Book Review Reading, Writing Religion II Essay

Yida Zhou Prof. John L. Cotton KNW 2333 Sep 22, 2016 Book Review: Reading, Writing Religion The author of the book â€Å"Reading, Writing Religion II: Teaching the Bible in Texas Public School (Updated Edition)† is Professor Mark A. Chancey, who is in the department of Religious Study in Dedman College of Humanities and Sciences at Southern Methodist University. In Dr. Mark A. Chancey’s preface, he has showed there is a phenomenon that Texas public schools tend to have a resurgence of interest in teaching Bible courses, Dr. Mark A. Chancey claims there are some upcoming challenged on teaching the Bible in Texas public schools, such as â€Å"academic and legal appropriateness† and â€Å"preservation of religious freedom.†, and thus he has presented some possible solutions for those challenges. In the beginning, Dr. Mark A. Chancey borrowed a report from Texas Freedom Network Education Fund. This report from TFNEF is focusing on 25 Texas public schools offered Bible courses in the 2005–2006 school yea r, utilizing materials from the previous five academic years. By this evidence, the author notes that the public school Bible courses in Texas always have challenges on the following two aspect: First is the Academic and Legal Appropriateness which including failed or only meet the minimal academic standards for â€Å"teachers’ qualifications, curriculum, and academic rigor; and secondly, the Preservation of Religious Freedom which promoting one faith perspective over all others; and push anShow MoreRelatedTextbook Analysis Essay1101 Words   |  5 Pagesanalyze I chose 5th grade Civil War II Today by: Houghton Mifflin. According to National Council of Social Studies they define social studies as the integrated study of the social sciences and humanities to promote civic competence. 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Texts Fof Written Discourse - 7893 Words

Contents 1. Doreen Pope 2. Education: Doing bad and feeling good 3. Dance cards 4. Language and literature 5. Inflation DOREEN POPE by Mary Loudon (The Independent Magazine, 20 August 1994) 1. Practically no one reading this will have heard of Miss Pope. Her greatness is not obvious and it has never been documented, but she is my hero nevertheless. This year she retires after a lifetime’s teaching, the last 25 years of which has been spent as a junior-school headmistress in Wantage, Oxfordshire. I was brought up in Wantage, and between the ages of eight and 11 I attended her school. 2. Miss Pope is a strong and wholesome woman. Tall, well-built and cosy with it, she was consistently cheerful without†¦show more content†¦No camaraderie, and worst of all, no charm or imagination. The school was infused with a suffocating emphasis on the importance of conformity. Within the first few days I was beaten up twice by burly fifth formers and taunted for the baffling, small-town sin of being the doctor’s daughter, something which had quite rightly not mattered at Miss Pope’s. I had my e ars pierced and dropped my t’s and h’s, but it fooled no one. â€Å"You stick out like a sore thumb here, you know† said my form teacher. â€Å"Fuck off, posh bitch,† said half the girls in my year, for about three years, until I grew a skin like a bullet-proof vest. 8. Miss Pope remained a quiet source of support through the awful transition from a sunny childhood to a dark adolescence. Cards would arrive at Christmas, and every summer, detailing walking holidays with Sheena and the abundance of wild flowers in Devon and Cornwall. â€Å"Don’t fret about what others think of you,† she wrote once. â€Å"Just work hard, remember that it’s all right to be yourself, and try to laugh at the bad bits.† Her teaching was sensible, solid and compassionate. The values she sought to instil sound old-fashioned, but they weren’t. They were simple, timeless and good, and they filtered gently into hundreds of lives, without fuss or cer emony. Word Study 1. Match the two columns: |1) |unobtrusive |a.Show MoreRelatedTexts Fof Written Discourse7878 Words   |  32 Pagesthe teaching curriculum for every politically situated minority. In California, for example, it is required by law that textbooks not just exclude â€Å"adverse reflection† of any group but include â€Å"equal portrayal† of minorities and the handicapped. In texts on â€Å"history or currents events, or achievements in art, science or any other field, the contributions of women and men should be represented in approximately equal numbers†. 14. Says a respected female historian: â€Å"I’m beginning to think that in the

Comparison/Contrast Essay Eng101 Free Essays

Name Professor ENG 101 November , 2012 British PSA is the best choice Although both the â€Å"British PSA† and the â€Å"ATT PSA† use the fear of injury and death to discourage texting while driving, the British PSA is more effective than the ATT PSA because it focuses on the details of the injury and death during the accident. Both the British PSA and the ATT PSA show the â€Å"life changing† and â€Å"life ending† consequences that can occur when a person chooses to text while driving. The British PSA shows a deadly multi-car crash that occurs because the texting driver crosses the centerline and hits another car head-on only due to the fact that she and her teenage passengers were distracted by a text message on her cell phone. We will write a custom essay sample on Comparison/Contrast Essay Eng101 or any similar topic only for you Order Now Likewise, the ATT PSA shows several different people whose lives have been destroyed by tragic car accidents (involving injury or death) caused by texting while driving. Both videos show the devastating effects that texting while driving can have on the texting driver and other innocent people, but the â€Å"British PSA† is the more effective video. The ATT PSA shows three separate storylines of people who have been affected by injury and/or death because of texting while driving. The 1st storyline is about a teenage girl who died a year earlier when she was texting while driving. The story has a policeman describing the accident scene and the victim’s family and friends describing their loss. The 2nd storyline is about a teenage boy who killed a man on a bicycle when he was texting while driving. The 3rd storyline shows a mentally and physically disabled young man who became disabled from a car accident in which he was texting while driving. These 3 storylines bring out strong feelings in the audience of compassion for the loved ones, sadness for the injured, and concern that something like this could happen to you or your loved ones. However, this video does not show any details of the actual accident, therefore making it difficult for the viewer to imagine this all came from just a simple text message. In contrast, The â€Å"British PSA† clip uses a dramatic approach by showing the details of a full-fledge highway multi-car accident. The clip shows the terrifying effects of a deadly head-on collision in slow motion. Immediately after the head-on collision, the car with the 3 teenage girls gets broad-sided (T-boned) by a third car travelling at a high rate of speed. It provides a bloody and graphic example of the devastating effects that texting while driving can bring and strives to promote staying off cell phones while operating a vehicle by depicting an event that the audience would never want to live through. Instead of just showing the aftermath or the long term effects of the accident, The â€Å"British PSA† uses an approach to shock the audience and literally scare them from ever wanting to text while driving by showing the injury and death of several people involved. The â€Å"British PSA† is more effective than the â€Å"ATT PSA† because it allows the audience to witness the horrible details of a car accident instead of just hearing about the aftermath several months later. Works Cited ATT Don’t Text While Driving Documentary. (2010). Retrieved November 22, 2012 from http://www. youtube. com/watch? v=DebhWD6ljZs. PSA Texting While Driving U. K. Ad. (2009). Retrieved November 22, 2012 from http://www. youtube. com/watch? v=R0LCmStIw9E. How to cite Comparison/Contrast Essay Eng101, Essay examples