his donkey, nor anything that is your neighbor’s. (Exodus 20:1-17) Through these commandments, Christians’ know they govern the relationship of God and anyone who loves him. These are not just commandments sent by God but, a set of moral law. (Lucado, p21) Odinist does not have a set of commandments or moral law like Christians. The closest thing they have to compare is the Nine Noble Virtues; courage, truth, honor, fidelity, discipline, hospitality, industriousness, self-reliance, and perseverance. Rabe, 2000) Just as the Ten Commandments are self-explanatory so are these virtues. With courage, you do what is right in spite of your fears both physically and morally. Odinist believe lying is the path of coward and in ge neral it is better to be honest, than technical truthful while being deceptive. (Shelter, p18) With honor, do what you say and fulfill your obligations. Fidelity is supporting your kin no matter what. Industrious and self-reliance goes hand in hand. Working hard provides for you and your kin. It also prevents asking for charity and becoming a burden on society. Asking for help is not unconceivable but it is kept to a minable and always paid back. Along with the Nine Nobel Virtues, Odinist also follow the six-fold goal; right (the right path), wisdom (think about what you are doing and learn from what you have done), might (physical strength, political strength, financial strength, and intellectual strength), harvest (use all that life offers), frith (obligation of what is owed to kin and community in regards to your actions) and love (love and joy in life). (Hofbok, 1998) The Bible is a collection of books that the Christians study and learn from. It is composed of sixty-six books and has two major sections; the old and the New Testament. In the Old Testament, the thirty-nine books consist of Genesis, Exodus, Leviticus, Numbers, Deuteronomy, Joshua, Judges, Ruth,1 2 Samuel, 1 2 Kings, 1 2 Chronicles, Ezra, Nehemiah, Esther, Job, Psalms, Proverbs, Ecclesiastes, Song of Solomon, Isaiah, Jeremiah, Lamentations, Ezekiel, Daniel, Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah and Malachi while the New Testament contains twenty-seven books including; Matthew, Mark, Luke, John, Acts, Romans, 1 Corinthians, 2 Corinthians, Galatians, Ephesians, Philippians, Colossians, 1 2 Thessalonians, 1 Timothy, 2 Timothy, Titus, Philemon, Hebrews, James, 1 Peter, 2 Peter, 1 John, 2 John, 3 John, Jude and Revelation. In the Bible the text written in red is said to be God himself speaking. (Christian Answers. net, 2005) While Odinist does not have a Bible per say, they do have something somewhat similar. They have the Elder and Younger Eddas. These Eddas are a form of manuscript written during and after Christianization. http://www.allaboutreligion.org/history-of-christianity-in-africa-faq.htm http://www.gutenberg.org/ebooks/18947 https://uk.ask.com/?o=0l=dirad=SEO http://www.christiananswers.net/ http://coredogs.com/lesson/wanderingdog-users.html https://forums.skadi.net/archive/index.php?t-102479.html http://www. paganlibrary. com/ https://wordnet.princeton.edu/