The Role of Talk in Learning across the Curriculum

Introduction Talk is a vital component of a child’s learning and development. It enables children to express themselves. In fact, the ability of a child to talk is one of the most important stages of development of a child. Therefore, the role of talk in learning across the curriculum is of great importance and can contribute to how much and how well a child learns. Teachers are vital in determining a child’s ability to learn.Advertising We will write a custom essay sample on The Role of Talk in Learning across the Curriculum specifically for you for only $16.05 $11/page Learn More The type of communication of the teacher determines the role of students in learning. In addition, the type of communication determines the type of learning that children engage in. Therefore, a teacher should not just give special emphasis to the content of lessons. The teacher should strive to manage the social relations in the classroom (Evertson Weinstein, 2 006, p. 325). Failure to manage the social relations in the classroom would jeopardise progress in learning. It is a fact that the two responsibilities may at times seem to conflict. Active learning is one of the most efficient forms of learning. Active learning does not imply that the teacher would move about in the classroom. It simply implies that the teacher strives to interrelate and reinterpret new experiences and ideas to the students. In active learning, a teacher may use questions and answers during lessons. In addition, the teacher may also use guided discovery or demonstration. The teacher strives to use the ideas to change the students’ existing pictures of the world around them (Morris Mather, 2007, p. 202). The teacher helps the student to construct new knowledge. In so doing, the teacher enhances the knowledge of the students. Vygotsky and Piaget are some of the major scholars who have shaped social constructivism. Vygotsky (1978, p. 32) claimed that there is a close relationship between intellectual development and psychological development of children. He claimed that learning is a social activity. Therefore, learners usually make use of the input of other people. These may include their peers, parents, friends, or various sources of information. The teacher is usually the facilitator of the process of learning (Vygotsky, 1978, p. 42). Therefore, Vygotsky underlines the importance of teachers in the students’ ability to learn. However, he does not discount the effect of environmental or cultural factors on the learning ability of a child.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Vygotsky, the Zone of Proximal Development (ZPD) is the region that is responsible for learning. Learners navigate through this region with the assistance of other people or sources of information. At the lower level of ZPD, learners can undertake vari ous activities independently. On the other hand, at the higher level of ZPD, learners can only undertake various activities with assistance (Martin, 2011, p. 172). Therefore, Vygotsky advocated for the use of constructivist teaching. Autonomy of students is one of the major characteristics of constructivist teaching. Teachers who use constructivist teaching permit the responses of students to drive the direction of the lessons. In addition, they encourage dialogue among the students. Therefore, collaboration and inclusion are some of the major characteristics of constructivist teaching. Constructivist teaching takes a holistic approach to learning (Au, 1998, p. 300). According to Mercer, there are three types of talks. These include disputational, cumulative, and exploratory talks. In disputational talk, there is so much disagreement between various parties. In addition, the communicating parties make very little attempt to pool resources or offer constructive criticism. In disputat ional talk, the environment is very competitive instead of being co-operative (Mercer, 2007, p. 54). On the other hand, people who are in cumulative talk agree with each other. Most children use cumulative talk to share knowledge with other people. However, they share knowledge in an uncritical method. Cumulative talk involves repetition and elaboration of the knowledge of other people who are in the conversation. However, it does not involve critical evaluation of the knowledge of other people (Mercer, 2007, p. 54). In exploratory talk, people listen actively to other people. They may ask questions to clarify certain information. In addition, exploratory talk involves sharing of relevant information. People may challenge the ideas of other people. However, they must provide reasons for challenging the ideas. The contributions of exploratory talk strive to build on what other people have said before. In exploratory talk, there is an environment of trust between various people. There fore, people treat the ideas of other people in the group with respect. In addition, the group has a shared sense of purpose. In exploratory talk, group members encourage other members to contribute. This helps in improving the output of the group. After completing the discussion, the group usually seeks joint decisions (Mercer, 2007, p. 54).Advertising We will write a custom essay sample on The Role of Talk in Learning across the Curriculum specifically for you for only $16.05 $11/page Learn More Teachers should ensure that they take a holistic approach to learning. They should provide an environment that enables SEN and EAL students to express themselves clearly. In addition, they should encourage the participation of the students. They should take into consideration the effect of cultural factors on the ability of the students to learn. The Role of Talk in Learning Maths The teacher-student interaction determines the ability of students to learn. Thi s is regardless of the subject involved in the lesson. Two types of interactions take place in maths lessons. These include teacher-led interactions and peer group interactions. The socio-cultural account of cognitive development underlines the importance of guidance of children by more knowledgeable people in the society. Knowledgeable people help in guiding the development of knowledge of the children. Teachers may use several methods to guide the students’ knowledge. Dialogic teaching is one of the major methods that a teacher may use to guide the knowledge of the students. In dialogic teaching, the teacher strives to elicit students’ own ideas on various topics under discussion. This enables the teacher to formulate teaching methods that would enable the students have a clear understanding of the topic. In dialogic teaching, teachers usually encourage the students to discuss their errors and misunderstandings. This involves extended sequences of dialogue between th e teacher and the students. Therefore, teachers usually strive to structure questions that would provoke thoughtful answers. In addition, the answers provoke more questions. Therefore, the answers do not act as terminal points of the dialogue. Instead, they act as building blocks that help students to understand topics under discussion. Classroom exchanges usually form a coherent line of enquiry. The exchanges are not disconnected. This method of teaching enables the students to understand complex issues in mathematics (Alexander, 2004, p. 32). In dialogic teaching, it is vital for the teacher to ask the children why they have done various activities. By asking why the students have undertaken various activities, the teacher helps the students to stimulate their own reflective enquiries. This shows how teachers may use language to construct knowledge. Transcript 1 is a transcript of a teacher-led classroom interaction from a year 2 mathematics lesson. The lesson is about the 5 times table. In the conversation, the teacher asks the students to answer various questions. The teacher appears to be pleased when the children answer questions correctly.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, the teacher does not allocate any additional time for the students to further expand their thoughts and explain their findings. The teacher uses dialogic teaching in the lesson. The teacher asks the children various questions that involve the multiplication of five with another number. Below is a conversations conversation takes place at the end of the transcript. Teacher: How do we know if a number is in the five times table? Child: I just know them. Teacher: Okay. Is 3004 in the five times table? Child: No. Teacher: How do you know that? Child: Because all the numbers in the five times table have to end with zero or five. From the conversation, it is clear that the teacher was using dialogic teaching in the lesson. The teacher had initially asked the children several questions that involved the multiplication of five with another number. This enabled them to determine the pattern of numbers that are multiples of five. Therefore, it was easy for the students to determine t hat numbers that are multiples of five should end with zero or five. Peer group interaction is the other major type of interaction that occurs in maths lessons. Peer group interaction involves the collaboration of students. Working in groups creates more symmetrical interactions than those that exist in teacher-student interactions. The collaborations may centre on solving various problems. In addition, the collaboration may focus on practical investigations that may enable the students to relate their mathematical ideas with their environment. Computer-based activities may provide students with the opportunity to improve their mathematical knowledge. Games that have mathematical problems are the major computer-based activities that may enable the students to improve their mathematical knowledge (Alexander, 2004, p. 32). Uncooperative talk among students limits the effectiveness of peer group interaction in improving the mathematical knowledge of students. The inability of students to determine what they should do is one of the major factors that lead to uncooperative talk. In addition, the inability to determine what constitutes an effective discussion leads to uncooperative talk. Usually children do not experience peer group discussions that strive to improve their mathematical knowledge outside school. In addition, most teachers do not guide or train students on how they should undertake various discussions. Lack of training or guidance limits the ability of students to have reasoned dialogue (Alexander, 2004, p. 33). The ability to construct reasoned arguments and critical examine different explanations are some of the major factors that determine the ability of students to learn and apply mathematics. The guidance of the teacher may benefit the students in several ways. Guidance would enable the students to gain knowledge on various mathematical operations, terms, and concepts. Teachers should also guide the students on how to communicate. This ensures th at the students work effectively with other students. Teachers should guide students on how they should enquire jointly, reason, negotiate, and share ideas among themselves. However, most teachers do not provide this type of guidance. Transcript 2 is a transcript of three children in year 2 who have mixed ability. The children engage in different types of talk. Child B and C are clearly explaining the work to Child A. There is an element of disputational talk in the conversation of the three children. Child C tells Child A, â€Å"Here. Use your white board. It is easier if you draw the people and the cakes instead of trying to do it in your head.† In so doing, Child A disputes the method that Child A tries to use to solve the sum. In some instances, the children are uncritical of each other. The children agree on the method they should use to distribute the cupcakes in solving the sum. This shows that there is an element of cumulative talk in the conversation. In addition, th ere is an element of exploratory talk in the conversation. The children agree that since they are working with an even number the solution of the sum would have a remainder. This prompts them to use a board to solve the sum. From the transcript is clear that the children do not have skills on how to communicate effectively in a group. Child B tells Child A, â€Å"Stop being a baby.† By calling Child A ‘a baby,’ Child B is being disrespectful towards Child A. The Role of Talk in Learning Science Careful communication and representation of ideas is one of the major characteristics of science. Effective communication is vital in for the comprehension and dissemination of the information. Scientists use various means to share ideas. Diagrams and formulas are some of the major methods that scientists use to share ideas. Disagreements and arguments enable the scientists to challenge and validate ideas (Michaels, Shouse Schweingruber, 2007, p. 87). Science teachers sho uld ensure that they do not just use interesting demonstrations and hope that students can somehow understand the underlying scientific concepts. For science lessons to be effective, they must include collaboration and communication. This requires relevant parties to use both spoken and written representations of various scientific concepts. Since speaking and writing are the major forms of communicating about various scientific concepts in a classroom setting, language has a critical role in teaching and learning science. Language enables students to develop their own scientific thinking without the help of other people. Teachers should ensure that they support the students in using language to improve their scientific skills (Michaels, Shouse Schweingruber, 2007, p. 87). This would help the students to understand the language of science. Talking enables students improves their scientific knowledge. Talking enables science students to express their ideas more clearly. In addition, talk helps in discerning what students know from what they do not know. This is the major reason as to why teachers ask students to explain what they understand about various scientific concepts or terms in their own words. Since the language of science is very particular, it is vital for teachers to ensure that the give special emphasis on talk. Various scientific words have clear-cut meanings. In addition, science has form of argumentation that is different from the normal form of argumentation. Therefore, it is vital for teachers to help students understand scientific forms of argumentation. In addition, teachers should help students understand how to differentiate scientific argumentation from normal forms of argumentation. One of the major differences between scientific and normal argumentation, is that in scientific argumentation no party ‘wins’ the argument. However, in scientific argumentation, people share, process, and learn about various scientific ideas. Du ring scientific argumentation, criticism focuses on various ideas instead of the individuals who present the ideas. This enables scientists to build their scientific knowledge. Most teachers use the I-R-E sequence in teaching about various subjects. I-R-E refers to â€Å"teacher initiation, student response, and teacher evaluation† (Michaels, Shouse Schweingruber, 2007, p. 89). I-R-E enables teachers to determine students’ prior knowledge about various topics. It is usually very difficult for students to adapt to the use of a different pattern after learning using the I-R-E sequence for a few years (Lyster, 2007, p. 89). Despite the effectiveness of the I-R-E sequence in teaching various subjects, it is not effective in teaching science. The inability of the I-R-E sequence to support complex reasoning is one of major factors that limit its effectiveness in teaching science. In addition, the I-R-E sequence does not support and encourage argumentation, which is critical in teaching and learning science (Michaels, Shouse Schweingruber, 2007, p. 89). During science lessons, teachers usually ask the students several questions. These questions may not have a ‘right’ or ‘wrong’ answer. Teachers should encourage argumentation on the questions. Teachers may ask students whether they agree with the response of other students. If they do not agree, they should state the reasons why they do not agree with the response. On the other hand, the teacher may ask the students to provide additional information if they agree with the response of other students. Argumentation improves the understanding of students on various scientific concepts or ideas (Alsop Pedretti, 2004, p. 107). Teachers may also request the students to use various methods to represent their answers. These may include charts or posters. These representations provide a clear illustration of the thinking of the students. Teachers may provide time for students to proce ss various scientific concepts or ideas before responding to them. This enables students to develop ideas that are more complex. In addition, providing time for students to process the ideas or concepts increases the number of students who take part in the argumentation. Teachers may also ask questions that attempt to clarify the response of various students. This enables other students in the class to understand the response of the student more clearly. However, using argumentation to build the knowledge of students is not an easy task. It requires effort, time and patience to enable students to explain their ideas. In addition, building scientific arguments that have evidence is tiresome activity (Alsop Pedretti, 2004, p. 107). Transcript 3 is a record of a science experiment. The teacher gave the children toy cars and ramps that have different sizes. The students had to hypothesize which vehicles they felt would travel the furthest and on which ramp. They then tested their hypot hesis and recorded their results. From the transcript, it is clear that the students are using argumentation to learn about scientific concepts. The teacher supports dialogue between the students. This helps the students to develop skills on how to undertake scientific argumentations. The teacher does not term various responses as right or wrong. Instead, he asks the students to provide an explanation for their answers. The teacher asks, â€Å"Which ramp do you think will help the car travel the furthest distance?† After the responses of the students, the teacher asks them, â€Å"Why do you think this ramp will help the car travel the furthest distance?† This enables the students to provide a clear explanation on why they chose various ramps. If the children are unable to answer the questions, the teacher gives the time to think about the answer. In so doing, the teacher helps the children to develop complex ideas. The transcript supports Mercer’s ideas on talk. It shows that the children are consolidating their prior knowledge. This is clearly visible in the part that Child C says, â€Å"When I ride my bike on the pavement, it is easy but when I am on the grass it is harder.† This shows that Child C has prior knowledge that helps in consolidating the science ideas from the science experiment. In addition, the children are also learning from each other via cumulative talk. They use cumulative talk to improve their knowledge. They agree with the responses of other children and add additional information in various parts of their conversation. Child A says, â€Å"Yes. If the ramp is smooth, it will help it go far.† Child C responds by saying, â€Å"Yes. When I ride my bike on the pavement, it is easy. However, when I am on the grass it is harder.† Child C uses his prior knowledge to support the views of the Child A. Therefore, the conversation helps the children to build a consensus (Mercer, 1995, p. 104). This ultimatel y improves their scientific knowledge. Reflection Vygotsky’s theory of learning places emphasises the importance of interaction in the cognitive and language development of children. His theories illustrate that children and teachers both play necessary and important roles within learning. Teachers should ensure encourage dialogue among the students. Dialogue would help in identifying prior knowledge of the students. This would enable the teachers to construct new knowledge in the students. According to Mercer, there are three types of talks. Talks may be cumulative, disputational, or exploratory. In a classroom setting, all types of talks take place. The efficiency of the types of talks varies with the subjects. Argumentation enables science students to improve their learning abilities. Therefore, it is vital for science students to encourage dialogue among students. Two types of dialogues take place in a classroom setting. These include teacher-led interactions and peer gro up interactions. Dialogic teaching enables teachers to determine students’ own ideas on various topics under discussion. Dialogic teaching is vital in teaching science and maths. In science, various questions may not have a ‘right’ or ‘wrong’ answer. Therefore, students should provide a detailed explanation of their responses. The teacher should use the response of students to create argumentations among students. It is vital for teachers to ensure that they teach students on how to communicate effectively with other students. This would improve the efficiency of peer group interactions in improving the knowledge of the students. Therefore, this essay has enabled me to appreciate the importance of inclusion in teaching EAL and SEN students. In my future placement, I would ensure that I encourage children to share their views on various issues. References Alexander, R 2004, Towards dialogic teaching: Rethinking classroom talk, Dialogos, Cambridge. Als op, S Pedretti, E 2004, Analysing exemplary science teaching, McGraw-Hill International, New York. Au, KH 1998, ‘Social constructivism and the school literacy learning of students of diverse backgrounds’, Journal of Literary Research, vol. 30. no. 2, pp. 297-319. Evertson, CM Weinstein, CS 2006, Handbook of classroom management: Research, practice, and contemporary issues, Routledge, London. Lyster, R 2007, Learning and teaching languages through content: A counterbalanced approach, John Benjamins Publishing, Amsterdam. Martin, D 2011, Elementary science methods: A constructivist approach, Cengage Learning, Belmont, CA. Mercer, N 1995, The guided construction of knowledge: Talk amongst teachers and learners, Multilingual Matters, Clevedon. Mercer, N 2007, Dialogue and the development of children’s thinking: A sociocultural approach, Routledge, London. Michaels, S, Shouse, AW Schweingruber, HA 2007, Ready, set, science!: Putting research to work in k-8 science classrooms, National Academies Press, Washington, DC. Morris, RJ Mather, N 2007, Evidence-based interventions for students with learning and behavioural challenges, Routledge, London. Vygotsky, LS 1978, Mind in society: The development of psychological processes, Harvard University press, Cambridge. This essay on The Role of Talk in Learning across the Curriculum was written and submitted by user Aryana P. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Circular flow of Income and Expenditures The WritePass Journal

Circular flow of Income and Expenditures Introduction Circular flow of Income and Expenditures IntroductionBibliographyRelated Introduction In this assignment I will explain what the circular flow of income is. I will also give examples of what might cause changes in the business cycle.   I will also explain what GDP is and give examples of what its limitations are and why it’s a good form of measure.   I will also explain what automatic fiscal stabilisers are.   Finally I will discuss different types of inflation. In economics the term â€Å"circular flow of income† is just the flow of money within the economy. It shows us how the money is being circulated through the economy, for example it shows how the firms pay the households who then spend the money and it goes back to the firms, who then pay wages again to the households. This is just basically the way money goes around in the economy. Everything is somehow connected as all the money works its way around the economy and ends up where it started.   Also it shows in the diagram how the government plays its part in the flow, for example the government receive tax from the households and firms. However they then spend the money again on benefits etc and from this the benefits will be spent on products for the home, therefore the households are spending the money from the government on the firms. Again this money ends up coming back to the households and the government in wages and taxes. If the households decide they may want to sav e some of their money and put it in the banks it would be known as a leakage. However this money then gets pumped back in to the economy as firms will want loans from banks. In general all the money in the economy just goes round in circles. Here is the diagram which shows it more clearly. This diagram looks at the households and business side of the cycle. I have also got another diagram which allows us to see the full circular flow of income diagram which is just below. This diagram shows the business side aswel as the government side to it. GDP stands for gross domestic product.   GDP measures the amount of output of goods or services a country has to offer. For example goods or services which are provided by the country itself and does not include imported products or services. Imported products and services are known as GNP. However to measure the overall macroeconomic activity you could use either GDP or GNP. This is usually calculated over a year. This is not the only type of measure they can use however it is the most favourable form of measure and also it is the most comprehensive form of measure.   What makes this a useful measure is that whatever it calculates works well however it should go in to more depth and include more individual based scenario’s such as the less wealthy people. There are some limitations to the uses of GDP for example they cannot calculate each individuals needs as well as what they already have.   Therefore this means that for every person they just calculate their income on an average which would make the overall result in accurate as it will not allow the people who have a lower income to stand out from the rest in terms of living standards. The same would apply to the people who are richer as they do not stand out as having a better standard of living. This means that the figures that are shown do not necessarily show the poverty in relation to the wealth as it’s not calculated in such a way to be more accurate. Economic growth and externalities can have a negative impact on the economy as there might be a raise in the national output which could include a raise in pollution; therefore it would affect the economic welfare.   Another factor which affects it a lot is the balance between consumption and investment. For example i f the economy uses too many resources in short term needs and wants of consumers then there might not be enough resources to use for future economic development. If the resources are used up to quickly then it may have a better standard of living now however in the long run it won’t be as good due to the resources being used up to quick therefore they need to balance it more so that the economy would benefit overall, it might be that the living standards go down a little bit however in the long run the economy would be better off as they will have a better standard of living on average. Automatic fiscal stabilisers are instruments which influence the rate of growth and help counter swings in the economic cycle. An example of an automatic stabiliser could be high growth, if there was an economic growth then automatic stabilisers will help to reduce the amount of growth. However with higher growth the government will receive more taxes. As there will be more people working which means they will be more taxes to be paid to the government. Also with a higher growth there will be a fall in employment therefore the government would be spending less on unemployment benefits. When there’s a recession the automatic stabilisers will help to limit the fall in growth. So if people have got lower incomes it means that they will be paying less tax therefore the government will be spending more on unemployment benefits. There are four main types of inflation. Demand-pull inflation, cost push inflation, pricing power inflation and sectoral inflation are the four types of inflation. The main type of inflation is demand-pull inflation also known as excess demand inflation, this is when the total amount of goods or services in the economy exceed the available supply therefore the prices rise in the market economy. This is without doubt the most common type of inflation for example war materials and man power grows quickly without shrinkage elsewhere. The second most popular type of inflation is the cost push inflation which is caused by costs of production raising for one reason or another therefore this makes the prices of goods and services increase as well. Usually what makes the prices raise is the cost of wages as there may be an increase in wages which means the overall unit cost would increase which leads to a higher resale price. This type of inflation is not as common as demand-push inflation h owever it can occur independently. At the moment I think the UK is suffering from cost push inflation. The reason that the UK is suffering from this type of inflation is because the prices for pretty much everything has increased. The value of the currency has also dropped. Also as the prices are all increasing some businesses are able to cope with short term increases in price however in the long run they will be forced to close down as they are unable to meet the current pricing. This is why a lot of businesses are being forced to shut down and the number of unemployment has increased. I think the Bank of England should not put the interest rates up at the moment as the economy is unstable. I think that the Bank of England should wait till the economy is coping better when unemployment levels drop then there should be a possible increase in interest rates, however this is only if the economy is doing well and people can afford to pay the higher interest rates. Also if the prices and taxes are decrease and product prices are lower then people will have more disposable income which means they wouldn’t mind paying a slightly higher interest rate. Another reason for the interest rates not to be increased at the moment is that as there are becoming more and more job cuts across the UK less people are able to afford to purchase houses etc which means that if the base interest rates are increased then the banks will suffer again and therefore the recession will go worse. Overall I think that if anything the rates should go even lower possibly to 0% and then people will start to get credit and the economy should start to rise. This means that businesses will start to make more money which means they can expand and create more jobs. And with these jobs people can start to pay back any money they have received from the banks. Bibliography Internet (2008). Circular Flow of Income. Available: economicshelp.org/blog/economics/circular-flow-of-income-diagram/comment-page-1/. Last accessed 4th April 2011. Robert Schenk. Gross Domestic Product . Available: http://ingrimayne.com/econ/Measuring/GNP1.html. Last accessed 5th April 2011. Olivier Vaury. (2003). Is GDP a good measure of economic progress?*. Available: paecon.net/PAEReview/issue20/Vaury20.htm. Last accessed 5th April 2011. GDP. Available: cliffsnotes.com/study_guide/GDP.topicArticleId-9789,articleId-9733.html. Last accessed 5th April 2011. Limitations of GDP when measuring living standards. Available: http://tutor2u.net/economics/content/topics/livingstandards/limitations_of_gdp.htm. Last accessed 5th April 2011. (2010). Automatic Stabilisers . Available: economicshelp.org/dictionary/a/automatic-stabilisers.html. Last accessed 6th April 2011. Types of Inflation . Available: docstoc.com/docs/1043355/Different-Types-of-Inflation. Last accessed 6th April 2011. Book David Campbell and Tom Graig (2005). Organisations and the business environment. 2nd ed. 185.

Know Your Eschatology

Know Your Eschatology Know Your Eschatology Know Your Eschatology By Maeve Maddox Political discussion these days often slips into the area of religion, particularly a belief in something called the Rapture. This might be a good time to look at some Christian theological terms and their definitions. eschatology [Ä•skÉ™-tÃ… lÉ™-jÄ“] 1844, from Gk. eskhatos last, furthest, remote. As a theological term it means the study of last things, i.e. death, judgment, heaven, and hell. parousia [prÃ… «-sÄ“É™, pÉ™-rÃ… «zÄ“-É™] -A Greek term that means arrival or coming. It is usually used to mean the Second Coming of Christ. Millennium [mÉ™-lÄ•nÄ“-É™m] from L. mille thousand + annus year, hence a period of 1,000 years. In Christian theology it denotes a period of 1,000 years during which Christ rules on Earth, a golden age, a time of universal peace. Amillennialism The a is a negative. This is the teaching that there is no literal 1,000 year reign of Christ as referenced in Revelation 20. Instead, it teaches that we are in the Millennium now. At the end of this millennium Christ will return. The final judgment will take place and the heavens and the earth will then be destroyed and remade. Antichrist a figure who opposes God. The word is used to describe a spirit of rebellion against God. Taken literally it refers to a specific future person who actively opposes Christ. He is able to perform miracles. Some believe he will be an incarnation of Satan. Christ will defeat him in a final battle. Armageddon [rmÉ™-gÄ•dn] the battle in which Christ destroys Satan, hence any complete disaster resulting in the end of the world. Tribulation a seven-year interval when a world religious-political leader called the Antichrist takes power. Rapture from Medieval Latin raptura, seizure, rape, kidnapping from Latin raptus a carrying off. An eschatological event in which true Christians are caught up in the air to meet the returning Christ. NOTE: There is disagreement as to whether the Rapture will take place before, after, or during the Tribulation. Historical Premillennialism a belief held by a large percentage of Christians during the first three centuries of Christianity. It is the belief that the Antichrist appears on earth and sets off the seven-year Tribulation. At the end of the seven years Christ comes, the saved are raptured, and his Church rules the Earth for a Millennium. During this thousand years of peace the faithful live in Jerusalem, occupying spiritual bodies. After this period, all people are judged. The faithful will spend eternity on a new earth, not in heaven. NOTE: After Christianity became the official religion of Rome in the fourth century CE, this belief was declared a heresy and suppressed. The belief reappeared in the 19th century and, with several variations, has again become widespread. Post-millennialism [pÃ… stmÉ™-lÄ•nÄ“-É™-lÄ ­zÉ™m] the belief that Jesus established the Kingdom of God in the first century and that we are already in the Millennium (not an exact 1,000 years, but a very long time). The Second Coming will occur after (post) this current Millennium. Pre-millennialism [prÄ“mÄ ­-lÄ•nÄ“-É™-lÄ ­zÉ™m] (1844) the belief that the Millennium lies in the future. Christ will come, bind Satan and his helpers, and rule over a peaceful earth for 1,000 years. At the end of that time Christ will release Satan and his angels who will raise an army which Jesus will destroy in the Battle of Armageddon. The Last Judgment will occur and a new heaven and new earth created. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:30 Religious Terms You Should KnowComma Before But12 Misunderstood and Misquoted Shakespearean Expressions

International relations major Personal Statement - 1

International relations major - Personal Statement Example n of a conservative nation of the Middle East, I consider myself at an appropriate position to study international relations as my major subject as it will not only help me in understanding the value of good relations between neighboring countries but also will improve and enhance my knowledge of different cultures worldwide. Saudi Arabia ranks among the fastest developing countries of the present world, which experience high rates of migration to different parts of the world. In addition, the country’s relationship with other nations is at its peak due to various factors such as the war on terror, oil trade, politics, and sports. The perceived link between Islam and terrorism and the economic and social status of women living in Saudi Arabian republic are two main reasons for me to study International Relations as this program focuses on the study of different cultures and societies, the thoughts of political and general public belonging to different countries, the influence of public perception, and governments’ national and international policies. I firmly accept that an influential and so far-reaching subject warrants a critical understanding and analysis at higher levels. Earning a degree from one of the top ranked universities of the world would give me a competitive edge in my professional career. I have decided to apply in name of university because this educational institute has an experienced faculty not only in the department of International Relations studies but also in all other fields of study. Studying under the guidance of expert teachers will allow me to gain invaluable information about my intended major and grow intellectually in an appropriate manner. I am capable of working under severe conditions because of the experience gained from working for different organizations. As far as my short-term and long-term goals are concerned, I have planned them according to my personal and professional interests. For example, my short-term goal is

Week 7 Case Study Example | Topics and Well Written Essays - 500 words

Week 7 - Case Study Example This seems to be to be like a secret society of sorts with the requirements being you must be rich and powerful within the world of finance. The fact that these nine people can change the prices, policies and procedures at any time to benefit themselves is wrong when it comes to the public trading arena. While the entire finance world has to goal of making money for their company and themselves, it should not be done to the detriment of the consumer. The consumer needs these products and should have the right to all of the cost information since they are paying for it and they should be entitled to these prices upfront and should be accompanied with an explanation if asked for one by the consumer. In short, there needs to be some oversight and regulations. 2. I do not believe that the secrecy in the derivative market should be allowed to continue. Something should be done to create transparency. I agree that buyers and sellers have a responsibility to learn about how derivatives work, but if the fees are kept secret, that is a problem. How can buyers and sellers be expected to participate if they don’t know all the costs? The trading of derivatives should be transparent in terms of costs and should not be managed by just a few who can make policies and procedures, as well as set the fees, for their own benefit. In any other industry, the costs of the product or service are made public to consumers and then consumers can determine what or if they purchase. There is no reason that the derivative market should be any different. I can understand that the nine people controlling this market would like to keep it so it benefits them and their companies; however, it is not good for the American public. It is taking advantage of people . This seems like it should be illegal. There are laws and regulations preventing this in other industries so why is the derivative market different? There doesn’t seem to be any reason why this market is

Tree Conservation Essay :: essays research papers

Trees the Most Valuable Resource on Earth Today  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Forests are one of the most valuable resources on the planet today. Without forests it would be almost impossible for any living thing to survive. But, with this in mind many people destroy forests. It is as though they don’t even care that they are dooming themselves as well as the trees. Hopefully through this article I can help save the forest and help human kind, as well as all other organisms, by telling how important the forest is and how it functions. What is a Forest?   Ã‚  Ã‚  Ã‚  Ã‚  A forest is more than just a bunch of trees growing next to each other. A forest is a very complex system of animals and plants, living in and on fertile and suitable soil. Forests are divided up into five different levels or layers. These levels are the canopy, herb, shrub, understory, and the forest floor. The canopy layer is the top layer. This is where photosynthesis takes place and it’s also where the leafy tops of the trees are. This layer is home to a variety of insects and squirrels. The next layer is the understory. This is made up of smaller trees and is home to birds and climbing animals. The third layer is known as the shrub layer. It is made up of shrubs and vines. It also provides nuts and berries. The next layer is the herb layer. This layer is made up of soft green plants and wildflowers. Birds, insects, snakes, and toads also nest there. The last and final layer is the forest floor. This is the thick fertile soil covered by twigs, branches, insects and detritus. Why are Trees Important?   Ã‚  Ã‚  Ã‚  Ã‚  Trees are major erosion blockers. Their leaves intercept rain and lower the force of impact the water has on the ground. Each tiny rain drop is like a miniature bomb. It splatters and washes dirt away with it. Tree roots also hold in soil and keep it from washing away. People plant trees on mountain slopes and other similar places to prevent mud slides. This aspect makes trees a very valuable resource.   Ã‚  Ã‚  Ã‚  Ã‚  Healthy forests serve as wonderful habitats. It provides clean water, food, shelter, and the space that living organisms need to survive. Different animals need different habitats. The forest gives them this with a variety of places to live. All though some live on the ground, most of them live in trees.

Henry VIII and his marriage to Catherine of Aragon in 1529 Essay

Explain why Henry VIII wanted to end his marriage to Catherine of Aragon in 1529. It could be argued that Henry VIII wanted a divorce from Catherine in favour of a younger, more intelligent Anne. Henry’s extensive letter writing to Anne despite his hatred for writing backs this up. This is Henry’s divorce from Anne can be summed up in three main arguments. Firstly, Henry’s infatuation with Anne Boleyn, an intelligent and charming young woman. It is evident of Henry’s deep love for Anne, by means of his multitude of love letters written to her, despite his hatred for writing. However, it can also be argued that Anne was merely catalyst for a revolution already in the process. It is believed that Henry had already stopped sleeping with Catherine before he began to court Anne. This is evidence of Henry’s growing despair as to the chance of a male heir by Catherine. Furthermore, it’s believed that Henry had already began the process of seeking an annulment before he’d fallen in love with Anne, again showing Anne to be a mere catalyst. After Henry ceased to sleep with Catherine, he began searching for further ways of securing the future of his dynasty. He knew from the reign of his father that the lack of a clear successor caused civil unrest – there were many people vying for control of the crown. It is clear that Henry was desperate to prevent this, therefore in his desperation he went to great lengths to set his illegitimate son, Henry Fitzroy, as his heir. He was granted the title Duke of Richmond – a great honour. Henry’s lack of an heir was obviously a large reason for his divorce, and with Catherine’s age putting to rest the question of further children Henry grew distressed, his second choice for dynastic security was his only trueborn child, Mary. However, with Mary’s legitimacy questioned by the French it was doubtful she could be acknowledged as the rightful heir. Nonetheless, it could be argued that Henry’s frantic search for an heir was futile due to the existence of Henry Fitzroy, having already been made Duke by Henry. However, Henry was attuned to the fact he required a legitimate heir and a baseborn bastard son would not be recognised in the eyes of the nobility. The final argument for Henry’s divorce is his conscience. Linking back to Henry’s need for a legitimate heir he began to feel doubts as to Mary’s legitimacy – was King Francis right? This formed the base of his argument for annulment, Leviticus 20:21 states, â€Å"If a man shall take his brother’s wife†¦ they shall be without children†. This discounted Mary as successor to the throne – she was the offspring of an â€Å"unclean† marriage. Henry truly believed in the voracity of Leviticus, shown by his patience shown towards the hope in granting his annulment – he waited 5 years to no avail – without attempting any other, non-Catholic methods of ending his marriage. Despite the importance of a legitimate male heir, the evidence points to the fact that Henry was driven by his conscience, Anne was merely the catalyst for his divorce, as he had stopped sleeping with Catherine before he was in love with Anne, she merely caused him to look for more radical solutions.