The impact of Christian Religious Education Essay Example for Free

The impact of Christian Religious Education Essay Introduction: The context of studying religious in a society such as ours, Christian religious educations give me the opportunity to learn from religion (Christian religion) in an organized Manner. From my perspective, Christian religious education aims to support and develop my religious identity by giving me the opportunity to participate at Christian religious practices. Religious education like Christianity involves religious practices such as praying, caring for others, and dealing with the challenges of life. In these practices I see Christian religious education as an inspirational reality of God’s teaching; the only reliable tool that I rely on in the time of difficulties and challenges. The concepts of God, creation, redemption, or eternity are concepts that are difficult to understand unless with faith and the teaching of Christian religious education. From this standpoint, progress in Christian religious education refers to my participation at religious practices in a more proficient way. The aim of this paper is to get a clear view on the significance of studying Christian Religious Education and its impact on me as an individual. Growing up as a Kid: As a kid growing up I attended Catechism classes (first Holy Communion and Confirmation), as far as going to the seminary (Catholic seminary) after my graduation from high school. I attended catechism classes and was taught the Catholic doctrines and other Christian beliefs. Therefore, Christian religious education has impacted my life and my personal growth. Consequently, learning through religious education enables me to: Develop my knowledge and deepen my understanding of the Christian faith, especially my Catholic faith and other Christian beliefs. It helps me understand the relevance of the Catholic faith and the meaning of life. It fosters the values, attitudes and practices which are well-suited with my faith as Christian. Christian religious education develops my skills of reflection, critical thinking, and how to act in accordance when making moral decisions. It nurtures my prayer life as an individual. It helps me understand and appreciate significant aspects of other Christian traditions such as observing lent, the practice of station of the cross and advent season. The observance of all of these makes a positive difference to my Christian life and put my beliefs and values into action. The Influence of Christian Religion Education on me: The impact of Christian religious education on me is that it transfers Christian moral values and norms to me as person or individual growing up to become responsible and appreciating myself and others. It teaches me the actual duty of a Christian and acquaints me with religious practices and obedience to authorities in the neighborhood, homes, state and in the universal society. Christian religious education helps me to develop the knowledge and understanding of Christianity and especially, the catholic doctrine. Christian religious education specially the catholic doctrine have taught me some religious norms and it values and has encouraged me to learn from various religious beliefs, values and culture while at the same time, focusing my own beliefs regarding my religion. My study at the seminary and catechism classes has also help me to be mature personally and socially as well as refining my judgments and decisions on religious, moral and social issues, preparing me for life in a secular society. During my time in primary school I can clearly recall that Christian religious education in the context of catholic religious teachings popularly known as â€Å"doctrine† in catholic schools was a compulsory subject for us. It was mandatory subject, not an optional one. In fact anyone who could not pass doctrine in St. Francis high school (Pleebo, Maryland County) is assumed not to be able to do well or pass other subjects. As the result, Christian religious education gave me a stronger sense of my identity and it made me to know my place in the world that I live in through Christian religious and ethical teaching. Christian Religious education guides me through my spiritual journey. It motives me and helps me been focus on my spiritual life. If I don’t understand what I am implementing in my life, then I will end up losing focus in my Christian activities. Christian Religious education aids me in instructing me how to understand the existence of God and how to obey his commands. Christian Religious education assists me in keeping me from doing the wrong things and repeating the same mistakes over and over again. It instructs me to obey authorities and follow the teaching of the scriptures, so that I may teach the little one or my own kids the ways of life of my religion (Christian) and how to follow it teachings. Encourages me to look more into what I accept as true and reflect on that spiritual knowledge. It helps me understand the Word of God as expressed in the Christian scriptures and especially the teachings of the Catholic Church. And considering how situations can affect the way that I understand things in my lives and the world around me. Reflecting on the Catholic beliefs that my life has meaning, therefore, the essence of Christian religious education is to help me to value the teachings of the scriptures and that which God reveals in our lives. It helps me recognize such knowledge and understand issues which are never fully realized except in actual relationships with the scripture (God) or teaching of Christian religion education. It helps me truly develop and engage common issues in concrete actions. Why Christian Religion Education Matters to me? Christian Religious education makes a distinctive contribution to my well-being. It promotes my moral, social and above all my spiritual, development. It prepares me for societal challenges and future responsibilities. Religion and beliefs inform our values and are reflected in what we say and how we behave. Christian Religious education try to explain or give meaning to challenging questions about the ultimate meaning and purpose of life, beliefs about God, and the nature of reality, issues of right and wrong and what it means to be human. It develops my knowledge and understanding of the nature of religion and belief including Christianity, and other principal religious issues, such as the TRINITY, (three persons in one God). God the FATHER, God the SON and God the HOLY SPIRIT, philosophy that are difficult to understand. Christian religious education offers me the opportunities for personal reflection and spiritual development. It enhances my awareness and understanding of Christianity and beliefs, teachings and practices. Christian religious education had impacted my life, to be more precise, it helps me to understand issues of faith and the existence of God. There are things I cannot do because of my beliefs and faith. I cannot take away human life, because I have value for other and the life of people. I cannot encourage abortion or homosexual arts. Taking away other life is murder, murder is a crime. Christian religious education, specially my doctrine (catholic doctrines) forbids that. And Christian religious educations help enhance and foster my beliefs. Therefore, my value of God is deepening. Christian religious education today is vital. As the issue of extremism emerges, I begun to wonder how these people lost their moral direction and they have turn against society in the name of religion. One might want to look to their religion as one aspect of what shaped their thinking. Instead of judge them; I extend forgiveness, because my religion (Christianity) teaches me how to forgive. After all, Christ said in the Bible â€Å"he who is without sin should cast the first stone. † Christian religious education is priceless. Christian religion offer open debate about all moral and ethical points of view. It is open to free debate, unlike other religions which forbids open discussion of some critical issues. In order to combat ignorance, Christian religious educations enlighten my mind. It causes me to act as detects by the scripture or my doctrine. The reason a society falls is its lack of morality. Christian religious education taught me about morality, ethics and to love others, even if they don’t act very loving toward me. The skills, understanding and knowledge acquired from Christian religious education during my seminary and catechism class’s days, couple with my Christian ethics class at AMEU is very necessary. They help to broaden my knowledge and positively sharp my thinking to be mature in my attitudes. Christian religious educations help me to be open minded, value for others and self understanding. Experiencing self-assurance about my own beliefs and identity and increasing my perception of my religious, moral and spiritual ideas. Conclusion: In conclusion to this paper, I will say Christian religious education from all angle and from all area of society has shown without any doubt its significance on me as individual and society cannot be ignored. Christian Religious Education has prove to make available openings for spiritual expansion in the course of helping me to think about and act in response to questions of meaning and function in life, and questions about the s existence of God and morals in human society; to consider and react to critical issues especially issues of morality and real challenges of life. This has helped me to make clear and knowledgeable decision on religious and moral issues. Our society today is face with many moral issues, such as same sex marriage know as gay marriage and the issue of abortion. Christian religious education has helped to develop my sense of character and belonging, preparing me for life as individual in society. It gives me consciousness and understanding of my beliefs, including practices and values of Christianity. Christian Religious Education is a tool that strengthen my ethical attitude and values, including choices and behavior and my believed toward abortion, drugs and homosexuality. Bibliography: Novak, M. (2001): On Two Wings: Humble Faith and Common Sense. Fagan, P. F. (2006): The Impact of Religious Practice, Heritage Foundation Backgrounder No. 1064, [2] Brown, D. R. , and Gary, L. E. (1991): An Empirical Assessment, Journal of Negro Education, Vol. 60, No. 3.

My Papa’s Waltz - Battered Knuckles Essays -- My Papas Waltz Essays

My Papa’s Waltz - Battered Knuckles  Ã‚  Ã‚   Many people look back on memories with a pleasant slant. A backpacker may love to go to the mountains, but every time that person ventures out he encounters a blizzard. The weather is not always conducive to the backpacker and can cause great discomfort. However, when the hiker returns to his normal routine he usually forgets about the bad experience so that he can continue loving the mountains and happily plan his next adventure. Similarly, Theodore Roethke's, "My Papa's Waltz" is a poem about a man who tries to make a horrible event into something much more pleasant to think about. The speaker seems to be remembering back to his childhood and finally uncovers dark memories about his father. The child in the poem finally realizes that childhood was full of scary nights in which he sometimes feared for his life. The speaker has tried for years to believe that he loved his father, but he finally understands what really happened in his boyhood home. The speaker in this poem begins by commenting on how much his father drinks. The father ...

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ideas †¢ thinkers †¢ practice david a. kolb on experiential learning David A. Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We set out the model, and examine its possibilities and problems. contents: †¢ introduction †¢ david a. olb †¢ david kolb on experiential learning †¢ david kolb on learning styles †¢ issues †¢ developments – jarvis on learning †¢ a guide to reading †¢ links †¢ how to cite this piece As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting.Experiential learning thus involves a, ‘direct encounter w ith the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it. ‘ (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses.The second type of experiential learning is ‘education that occurs as a direct participation in the events of life' (Houle 1980: 221). Here learning is not sponsored by some formal educational institution but by people themselves. It is learning that is achieved through reflection upon everyday experience and is the way that most of us do our learning. Much of the literature on experiential learning, as Peter Jarvis comments (1995: 75), ‘is actually about learning from primary experience, that is learning through sense experiences'.He continues, â €˜unfortunately it has tended to exclude the idea of secondary experience entirely'. Jarvis also draws attention to the different uses of the term, citing Weil and McGill's (1989: 3) categorization of experiential learning into four ‘villages': Village One is concerned particularly with assessing and accrediting learning from life and work experience†¦. Village Two focuses on experiential learning as a basis for bringing change in the structures†¦ of post-school education†¦. Village Three emphasizes experiential learning as a basis for group consciousness raising†¦.Village Four is concerned about personal growth and self-awareness. These ‘villages' of approaches retain a focus on primary experience (and do not really problematize the notion of experience itself). Jarvis (1995: 77-80) makes the case for a concern for secondary or indirect experience (occurring through linguistic communication). While there have been various additions to the literatu re, such as the above, it is the work of David A. Kolb (1976; 1981; 1984) and his associate Roger Fry (Kolb and Fry 1975) that still provides the central reference point for discussion.Following on from Kolb's work there has been a growing literature around experiential learning and this is indicative of greater attention to this area by practitioners – particularly in the area of higher education. David Kolb's interest lay in exploring the processes associated with making sense of concrete experiences – and the different styles of learning that may be involved. In this he makes explicit use of the work of Piaget, Dewey and Lewin. David A. Kolb David A. Kolb is Professor of Organizational Behavior in the Weatheread School of Management.He joined the School in 1976. Born in 1939, Kolb received his Batchelor of Arts from Knox College in 1961, his MA from Harvard in 1964 and his PhD from Harvard in 1967. Besides his work on experiential learning, David A. Kolb is also kno wn for his contribution to thinking around organizational behaviour (1995a; 1995b). He has an interest in the nature of individual and social change, experiential learning, career development and executive and professional education. David Kolb on experiential learning David A.Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations (after Kurt Lewin). It is a model that appears time and again. Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points – and that it should really be approached as a continuous spiral.However, it is suggested that the learning process often begins with a person car rying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls.Generalizing may involve actions over a range of circumstances to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium, that is, the ability to put it into words. It implies only the ability to see a connection between the actions and effects over a range of circumstances. (Coleman 1976: 52). An educator who has learnt in this way may well have various rules of thumb or generalizations about what to do in d ifferent situations.They will be able to say what action to take when say, there is tension between two people in a group but they will not be able to verbalize their actions in psychodynamic or sociological terms. There may thus be difficulties about the transferability of their learning to other settings and situations. When the general principle is understood, the last step, according to David Kolb is its application through action in a new circumstance within the range of generalization. In some representations of experiential learning these steps, (or ones like them), are sometimes represented as a circular movement.In reality, if learning has taken place the process could be seen as a spiral. The action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action. Two aspects can be seen as especially noteworthy: the use of concrete, ‘here-and-now' experience to test ideas; and use of feedback to change practices and theories (Kolb 1984: 21-22). Kolb joins these with Dewey to emphasize the developmental nature of the exercise, and with Piaget for an appreciation of cognitive development.He named his model so as to emphasize the link with Dewey, Lewin and Piaget, and to stress the role experience plays in learning. He wished to distinguish it from cognitive theories of the learning process (see Coleman 1976). David Kolb on learning styles David Kolb and Roger Fry (1975: 35-6) argue that effective learning entails the possession of four different abilities (as indicated on each pole of their model): concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities.Few us can approach the ‘ideal' in this respect and tend, they suggest, to develop a strength in, or orientation to, in one of the poles of each dimension. As a result they developed a learning style inventory (Kolb 1976) which was designed to pl ace people on a line between concrete experience and abstract conceptualization; and active experimentation and reflective observation. Using this Kolb and Fry proceeded to identify four basic learning styles. Kolb and Fry on learning styles (Tennant 1996) Learning style Learning characteristicDescriptionConvergerAbstract conceptualization + active experimentation†¢ strong in practical application of ideas †¢ can focus on hypo-deductive reasoning on specific problems †¢ unemotional †¢ has narrow interests DivergerConcrete experience + reflective observation†¢ strong in imaginative ability †¢ good at generating ideas and seeing things from different perspectives †¢ interested in people †¢ broad cultural interests AssimilatorAbstract conceptualization + reflective observation†¢ strong ability to create theoretical models excels in inductive reasoning †¢ concerned with abstract concepts rather than peopleAccommodatorConcrete experience + active experimentation†¢ greatest strength is doing things †¢ more of a risk taker †¢ performs well when required to react to immediate circumstances †¢ solves problems intuitively In developing this model Kolb and Fry have helped, along with Witkin (1950), have helped to challenge those models of learning that seek to reduce potential to one dimension such as intelligence (Tennant 1997: 91). They also recognize that there are strengths and weaknesses associated with each style (and that being ‘locked into' one style can put a learner at a serious disadvantage).However, there are a number of problems with the model. Issues Here I want to note six key issues that arise out the Kolb model: It pays insufficient attention to the process of reflection (see Boud et al 1983). While David A. Kolb's scheme ‘has been useful in assisting us in planning learning activities and in helping us to check simply that learners can be effectively engaged', they comment , ‘it does not help†¦ to uncover the elements of reflection itself' (ibid. : 13), see reflection. The claims made for the four different learning styles are extravagant (Jarvis 1987; Tennant 1997).As Tennant (1997: 91) comments, even though the four learning styles neatly dovetail with the different dimensions of the experiential learning model, this doesn't necessarily validate them. David Kolb is putting forward a particular learning style. The problem here is that the experiential learning model does not apply to all situations. There are alternatives – such as information assimilation. There are also others such as memorization. Each of these may be appropriate to different situations (see Jarvis below). The model takes very little account of different cultural experiences/conditions (Anderson 1988).The Inventory has also been used within a fairly limited range of cultures (an important consideration if we approach learning as situated i. e. affected by environ ments). As Anderson (1988, cited in Tennant 1996) highlights, there is a need to take account of differences in cognitive and communication styles that are culturally-based. Here we need to attend to different models of selfhood – and the extent to which these may differ from the ‘western' assumptions that underpin the Kolb and Fry model. The idea of stages or steps does not sit well with the reality of thinking.There is a problem here – that of sequence. As Dewey (1933) has said in relation to reflection a number of processes can occur at once, stages can be jumped. This way of presenting things is rather too neat and is simplistic – see reflection. Empirical support for the model is weak (Jarvis 1987; Tennant 1997). The initial research base was small, and there have only been a limited number of studies that have sought to test or explore the model (such as Jarvis 1987). Furthermore, the learning style inventory ‘has no capacity to measure the deg ree of integration of learning styles' (Tennant 1997: 92).The relationship of learning processes to knowledge is problematic. As Jarvis (1987) again points out, David Kolb is able to show that learning and knowledge are intimately related. However, two problems arise here. David Kolb doesn't really explore the nature of knowledge in any depth. In chapter five of Experiential Learning he discusses the structure of knowledge from what is basically a social psychology perspective. He doesn't really connect with the rich and varied debates about the nature of knowledge that raged over the centuries within philosophy and social theory.This means that I do not think he really grasps different ways of knowing. For example, Kolb focuses on processes in the individual mind, rather than seeing learning as situated. Second, for David Kolb, learning is concerned with the production of knowledge. ‘Knowledge results from the combination of grasping experience and transforming it' (Kolb 1984 : 41). Here we might contrast this position with Paulo Freire. His focus is upon informed, committed action (praxis). Given these problems we have to take some care approaching David Kolb's vision of experiential learning.However, as Tennant (1997: 92) points out, ‘the model provides an excellent framework for planning teaching and learning activities and it can be usefully employed as a guide for understanding learning difficulties, vocational counselling, academic advising and so on'. Developments – Peter Jarvis on (experiential) learning Jarvis (1987, 1995) set out to show that there are a number of responses to the potential learning situation. He used Kolb's model with a number of different adult groups and asked them to explore it based on their own experience of learning.He was then able to develop a model of which allowed different routes. Some of these are non-learning, some non-reflective learning, and some reflective learning. To see these we need to trace ou t the trajectories on the diagram he produces. reproduced from Jarvis 1994 Non-learning: Presumption (boxes 1-4). This is where people interact through patterned behaviour. Saying hello etc. Non-consideration (1-4). Here the person does not respond to a potential learning situation. Rejection (boxes 1-3 to 7 to 9). Non-reflective: Pre-conscious (boxes 1-3 to 6 to either 4 or 9).This form occurs to every person as a result of having experiences in daily living that are not really thought about. Skimming across the surface. Practice (boxes 1-3 to 5 to 8 to 6 to either 4 or 9). Traditionally this has been restricted to things like training for a manual occupation or acquiring particular physical skills. It may also refer to the acquisition of language itself. Memorization (boxes 1-3 to 6 and possibly 8 to 6 and then either to 4 or 9) Reflective learning: Contemplation (boxes 1-3 to 7 to 8 to 6 to 9). Here the person considers it and makes an intellectual decision about it.Reflective pr actice (boxes 1-3 (to 5) to 7 to 5 to 6 to 9). This is close to what Schon describes as relfection on and in action. Experiential learning (boxes 1-3 to 7 to 5 to 7 to 8 to 6 to 9). The way in which pragmatic knowledge may be learned. While this represents a useful addition to our thinking about learning, a number of problems remain. There is still an issue around sequence – many things may be happening at once, but Jarvis' model falls into trap of stage thinking. As with Kolb's work there is a limited experimental base to support it.We can also ask questions as to whether these are different forms or routes – or can they grouped together in a different and more compact way. Further reading and references The literature around this area can be pretty dire. We have picked one or two of the better collections/explorations plus a couple ‘standards'. Boud, D. et al (eds. ) (1985) Reflection. Turning experience into learning, London: Kogan Page. 170 pages. Good collec tion of readings which examine the nature of reflection. The early chapters make particular use of Dewey and Kolb. Boud. D. and Miller, N. eds. ) (1997) Working with Experience: animating learning, London: Routledge. Useful collection of pieces exploring experiential learning. The editors focus on animation (not so much in the French and Italian senses as ‘breathing life into' – to activate, enliven, vivify. Includes introductory and closing pieces by the editors: Brookfield on breaking dependence on experts; Smyth on socially critical educators; Heron on helping whole people learn; Tisdell on life experience and feminist theory; Harris on animating learning in teams; and Mace on writing and power.Fraser, W. (1995) Learning From Experience. Empowerment or incorporation, Leicester: National Institute of Adult Continuing Education. Examines APL / APEL and asks what is lost and gained in the translation of private experience into the public sphere. Based on the experience of various courses. Jarvis, P. (1987) Adult Learning in the Social Context, London: Croom Helm. 220 pages. Peter Jarvis uses Kolb's model to explore the process of learning in context. The result is a better appreciation of context and the ability to approach memorization, contemplation, practice etc.However, he also inherits a number of problems e. g. around stages. The model is revisited and summarized in P. Jarvis (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Johnson, D. W. and Johnson, F. P. (1996) Joining Together: Group theory and group skills, 6e. , Boston, Mass. : Allyn and Bacon. 612 pages. Rightly popular practical groupwork guide with plenty of examples and exercises, plus some good foundational chapters. It was one of the first texts to pick up on Kolb and to link experiential learning with the work around groups by Lewin and others.Chapters on group dynamics; experiential learning; group goals and social independence; communications w ithin groups; leadership; decision making; controversy and creativity; conflicts of interest, the uses of power; dealing with diversity; leading learning and discussion groups; leading growth and counselling groups; and team development, team training. Keeton, M. T. (ed. ) (1976) Experiential Learning, San Francisco: Jossey-Bass. Ageing but still useful collection. See, in particular, Coleman's contrasting of information assimilation with experiential learning. Kolb, D.A. (1984) Experiential Learning, Englewood Cliffs, NJ. : Prentice Hall. 256 pages. Full statement and discussion of Kolb's ideas concerning experiential learning. Chapters deal with the foundation of contemporary approaches to experiential learning; the process of experiential learning; structural foundations of the learning process; individuality in learning and the concept of learning styles; the structure of knowledge; the experiential learning theory of development; learning and development in higher education; li felong learning and integrative development. Mezirow, J. 1991) Transformative Dimensions of Adult Learning, San Francisco: Jossey-Bass. 247 + xix pages. Develops a comprehensive theory of how adults learn by making meanings of their experiences. Particular focus on perspective transformation. Weil, S. Warner & McGill, I. (eds. ) (1989) Making Sense of Experiential Learning. Diversity in theory and practice, Milton Keynes: Open University Pres s. The texts on experiential learning tend to be rather atheoretical (and often precious). This text doesn't totally escape this – but has a number of useful contributions. ReferencesAnderson, J. A. (1988) ‘Cognitive styles and multicultural populations', Journal of Teacher Education, 39(1): 2-9. Brookfield, S. D. (1983) Adult Learning, Adult Education and the Community Milton Keynes Open University Press. Borzak, L. (ed. ) (1981) Field Study. A source book for experiential learning, Beverley Hills: Sage Publications. Dewey, J. (19 33) How We Think, New York: Heath. Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass. Jarvis, P. (1994) ‘Learning', ICE301 Lifelong Learning, Unit 1(1), London: YMCA George Williams College.Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Kolb, A. and Kolb D. A. (2001) Experiential Learning Theory Bibliography 1971-2001, Boston, Ma. : McBer and Co, http://trgmcber. haygroup. com/Products/learning/bibliography. htm Kolb, D. A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma. : McBer. Kolb, D. A. (1981) ‘Learning styles and disciplinary differences'. in A. W. Chickering (ed. ) The Modern American College, San Francisco: Jossey-Bass. Kolb, D. A. (with J. Osland and I.Rubin) (1995a) Organizational Behavior: An Experiential Approach to Human Behavior in Organizations 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb, D. A. (with J. Osland and I. Rubin) (1995b) The Organizational Behavi or Reader 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed. ) Theories of Group Process, London: John Wiley. Schon, D. (1983) The Reflective Practitioner, New York: Basic Books Tennant, M. (1997) Psychology and Adult Learning 2e, London: Routledge. Witkin, H. and Goodenough, D. 1981) Cognitive Styles, Essences and Origins: Field dependence and field independence, New York: Links Experiential learning: helpful review of sites by Tim Pickles. Experiential Learning Theory Bibliography: Prepared by Alice Kolb and David Kolb, this is an extensive bibliography of on experiential learning theory from 1971-2001. Acknowledgement: The workshop picture representing experiential learning is from the EFEO Action Workshops in 2008. It was taken by devilarts and is copyrighted. It is reproduced here under a Creative Commons licence (Attribution-Non-Commercial-Share Alike 2. Generic) flickr: http://ww w. flickr. com/photos/devilarts/2458317215/. How to cite this article: Smith, M. K. (2001). ‘David A. Kolb on experiential learning', the encyclopedia of informal education. Retrieved [enter date] from http://www. infed. org/b-explrn. htm.  © Mark K. Smith 1996, 2001. infed is a not-for-profit site [about us] [disclaimer] provided by the YMCA George Williams College. Give us feedback; write for us. Check our privacy policy and, when copying, our copyright notice. Join us on Facebook and Twitter. 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Essay On Hurricanes - 865 Words

It was August 25, 2017. Craig, his wife Sarah, and their cats, Mimi and Carol, were in their living room of their one story house watching the news in Houston, Texas at about 12:00pm. The news was talking about the weather for that day. All of the sudden, the electricity went out. The house was starting to flood. Sarah had been on her phone, texting her friend. Sarah lost internet connection so she decided to go do something else. She started to read a book, but then she remembered that she needed to pack for her trip the next day. She went into their room to pack a few things for the trip. Then, the master bedroom started to flood. Sarah ran out of the room and went to get the radio. Sadly, Sarah couldnt find it. Her husband was†¦show more content†¦You could smell all of the chemicals in the water. Craig knew that he wouldnt be able to drink the water. The smell of the water was so horrid, that Craig and Sarah had to plug their noses. Craig accidently got some water in his mouth, and spit it out immediately. The water tasted awful! It tasted like salt water with chemicals in it! The water had garbage, oils, chemicals, acids, and other objects that the couple couldnt figure out what they were since the water was as mucky as a dirty fish tank. Craig started pushing the raft to get away. Sarah sat on the raft to keep the cats happy. Craig didnt mind seeing as Sarah was pretty light. A few hours later, Craig was still pushing the raft. He then saw a small place next to a worn down casino that Sarah and him could stay. He pushed the raft over to the spot. The two set up. We are under a roof! Sarah screamed quietly, but happily. Yes we are, replied Craig. Craig placed the cats on the ground and opened their carriers, but they moved closer to the back wall. Once they finished setting up where they would stay for the next few days, Sarah lay down to take a nap. Craig decided that it would be better if he stayed up in case they were forced to move their spot again. A few hours went by before Sarah woke up. Once she woke up, it was 9:00pm. The two ate something and then went to bed. A couple of days later, the water finally retreated and the couple started to get ready to go home. Once they gotShow MoreRelatedHurricane Essay1485 Words   |  6 Pages26, 2009 Essay Assignment GE-253 Hurricanes Have you ever heard tropical storms pushing winds up to 200 mph and causing destruction everywhere? A true beast of nature we call a hurricane. These hurricanes can show up at any time to make a mess of things. To fully understand hurricanes we have to peer into the history, calculate the physics, plot the storm’s movements and actions, respect the power of such storms, and prepare ourselves if a storm is headed our way. A lot of hurricanes have happenedRead MoreHurricane Essay1197 Words   |  5 PagesWould a Massive Hurricane Mean To NYC In my community of New York City it is unlikely for a major hurricane to hit. Its only happened a handful of times in history. If a major superstorm hit our city it would be considered a Noreaster. Noreasters are intense storms that can cause heavy snow, rain and oversized waves that can cause beach erosion and a low level storm surge and structural damage. The intensity of the wind gusts associated with these storms can exceed hurricane force in intensityRead MoreEssay on Hurricanes1596 Words   |  7 Pages Hurricanes nbsp;nbsp;nbsp;nbsp;nbsp;A natural hazard is when extreme events which cause great loss of life and or property and create severe disruption to human lives, such as a hurricane. Editor Philip Whitefield brings up an important point in ‘ Our Mysterious Planet’ when he comments; ‘At a time when we know how to aim a space probe directly at Mars and trigger the gigantic forces of nuclear power, we are still at the mercy of hurricanes and volcanoes.’ It seems peculiar how we can beRead MoreHurricane Essay1125 Words   |  5 PagesWhat Would a Massive Hurricane Mean To NYC In my community of New York City it is unlikely for a major hurricane to hit. Its only happened a handful of times in history. If a major superstorm hit our city it would be considered a Noreaster. Noreasters are intense storms that can cause heavy snow, rain and oversized waves that can cause beach erosion and a low level storm surge and structural damage. The intensity of the wind gusts associated with these storms can exceed hurricane force in intensityRead MoreEssay On Hurricanes803 Words   |  4 Pages Summary The United States was recently been hit twice by two Category 4 hurricanes in Texas and Florida, which caused major flooding, houses to be ruined and both states needing a tremendous amount of clean up. The two hurricanes could cost the U.S. about $290 million. This will offset the national growth of the economy since August until the rest of the fourth quarter. This will not only affect the entire economy, but locally with higher unemployment, damage to forms of transportation, inflationRead MoreEssay On Hurricane1062 Words   |  5 PagesAround a month ago, Mother Nature unleashed its potential power towards the south of the United States. First, hurricane Harvey did a great damage on the Southern part of Texas as a Category 4. A few weeks later, another two major hurricanes, hurricane Maria and Irma, did the greatest damage in the Caribbean Islands. The good thing is the U.S government and many cooperation’s stepped in to help its American citizens because it’s the duty of the government. Therefore, FEMA (Federal Emergency ManagementRead MoreHurricane Essay933 Words   |  4 PagesOther estimates, however, indicate Andrew caused about $34 billion in damage overall.[37] As a result of damage in Florida and Louisiana, Andrew was listed as the costliest hurricane in U.S. history, but is now fourth following hurricanes Katrina (2005), Sandy (2012), and Ike (2008).[38] In the Bahamas, Andrew produced hurricane-force winds in North Eleuthera, New Providence, North Andros, Bimini, Berry Islands.[39] The storm first struck Eleuthera,[40] where it produced a high storm surge.[17] AtRead MoreEssay On Hurricanes1082 Words   |  5 Pagesnewspapers regarding the hurricanes was gathered and stored within a document. At the beginning of the research period, the primary focus was to find a variety news sources that each covered the hurricane news. This was a priority during the beginning stages of research because it was predicted that each news source would present the news of the hurricanes differently. Furthermore, allowing for better analysis of the storms. As the research period progressed, multiple hurricanes formed in various locationsRead MoreEssay On Hurricanes945 Words   |  4 PagesThe 2017 Atlantic hurricane season runs from June 1 to November 30. The area covers the North Atlantic Ocean, Gulf of Mexico and the Caribbean Sea. The National Weat her Service defines a hurricane as an intense tropical weather system with well-defined circulation and sustained winds of 74 mph or higher. Families in the states of Texas along the coast all the way up to Main have had to make a decision about what to do with their lives†¦leave or stay? Because hurricanes are inevitable, discussionsRead MoreEssay On Hurricanes949 Words   |  4 PagesHow a Hurricane Forms Within the past four months, we have had three devastating hurricanes hit the United States and the Caribbean. Hurricane is the name given to storms that form in the Atlantic or Eastern North Pacific. The scientific name is a tropical cyclone. Hurricanes are massive storms that prowl tropical seas. They usually form during the end of summer to the beginning of fall when vast stretches of the tropical ocean are heated by the sun. The end of the summer brings the most favorable

Civil Disobedience and The Government - Free Essay Example

Sample details Pages: 3 Words: 1028 Downloads: 7 Date added: 2019/05/05 Category Society Essay Level High school Tags: Civil Disobedience Essay Did you like this example? In Civil disobedience, written by Henry David Thoreau, he argues that if citizens feel laws are unjust then they must rebel against them and disobey the rule of the law. Henry uses himself as an example on why one should disobey a law. He does this by refusing to pay taxes in protest of slavery and the Mexican war. Don’t waste time! Our writers will create an original "Civil Disobedience and The Government" essay for you Create order For years the government paid no attention to Thoreaus failure to pay taxes, until July 1846. Being asked to pay his debt, he refused and was thrown into jail. Because of his brave actions, Thoreau became a prominent model for civil disobedience. Nevertheless, I agree with Henrys argument that citizens should disobey the laws if they are unjust because ones voice should be heard, especially if the disobedience is done in a peaceful manner. In order for there to be change one must take action such as disobeying the law. One can not sit back and expect a change to happen but one must put some type of action behind his/her fight. In my opinion civil disobedience is a nonviolent show of protest and should be used as a tactic to have ones voice be heard. For generations citizens have felt that the government is corrupt and should be changed for the better. People like Henry Thoreau felt strongly that the government and their rules are highly corrupted and unjust. Thoreau expresses this th rough his opening statement, That government is best which governs least (Thoreau 1). The government is at its best when it does not govern every aspect. The government should not intervene in the lives of its citizens anymore than is absolutely necessary. If the government intervenes in every situation then it has the possibility to create chaos. A government that intercedes more than necessary, can also cause the creation of new, unwanted laws, which people will not agree with, thus pushing a citizen for their voice to be heard using civil disobedience as a tactic, just as Henry Thoreau did.In addition, when laws are created it is sometimes made for a special interest group, and not for a country as a whole. If a law was made to be just, then it must be in favor for not only one set of people but for everyone. A law should not be made in favoritism, but should be made in the convenience for all people. The governing body state should treat an individual in the same manner as others in similar conditions and circumstances. After all, the country is not made up of one group, but is made up of an infinite amount of people whose voice deserves to be heard. Lastly, a persons first and most important obligation is to do what he/she believes is right. A person should not feel pressured to follow a law that is dictated by majority. There should be equal protection for not one set of citizens but for all citizens. If a law is not beneficial to everyone, then what is the purpose of the law? Laws are put into place to guarantee the same rights, privileges and protection to all citizens. In Thoreaus time there were laws specifically made to discriminate a set of people, which were black slaves. Because Thoreau was an abolitionist and refused to follow majority on what they believed was right, he decided to have his voice be heard through a speech he gave in Massachusetts at an anti slavery rally. Henry Thoreau states, Let every man make known what kind of government would command his respect, and that will be one step toward obtaining it (Thoreau 1). Thor eau spoke up and suggested if one would like the government to be shaped into a government of his/her liking then one must voice their opinion and make known what they would like to change about the laws. Opponents of this proposition may suggest that citizens should not disobey an unjust law in order to avoid punishment he/she would not like to suffer. Because the individual has made a choice not to adhere to a law, it will be inevitable to suffer the consequences of the choice. Having ones voice be heard, comes with a price and most of the time it may not always be easy. For example, because Henry Thoreau protested and voiced his opinion against the unjust laws, he was thrown into jail overnight. Opponents may say this could have all been avoided if Thoreau were to just comply to the law and end his uneffective protest. Opponents of my claim may also believe civil disobedience and voicing ones opinion has little to no effect against the majority. How could one voice have the power to go against a majority? Civil disobedience cannot be made to work in defense of injustice, it is simply too weak of a tool to be used against unjust laws. These claims can be disputed, because when an individual voices their opinion, eventually, it will brings about awareness to the majority and has the power to influence others into understanding and joining the civil disobedience. Do you believe that citizens should disobey the laws if they are unjust because ones voice should be heard, especially if the disobedience is done in a peaceful manner? Reflecting on Thoreaus argument, I still agree with it. In order for there to be change one must voice his/her opinion in a civil manner. Yes, there will be laws made in favoritism of one group, or there will be laws that directly discriminates against one group. However, it is up to the individual and their beliefs on what is right to take action and speak up about it, just as Thoreau did. Thoreau realized that the only way to disobey an unjust law is to voice his opinion, protest and use civil disobedience as a tactic to combat the government. Opponents of my claim may disagree and feel as if voicing an opinion/civil disobedience has no effect. Opposers may also believe civil disobeying a law just brings about unnecessary drama and unwanted punishment. However, my argument of an individual disobeying a law if they feel it is unjust still remains.

Archaeology of South Abydos - 1195 Words

Archaeology of South Abydos The late Middle Kingdom settled in a city within Egypt called Microcosm which Microcosms located just south of Abydos. In Microcosm architectural and social engineering took place over 3,850 years ago in southern Egypt. There are scared burial sites throughout Egypt within southern Abydos. Abydos was the first burial place of Egypt’s first pharaohs and religious center for the god Osiris. Osiris was referred to as the God of the dead and the ruler of the underworld. Osiris saw construction for a royal mortuary with a complex name, Enduring-Are-the-Places-of- Khakure-True-of-Voice-in-Abydos. The construction for the royal mortuary was dedicated to the fifth pharaoh of Egypt’s twelfths dynasty, named Khahaure†¦show more content†¦Around 3000, B.C the political differences of cause Abydos and Thinis to diminish and the growth of Memphis was founded. The significance of Abydos wasn’t demised; Abydos was still looked to as religious center point, the subseq uent of the pharaohs being buried in the new necropolis in Memphis. Towards the end of the Old Kingdom (ca.2200 BCE) a cult was formed in honor of the god Osiris. Abydos was the central point of the cult this meant, the cult was considered the rebirth of Osiris the god of the netherworld. During this time Osiris was thought to be buried at Umm el-Gaab having to join the canine god Khentamentiu now being known as Lord of Abydos. The history of Osiris continued to develop in Abydos over time from the end of the Old Kingdome too the beginning of the First Intermediate Period (CA.2200-2050 BCE) and the Middle Kingdom (CA.2050-1700 BCE). Abydos was still the religious icon for the townsmen and the cult. Religious precessions occurred from Umm el-Gaab to the burial site of Egyptians pharaoh Osiris. The two pharaohs Osiris and Khentamentiu both had their similarities, were both of their subjects had an interest in the cult. The high interest of Osiris tomb lead, the cult to the necropolis es to believe that the pharaoh is buried in Abydos, were the temples were originally dedicated to the pharaoh. In the center of Kom es-Sultan, the royalShow MoreRelatedEssay about Hatshepsut: Fifth Pharaoh of the Eighteenth Dynasty of Egypt1357 Words   |  6 Pagesher great grandfather King Ahmose I who established her families Dynasty decreed it to be a way of balancing the order of the universe. Queen Tetisheri in Hatshepsut’s mind was like a Pharaoh before Ahmose I. Queen Tetisheri’s mortuary temple at Abydos has an inscription from King Ahmose I stating that she was: ...one who cares for Egypt. She has looked after her [i.e. Egypt’s] soldiers; she has guarded her; she has brought back her fugitives, and collected together her deserters; she has pacified

The Secret Circle The Hunt Chapter 25 Free Essays

From behind a stand of bulky trees came Max, his dad, and the two hunters who’d escaped from the rooftop – Jedediah and Louvera Felton. Each of them held a stone carved into the shape of the hunter symbol – the same relics they’d used to kill Suzan. Scarlett bolted at first sight of the hunters, disappearing into the woods. We will write a custom essay sample on The Secret Circle: The Hunt Chapter 25 or any similar topic only for you Order Now Why wasn’t Cassie surprised? With all her big talk, of course at heart Scarlett was just a coward. A quick look passed between Diana and Max. He frowned at her with shame and sadness in his eyes, like he might have been there against his will. â€Å"Now!† Mr. Boylan screamed, raising his symbol into the air. Adam shot his hands toward the principal, calling out a defense spell. Nick tried throwing his energy at him with a fire blast. But Mr. Boylan and all the hunters appeared to be resistant to their magic. They clung to their relics and chanted their own curse, unhindered by anything cast their way. â€Å"We have to get those stones out of their hands,† Melanie said. Together Chris and Doug charged for Louvera’s relic, but the moment they came within striking distance, they both dropped to the ground, holding their heads. Melanie dove for Jedediah’s relic, but she was also quick to fall, holding her head as if the relic had struck her. Cassie, Diana, and Faye were still wearing the Master Tools. They joined hands and moved toward the hunters, chanting, â€Å"Earth my body, water my blood, air my breath, and fire my spirit.† Mr. Boylan showed no fear of the Tools. He stepped forward, holding his symbol out to them, muttering the same words Cassie remembered hearing on the rooftop: I sum eius agens, I occidere in eius nomen – I sum eius agens, I occidere in eius nomen – Cassie could feel that the Tools weren’t working. She felt weak to the bone and powerless, and the bracelet remained cool and lifeless on her arm. Mr. Boylan seemed to grow stronger every second he continued his chant. He was getting the best of them. Laurel, Deborah, and Sean had all fallen down onto the ground. Cassie could no longer see anyone else. Her own head began to throb, her vision blurred, and she knew it wouldn’t be long before she also lost all her remaining strength. â€Å"Cassie,† Diana said. â€Å"I’m †¦Ã¢â‚¬  She folded to her knees. Max turned to Diana and cried out. He ran to where she’d fallen, standing between her and his father. Mr. Boylan tried to wave him out of the way, but Max wouldn’t budge. He placed his stone relic on the ground and raised his arms. â€Å"We have to stop this,† he said. â€Å"Stop the curse.† Tears of joy and relief filled Diana’s eyes. Max had come through for her. Adam appeared at Cassie’s side, winded and confused. â€Å"What’s he doing?† he asked. The hunters had been thrown off by Max’s turnaround. For a brief moment they had ceased chanting, looking to Mr. Boylan for direction, but now they resumed again with full force. Max’s father picked up Max’s relic from the ground and held it out for him. â€Å"Take this,† he said. But Max refused to accept it. He stood tall with Diana behind him. â€Å"Don’t make a terrible mistake,† his father said. â€Å"Obey your destiny.† Max glanced back at Diana and then returned his eyes to his father. â€Å"I am obeying my destiny,† he said. The Circle watched Max in awe. There were a few seconds of silence, long enough for Cassie to hear Diana inhale with a quick, shallow breath and stumble to her feet. And then with a swift swipe to the head, Mr. Boylan knocked Max out cold. Diana dashed to Max’s aid, but Jedediah pummeled her with a few ominous words. She spilled onto the ground beside Max’s unconscious body. Laurel crawled over to Cassie, horrified. â€Å"Do something,† she screamed. â€Å"Whatever you did on the roof, do it again.† Faye leaned forward at Cassie’s side, breathless. â€Å"You have to,† she begged. â€Å"You’re our only hope.† But before Cassie could say a word, Adam winced as if he’d been shot. Then he dropped facedown onto the ground. Faye also buckled and then collapsed, holding her head in her hands. Cassie looked around. She was the only Circle member still standing. She locked eyes with Mr. Boylan and burned with a feverish heat. Book or no book, she had the power in her, and she knew it. All she had to do was let it take her over. Cassie centered her mind and took a deep breath. She told herself that just this one time it was okay to give in, to let the darkness wash over her and surge through her veins. But suddenly her legs went out from under her. Her head felt like it had been cracked open, and a splitting pain assured her she’d acted too late. All her energy was being drained from her body. It was the sensation of dying, she was sure of it. Through her hazy vision, she could see that Max had awakened and was trying to rise to his feet, but the other two hunters were restraining him. They held him back as they continued the curse, their relics still in hand. The entire Circle had been overpowered. Each of them lay scattered around the muddy ground like insects left for dead. The hunters’ chant became louder. Mr. Boylan had closed his eyes and raised his arms to the sky, ecstatic and triumphant. Cassie could hardly believe that after such a long, hard fight it could end so pitifully for her Circle. But then Mr. Boylan’s eyes shot open again and he suddenly drew back. â€Å"Not again,† he said. â€Å"It can’t be possible.† The other hunters anxiously scanned the surrounding area. They’d stopped mumbling their curse and tilted their heads toward the woods to listen. Cassie faintly heard what they were hearing. Another language, both foreign and familiar. It was Scarlett. She was in the distance, walking toward them, chanting a dark spell. Jedediah clutched his chest as he had on the roof. His face reddened as he gasped for air, and he screamed for their retreat. He and Louvera backed away from Max and fled in the opposite direction. Max was dazed. He was squinting his eyes, searching the ground for Diana, clambering like a baby deer new to its hooves. And then he shrieked in pain, clutching his heart. Chris, Doug, and Sean rose back up to a standing position. Deborah, Laurel, and Melanie did the same. The Circle was regaining its strength even as Max’s waned. Diana cried out to Scarlett. â€Å"You’re killing him!† But Scarlett was unstoppable. Mr. Boylan hurried to Max and helped him to his feet. â€Å"It’s an ancient,† he said. â€Å"We have to run.† He steadied Max’s arm around his neck. Max, writhing in agony, allowed his father to drag him away, and within minutes they were gone, swallowed up by the shadowy woods. Tragedy had been averted. â€Å"I guess we showed them,† Scarlett said, as she sauntered to the center of the pounded and baffled group. â€Å"Or at least I did.† Her eyes were still dark from the forbidden spell. Cassie recognized the aftermath of intense power and pleasure on Scarlett’s face. It made Cassie envious, resentful even. How was Scarlett able to tap into her dark magic without losing all control? She appeared able to turn it on and off at will. â€Å"Don’t worry,† Scarlett said. â€Å"I don’t expect a thank-you. Not yet anyway.† She made her way toward the car. â€Å"We’d better get out of here, in case they have any more surprises for us. We need time to regroup and restore our energy.† Everyone, a little dazed, obediently followed behind her as if she’d just proven herself the Circle’s most worthy leader. Cassie, Adam, and Diana hung back. â€Å"I hate to admit it,† Diana said. â€Å"But if we hadn’t initiated her, we’d be dead right now.† â€Å"But that was black magic that she used against them.† Adam glanced momentarily at Cassie. â€Å"Wasn’t it?† Cassie nodded. â€Å"Well, whatever it was,† Diana said, â€Å"she did it for us. She had the chance to escape into the woods and leave us for dead, and she didn’t.† Adam was in agreement. â€Å"We still can’t trust her, but maybe she can be useful to us after all.† â€Å"Maybe,† Cassie said. But she knew better than anyone that one good deed didn’t change who someone was. How to cite The Secret Circle: The Hunt Chapter 25, Essay examples