God Is The Creator Of All People, And The Israelites

The modern Christian religion tells each of its followers that God loves us all, sinners and innocents alike, if only we would accept God into our hearts. But how true is that statement? While God is the creator of all people, and the Israelites are supposed to be his chosen people, God does not act as such in the Bible. Rather than being interested in humanity in general, or even the Israelites specifically, God is primarily interested in certain individuals. These works suggest that even God has favorites. From Abraham to Moses to David, and all those heroes of the Bible, God preserves the peoples from which he derives these favored individuals. In these passages, the presence of a â€Å"chosen one† makes or breaks a society, and more often†¦show more content†¦As soon as Adam and Eve disobey God, he bans them from the garden of Eden. God drives out â€Å"man and at the east of the garden of Eden he placed the cherubim and a flaming sword that turned every way to g uard the way to the tree of life† and to the entrance to the garden of Eden (Genesis 3:24). These people may have been cared for by God, but by disobeying him, they lose God’s favor, showing that it was only favor that Adam and Eve had to begin with. Even the Israelites, God’s chosen people, are only briefly in God’s favor, and that is not as a result of any inherent interest in this group of people, but rather because the majority of God’s favorite individuals arise from this group. The people of Israel were overcome by the Egyptians and the Egyptians thus â€Å"set taskmasters over them to afflict them with heavy burdens† (Exodus 1:11). The Israelites â€Å"groaned because of their slavery and cried out for help† and only then â€Å"God remembered his covenant with Abraham, with Isaac, and with Jacob† (Exodus 2:23; Exodus 2:24). God had forgotten about the people he promised to provide prosperity for in the future. In addition , God does not remember the covenant as being with the Israelite peoples, but with his favorites of the previous generations, i.e. Abraham, Isaac, and Jacob. Furthermore, rather than choosing to then save all of the Israelites with the power God obviously

Essay about Psychology Movie Review - 928 Words

Fight Club, starring Edward Norton who plays a role as a typical single man, living an ordinary life working in the corporate world. He believes in buying the most fascinating things that his money can buy. Even though that may seem perfect, he suffered from insomnia, multiple person’s disorder (schizophrenia), delusions, and paranoia. The movie starts out with a detailed history of his life as an adult. But surprisingly throughout the whole movie, he (Edward Norton) never once stated his name. He was the narrator telling his story. Then I tend to notice that he, â€Å"the narrator† mainly focused on self-talk and also dealing with his insomnia. After he seeks out the attention from his physician to deal with the lack of sleep, his physician†¦show more content†¦Fight for no reason but just to do something out of the norm. After the two men began to fight one another just for fun, later on down the line others saw there selves drawn to the adrenalin and excite ment of the concept to release their anger. This is how fight club began. But where the story began to take a turn was when Marla, the woman that he met in the support groups, called and stated she was in the process of committing suicide. He pretty much blew her off when Tyler took the initiative to go to her apartment where he becomes her coping mechanism by using sex. But while the narrator (Edward) thinks that he is having some sort of nightmare not understanding it is actual reality. Then noticing the tension between the two the narrator states that they Marla and Tyler remind him of his parent because he never sees them in the same place at once. The only time that they spent in the same room was during sexual intercourse. He narrator was jealous because of the way he felt for Marla, but just too afraid to express it because she was already sleeping with Tyler. This is why the tension was so high. Throughout the movie though it seems that everything that Tyler did, he (Edward) did as well. Like everything was always was done together. Everything that needed to be expressed came from Tyler as if he was speaking for him (Edward). But then became the recruiting of their members from the fight club. When he startedShow MoreRelatedMean Girls Movie Review/ Personality Psychology Essay1576 Words   |  7 PagesMovie Review- Mean Girls Brooke Millett Sheridan College Personality and how we behave have been of much interest to psychologists for a long time now and because of this there have been many theories and theorists that have been developed. Personality is defined as consistent behavior patterns and intrapersonal processes originating within and individual (Fritzley, 2012, p. 10). 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Esl Program Analysis Essay free essay sample

Students also have the opportunity to attend the Phelps Center for Gifted Education and an Early Childhood Center. Springfield Public Schools (SPS) caters to the diversity of its many students by including such programs as the International Baccalaureate (IB) program at the elementary, middle and high school levels, Wonder of the Ozarks Learning Facility (WOLF) and the Middle College Program. All five of their high schools are designated Missouri A+ schools, which allows a high school student to graduate and have their first two years of college paid for by an A+ scholarship. www. springfieldpublicschoolsmo. org). The Springfield Public Schools English Language Learner (ELL) program has been a part of their district since the 1980s, per Rhonda Hittenberger-Ortiz, ELL Liaison. At the program’s inception all students were serviced either at Central High School or through itinerant teachers who traveled around the district seeing students once or more per week. In the last five y ear their ELL population has grown quickly and a full-time coordinator was hired in 2011. Currently, they have eight ELL â€Å"site schools† where ELL students are clustered to receive regular language support from an on-site ELL teacher. These schools include four elementaries, one intermediate, two middle schools and one high school. Parents are given the choice to transfer their children to these schools or to leave them at their home school. For students who are not at the site schools, the district has an instructional coach who works with the mainstream teachers of the ELL students. Currently the district has 850 students in the ELL program. Program Details Springfield Public Schools uses different methods in their program. The Elementary sites mostly implement the push-in or collaborative teaching method in which ELL and mainstream teachers work together within the classroom, sharing content and language goals for each lesson. The pull-out method is used for the lowest English proficient students. Secondary sites schedule students into English-instruction classes and the teachers also go into content classrooms to work with ELLs individually or in small groups. Assessments Students take the same assessments that all other students in the district take but with certain accommodations such as interpreters, extra time, etc. Springfield R-12 uses the following assessments: DRA2 (grades K-2), Scantron Performance Series Assessment for Reading, Language Arts and Math (grades 3-12), the Missouri Assessment Program (grades 3-8) and End-of-Course exams (grades 9-12). In addition, ELL students take a yearly progress test to provide data to the state of Missouri. The yearly exams shows progress in English proficiency and how many students are achieving English proficiency. Springfield Public Schools regularly meets the state-established goals. The expectation for reaching English proficiency varies widely and depends on many factors. State Guidelines The State of Missouri’s English Language Proficiency Standards and Grade Level Expectations are based on World-Class Instructional Design and Assessment (WIDA). WIDA establishes, for educators, high quality standards, assessments, research and professional development. These help teachers with language development and to help increase academic achievement for their English Language Learners (http://wida. s/index. aspx). English for Speakers of Other Languages (ESOL) is the teaching approach of choice in Missouri. Typically ESOL programs are established because a qualified teacher who is fluent in English and the student’s native language is not available. In other situations there just may be too many languages represented in a district that makes having bilingual teachers not practical. Miss ouri uses three ESOL approaches: Structured ESOL Immersion, Content-based ESOL and Pull-Out ESOL. They only use the Pull-Out ESOL approach in their lowest learners. The state of Missouri strives to develop instructional objectives that lead students to high achievement by relying on both state and national standards that can be found at www. tesol. edu. The Show-Me Standards represent Missouri’s educational expectations for all students. Local schools are responsible for ensuring that LEP (Limited English Proficient) students not only develop Communication Arts skills but that they achieve high levels in all of the Knowledge and Performance standards. All school districts in Missouri must develop a plan that incorporates LEP student needs into the entire school’s educational program (http://dese. o. gov/qs/me/documents/definstructmodel. pdf). Instructional Practices for ELL Students Researchers continually battle as to whether the ELL student’s native language should be part of their teaching. Most school districts tend to not have a sufficient amount of teachers that speak the native languages of their students and therefor e implement ESL programs which are taught only in English. Federal policies continue to restrict the amount of time that can be spent teaching children in their native language. Policies such as â€Å"No Child Left Behind† and the continued diminishment of funding makes it impractical for local educational agencies and school districts to support native language instruction (Calderon, M. , Slavin, R. , amp; Sanchez, M. 2011). A case study performed by the Alliance for Excellent Education in December 2005 promotes six key strategies that teachers of English language learners can use. They promote: 1. Vocabulary and Language Development 2. Guided Interaction 3. Metacognition and Authentic Assessment 4. Explicit Instruction 5. Meaning-Based Context and Universal Themes 6. Modeling, Graphic Organizers and Visuals The concept behind these six strategies is that they not only help students develop English as their second language it helps them learn words that are not part of the everyday English language such as algorithm, allegory, hypothesis, and filibuster (http://uteach. utexas. edu/sites/default/files/files/SixKeyStrategiesELL. pdf). These strategies not only work in an ELL environment but are also good strategies for all learners in all subject areas. A look inside the door of any classroom in the United States would show these strategies at work with ELL and non-ELL students. Other arguments that surface in the ELL world are that as the number of ELL students grows in our country, educators and educational agencies will have to be look at â€Å"Specially Designed Academic Instruction in English (SDAIE). Authors Zulmara Cline and Juan Necochea of the College of Education, California State University San Marcos explored the eight key components of SDAIE that can enhance the instructional program of schools and provide access to core curriculum to ELLs. The eight components of SDAIE are: 1. Primary Language Support 2. Connect to Previous Learning 3. Visuals and Manipulatives . Low Risk and Safe Environment 5. Multiple Access Points 6. Cooperative and Interactive 7. Chunking and Webbing 8. Respectful Learning These components have to continuously be working with each other and not on an independent basis. Teachers should be making connections to previous learning, use visuals and manipulatives whenever possible, create a safe, low risk environment for their students, etc. Continually using these components with an English Language Learner in a main-streamed classroom will help them grow in the English language and as students in all academic areas (Cline, Z. amp; Necochea, J. 2003). These theories regarding ELL/ESL instruction all have strong points as to how they can benefit the English Language Learner by creating environments that allow non-English speaking students the benefits of English instruction even with teachers who may not be fluent in their native language. Springfield Public Schools has a fully immersed ESL program that puts their ELL students in classrooms with English speaking teachers that work hand-in-hand with ESOL instructors. I eel that Springfield Public Schools is providing the appropriate instruction for their ELL students, which makes up approximately 3% of their total student population, as they continually meet state requirements and standards. Although one may argue that one weakness we have might be that th ey don’t require their ELL students to attend one of their ELL site schools but can only recommend it to the parents. This might make learning English for a student that chooses to stay at their home school, even though it isn’t an ELL site, more difficult since their interaction with a certified ESOL instructor may be more limited. Springfield R-12 predicts that they will see an increase of 115 students district-wide per year for the next 10 years. It will be interesting to see if their ELL population grows proportionately and if that will alter their methods. Over-all I would still contend that the Springfield R-12 School District located in Springfield, Missouri is providing an excellent education to not only their ELL students but all students and that they take full advantage of the resources available to them. Resources Calderon, M. Slavin, R. , amp; Sanchez, M. (2011). Effective Instruction for English Learners. Future Of Children, 21(1), 103-127 Cline, Z. , amp; Necochea, J. (2003). Specially Designed Academic Instruction in English (SDAIE): More Than Just Good Instruction. Multicultural Perspectives, 5(1), 18 http://dese. mo. gov/qs/me/documents/definstructmodel. pdf http://uteach. utexas. edu/sites/default/files/files/SixKeyStrategiesELL. pdf http://wida. us/index. aspx www. springfieldpublicschoolsmo. org www. tesol. edu

The Crow Review Essay Example For Students

The Crow Review Essay Scott SpeakmanEnglish ProjectApril 18, 2000The Crow ReviewedThroughout the history of movies, movie companies have tried to do it bigger better and more exciting. They bring in bigger stars, better special effects and more convincing stories, which causes the masses to flock to the theatres in eager anticipation of each movie. The audience usually gets what the audience wantsmore violence and more action the world over. The Crow has elements of different types of movie genres the horror, adventure, film noir and the western. In this movie there is no difference as is about to be shown in the following paper. They mix the genres together quite well in this movie to make it a true hybrid genre. From the mean streets, the use of shadows and surprise like the horror movie, to the adventure of the over all story. They also mix in a bit of western with the black cowboy that is in the comic, but doesnt even appear in the movie itself. Now this paper shows how the movie appeals to the differ ent genres using characters, settings, lighting and other effects to make the movie more interesting. We will write a custom essay on The Crow Review specifically for you for only $16.38 $13.9/page Order now In The Crow, it starts out with a legend of the crow showing the horror aspect of the movie. It says that when a person dies, a crow carries there soul to the land of the dead and sometimes a soul dies with such anguish that the soul cant rest, and sometimes, just sometimes the crow can bring that spirit back to put the wrong things right. Which was in the case of Eric Draven, is what happened. Him and his fiance (Shelly) both are killed while fighting tenant eviction eviction in there building. Eric Draven being the way that he was before he was killed, a rock singer and guitarist, truly makes him the unlikely hero of this story. The way that he paints his face in a mimes face with a smile is quite different then was in the comic, he was suppose to paint his face like the face of tragedy. Instead they do it like a mime, and this is quite ironic as to what he is supposed to stand for. This creates a sense of dramatic horror to an effect throughout the movie. The street gang that kill ed him for the tenant eviction made him quite the man made demon, having only one thing that was on his mind, the revenge of his and Shellys death to put his soul to rest. Eric and Shelly were murdered the day before they were to be married on Devils Night (the night before Halloween). Which in the story holds significance as the night that the city has hundreds of fires set throughout it. In taking his revenge he shows many traits that come to build on his character. He shows a certain sarcastic wit that makes him all the more interesting to watch. Like when Eric is about to kill Tintin, Tintin says hey man, come on give me a break man and Eric replys victims, arent we all and then it cuts out with the knife in Erics hand. There is also a certain amount of mystery that surrounds him, when he disappears into the shadows many times during the movie. The aesthetic value of The Crow is shown in all of the locations that the scenes take place in. In some of the scenes in shows film noir with the dilapidated streets and buildings. It also shows the lawlessness of the city streets by all of the by all the thieves, and how they have taken over them. It also shows the menacing people gathering around the abandoned streets, which seems like the other types are afraid to show there faces outside of there homes, thinking that they may be robbed or worse; killed. The alleys littered with barrels aflame, and homeless people scatted around them warming up. The inside of the buildings looking just the same as the outside, worm out and dilapidated. Theyre torn up from the water leading from the room and the broken windows. Worm out form just neglect and not being taken care of. The lighting in the movie is low to