Evolution versus Creationism
Evolution is a theory that’s based on science and more detailed evidence while Creationism is a faith-based theory. In no way is faith, a factor that influences the ideas and theories supported by scientists. As such, you really cannot compare one to the other; you have to just choose which one you believe is true although it is possible to believe in both at the same time. Since the beginning of human life, there has been a single question that has puzzled even the greatest of philosophers and scientists. Humans are, by nature, interested in their past. As a result every civilization through out time has sought to find the origin of life, and answered it to meet their needs. Early civilizations taught that there was a group of gods located on a far off mountain at the edge of the earth. These gods were responsible for everything.
Civilizations grew more complex and learned more about the world around them. Soon events that were once looked at as magical or supernatural were explained and proven through logic, mathematical reasoning, and the evidence available. In the early to mid nineteenth century a scientist named Charles Darwin proposed a theory that broke the away from the common threads of reasoning that looked to deity or a higher force intervening with humans. “Darwin’s proposition was labeled Natural Selection, or more commonly referred to as The Survival of the Fittest. Charles Darwin proposed that living beings evolve, or chang...
Current educational policy and practice asserts that increased standardized student testing is the key to improving student learning and is the most appropriate means for holding individual schools and teachers accountable for student learning. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. The problem is standardized tests cannot provide the information about student achievement that teachers and students need day-to-day. Classroom assessment can provide this kind of information.
Savage, J. & Fautley, M. (2008). Assessment for Learning and Teaching in Secondary Schools. Dawsonera [Online]
Most of these claims are false to some degree. Juice fasting can be dangerous for some people because it can cause liver, kidney, and gastrointestinal tract damage and also brain deprivation. The high sugar consumption in a juice fast can skyrocket blood sugar levels in diabetics or lead to liver damage. High levels of minerals and potassium from excessive juice consumption can build up in the blood and lead to kidney damage (Zamon,huffpost). This can become a concern as a body ages. There is actually no reason to do a juice fast for a detox since “The function of the liver and kidneys is to detoxify the body. The liver regulates the blood’s chemical levels while the kidneys help remove waste from the body to be excreted in the urine.” (Stoddard, Eatthis) The fast is wearing on the digestive tract because when a person stops using digestive enzymes, their body thinks they are not needed and stops producing them. This will lead to complications when reintroducing foods into the diet. In addition “Limiting important nutrients like protein can lead to decreased brain function and disruptions in neurotransmitters, which rely on protein to do their job”(Stoddard). These are only a few of the side effects that may occur on a 60 day juice
Since the Age of the Enlightenment, the institution of religion has had to contend with the opposition of science regarding the issues of the origins of the world and of the human species. Up until around the end of the 17th century, the church was the authority on how the world and everything in it had come to be. However, with the great intellectual revolution came thinkers such as Galileo, Copernicus, Bacon, Descartes, and many others who challenged the biblical assumptions with empirically deduced scientific theories. The Catholic Church had a nasty habit of persecuting such ideological dissent toward creationism, calling it heresy and thereby somewhat suppressing a complete upheaval of the Scriptures. For many centuries to come, the scientific research grew and developed into theories like the Big Bang and evolution, though primarily in places where such progress was tolerated. The state of Tennessee in 1925 was not such a place. In the town of Dayton in Tennessee, a high school biology teacher was found to be in violation of a recently passed law, the Butler Act, because he taught the theory of evolution in his classroom. The debate that ensued has yet to be resolved, what with the modification of creationism into the theory of intelligent design. The argument in favor of creationism was solely based in scripture, though it had to be changed in light of its revamping, whereas the argument for evolution has only been strengthened by continued scientific discoveries.
Since the beginning of the human race there has been a lingering question as to the origins of man and how all living things acquired their characteristics. The two main theories that arose over time were Creationism and Evolution, both of which provided very distinct answers to this question. Creationism based its answer on the idea of a supernatural power or being that created the entire universe, man and the numerous other organisms that live within it. While, Evolution theorizes that all living things have the potential to change and grow over time into something new and different. So in other words, one theory suggests that humans and all the organisms on Earth are the result of divine design, while the other indicates that they are only the result of environmental adaption and growth. However, as neither theory is without flaw and it is only through close examination that a true understanding of man’s origins can be obtained.
New York City’s population is a little over 8.3 million people. 8.3 million people are spread out among five boroughs and each have their own set routine. Each one of those 8.3 million see New York in a different way becuase “You start building your private New York the first time you lay eyes on it” (“City Limits” 4). Some people are like Colson Whitehead who “was born here and thus ruined for anywhere else” (“City Limits” 3). Others may have “moved here a couple years ago for a job. Maybe [they] came here for school” (“City Limits” 3). Different reasons have brought these people together. They are grouped as New Yorkers, but many times, living in New York is their only bond. With on going changes and never ending commotion, it is hard to define New York and its inhabitants in simple terms.
Assessment for learning informs and promotes the achievement of all pupils, as it encourages them to take responsibility for their own learning. It focuses on the learning process and how to improve a child’s academic progression, finding out where pupils are within a learning range, where they need to go and how best to get them there. Lots of different assessment for learning strategies can be used to help pupils in their learning, and these can be adopted by teachers to gain an understanding of what has been achieved and what steps should be taken next in order to progress learning forward.
Standardized tests are exams that are supposed to measure a child’s academic knowledge but have long been a controversial subject of discussion. Although it is one method to see how a child is performing, is it the best method? Standardized testing can be biased or unfair, inhibit both the teacher’s and the children’s creativity and flexibility, affect funding for schools, cause untested subjects to be eliminated from the curriculum, and cause anxiety for children and teachers.
In the society of today, there are various educators who believe in assessment as proper method to measure the performance of a child in school as well as the overall achievement of a specific school system. The assessment may be presented in the form of verbal, written, or multiple choice, and it usually pertains to certain academic subjects in the school curriculum. Recently, many educators began to issue standardized tests to measure the intelligence of a common student body. (Rudner, 1989) These standardized tests were initially created to reveal the success in institutional school programs, and exhibit the abilities of students today. The standardized tests can reveal the strengths and weaknesses of a student as well as the admission into certain programs. The test results also assist various schools in determining the proper curriculum, evaluate a specific school system, or a particular school related program.
Food is more available than ever before. People are not only eating three times per day. They always have snacks or juices between meals. Eating too much and too frequently will result in unwanted weight gain, eventually leading to obesity. Fasting is very important to balance weight and to keep healthy. The problem with overweight and obesity is not only about looks, but it is about health issues associated
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
In the past, assessments were popularly conducted for the purpose of accreditation, but with the growing change in the quality of education, it has become evident that assessments aren’t just products to qualification but as Sieborger (1998) identifies, is that assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgements about the learners performance and the assessors ability to transfer and establish knowledge to the learners.
Initially, the teachers interviewed were concerned about then new evaluation system – especially after being flogged by negative, media induced hysteria that stated, “SBA and other test scores are used to measure student achievement growth under PED’s model and are supposed to count for 50 percent of the overall evaluation” [emphasis added] (Last, 2013...
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a