A Comparative Study of Evolution and Religion in Education in the United States and China :: Compare Contrast Religious Essays

A Comparative Study of Evolution and Religion in Education in the United States and China Buddhism does not believe in a creator god. It accepts modern ideas about the universe. Hinduism believes that the universe existed first, and then the divine spirit awoke within it and seeded itself and formed Brahma, who is the God. Hinduism, similar to Buddhism, has an evolutionary perspective of life. Both religions accept Darwin’s evolution theory. Islam, Christianity and Judaism all share the same Mesopotamian mythologies (http://www.bbc.co.uk/schools/gcsebitesize/sosteacher/re/37690.shtml). Over half of the world’s population believes in these religions. They believe the world was created by God in six days, which was recorded in the first chapter of Genesis of the Bible. God created the heaven and earth in the beginning and He created day and night on the first day. Then He separated water from the sky on the second day. On the third day God created vegetation, and on the fourth day He created the Sun, the moon and stars to govern day and night. On the fifth day, God created living creatures that live in the water and fly in the sky. One the sixth day, God made the land to produce living creatures on land, and He said â€Å"let us make man in our image, in our likeness, and let them rule over the fish of the sea and the birds of the air, over the livestock, over all the earth and overall the creatures that move along the ground.† God created man in his own image, and He told man to be fruitful and multiply. On the seventh day, God rested from all the creation he had done. What is evolution? The Merriam-Webster Dictionary has many definition of the term â€Å"evolution† (http://www.m-w.com/). The one definition that this paper is mainly referring to is as follows: â€Å"a theory that the various types of animals and plants have their origin in other preexisting types and that the distinguishable differences are due to modifications in successive generations.† Evolution is tightly associated with Charles Darwin. The British naturalist was under the influence of Charles Lyell, who argued in his book Principles of Geology that the Earth was shaped by accumulative, gradual changes instead of great catastrophes. Darwin traveled with the Beagle around the world and collected specimen. He published his book Origin of species in 1859. The two major themes or Darwin’s theory are â€Å"Descent with Modification† and â€Å"Natural selection and adaptation. A Comparative Study of Evolution and Religion in Education in the United States and China :: Compare Contrast Religious Essays A Comparative Study of Evolution and Religion in Education in the United States and China Buddhism does not believe in a creator god. It accepts modern ideas about the universe. Hinduism believes that the universe existed first, and then the divine spirit awoke within it and seeded itself and formed Brahma, who is the God. Hinduism, similar to Buddhism, has an evolutionary perspective of life. Both religions accept Darwin’s evolution theory. Islam, Christianity and Judaism all share the same Mesopotamian mythologies (http://www.bbc.co.uk/schools/gcsebitesize/sosteacher/re/37690.shtml). Over half of the world’s population believes in these religions. They believe the world was created by God in six days, which was recorded in the first chapter of Genesis of the Bible. God created the heaven and earth in the beginning and He created day and night on the first day. Then He separated water from the sky on the second day. On the third day God created vegetation, and on the fourth day He created the Sun, the moon and stars to govern day and night. On the fifth day, God created living creatures that live in the water and fly in the sky. One the sixth day, God made the land to produce living creatures on land, and He said â€Å"let us make man in our image, in our likeness, and let them rule over the fish of the sea and the birds of the air, over the livestock, over all the earth and overall the creatures that move along the ground.† God created man in his own image, and He told man to be fruitful and multiply. On the seventh day, God rested from all the creation he had done. What is evolution? The Merriam-Webster Dictionary has many definition of the term â€Å"evolution† (http://www.m-w.com/). The one definition that this paper is mainly referring to is as follows: â€Å"a theory that the various types of animals and plants have their origin in other preexisting types and that the distinguishable differences are due to modifications in successive generations.† Evolution is tightly associated with Charles Darwin. The British naturalist was under the influence of Charles Lyell, who argued in his book Principles of Geology that the Earth was shaped by accumulative, gradual changes instead of great catastrophes. Darwin traveled with the Beagle around the world and collected specimen. He published his book Origin of species in 1859. The two major themes or Darwin’s theory are â€Å"Descent with Modification† and â€Å"Natural selection and adaptation.

Using Material from Item a and Elsewhere Assess the Sociological Explanations for Ethnic Differences in Educational Success

There are many reasons for educational underachievement and it has been said that ethnicity is one of these key factors. It has been found that Indian and Asian pupils are of higher educational achievement than White, African-Caribbean, and Black, Pakistani and Bangladeshi pupils. One possible cause of ethnic differences in education could be at the fault of the education system.To investigate this Sewell conducted a study using semi-structured interviews and observations in an inner-city boys’ comprehensive school, his study revealed the ways in which African-Caribbean students are labelled by their teachers, peers, white students as ‘problems’ in the classroom. Sewell showed how Black boys use these negative perceptions to construct different responses to school based on their own ‘masculine’ images, many of these belonging the anti-school culture, such as conformists, innovators, rebels and retreatists, all in favour of gang culture.However some so ciologists are critical of this study in that they feel Sewell is blaming ‘black-culture’ for the educational failure as opposed to recognising racism within the education system. Another reason for ethnic differences in achievement lies in the school itself. Sociologist Connolly found that teachers are more likely to be overly critical of African-Caribbean pupil’s behaviour due to stereotypical views of their ethnic ways resulting in them being labelled as troublemakers and being in need of stricter discipline.This can therefore lead to a self-fulfilling prophecy of the student whereby they become troublesome in a ‘screw-you’ effect to their teachers. However, as criticism to this Sewell found evidence that not every pupil responded with the self-fulfilling prophecy, and in fact some African-Caribbean students adopted ‘White’ values and behaviours at the expense of losing their African-Caribbean stereotypical identities.There are clearl y definite suggestions as to why certain ethnic groups are underachieving in the education system; however they are reasons as to why some ethnic groups are performing better than others. For example, the home of a pupil is a primary agent in their socialisation and education and this therefore has the biggest impact on the pupil so when at school they will either be handicapped or at an advantage from their upbringing.For example, Modood argued that some ethnic minorities have higher levels of cultural capital, despite often being from a working-class background. Many Indians and Asians originate from working-class backgrounds even though they end up with middle class jobs. These parents therefore place particularly high values on educational success and contain the knowledge and understanding of education to motivate their children and help them to succeed.Strand also investigates ethnicity and achievement in education, he compared the progress of Indian, African-Caribbean and whi te British pupils in their secondary education. Strand found that Indian children made more positive progress than the white British students but African-Caribbean pupils fell even further behind. Strand found the Indian’s success was due to both material and cultural factors such as high aspirations and dedication to homework, low levels of truancy and exclusion and good resources at home such as computers and private tutoring.However there was no evidence that African-Caribbean parents and pupils adopted a culture that would hold them back in their educational success, they had high aspirations and a positive attitude to school. Overall his research found little, if any, difference in the cultural support for education between working-class white and African-Caribbean pupils and so, although there were valid reasons found for the Indian pupils’ success, it was difficult to explain why African-Caribbean pupils were doing less well.These are, in my opinion the most imp ortant factors affecting ethnic differences in educational achievement and although Strand’s research did not come to a clear conclusion as to why African-Caribbean pupils are underachieving it is clear to see that negative stereotypes and material/cultural deprivation are the reasons for their underachievement and the positive labelling and encouragement from parents’ cultural capital is what gives Indian and Asian children an advantage and therefore contributes to their educational success.

Organizational Behavior and Leadership Quiz - 1224 Words

Employees A and B work together on the same project team. When the team faces a complex and difficult problem, the team leader usually asks B to generate alternative solutions for the team to consider. Experience has shown that B actively searches for additional information and is more likely to take initiative and to feel that the team can effectively influence the outcomes of its actions. Employee A tends to do well on jobs that are well structured and routine and feels that the outcomes of the teams actions are determined by luck or chance. Employee A exhibits an external locus of control, and employee B exhibits an internal locus of control. Employee B was upset by Employee As behavior at the departments planning meeting. Which†¦show more content†¦Specificity and Feedback Which stage of the five-stage group development model is characterized by developing close relationships and cohesiveness? Norming What defines a set of expected behavior patterns attributed to a person occupying a given position in a social unit? Group norm Which type of group is defined by the organizations structure? Formal group Management has noticed that the quality improvement work group is struggling because members seem to be working in different directions. Which suggested action can the company take to increase group cohesiveness? Physically isolate the group To resolve a conflict between the department staff and the janitorial staff, the department head informs the department staff of a new policy prohibiting the eating of food at the desk. Which type of conflict resolution technique does this represent Altering the human variable What is an advantage of a group that is not very cohesive? 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