Mother Theresa: Saint of the Gutters (1910-1997)
A modern day savior was born to the world in 1910 in Skopje Yugoslavia. Born under the name Agnes Gongxha Bojaxhiu, she later took the name Teresa after St. Teresa, patroness of missionaries. Joining the Sisters of Loretoat the tender age of 18, she came across many events that would touch her life in the most special way; inspiring her to do many great deeds for human kinds.
In 1948, Mother Teresa came across a half-dying woman lying in front of the Calcutta hospital. Through the compassion of her dear heart, Mother Teresa stayed with her until she passed into the after-life. Through this one kind act, Mother Teresa devoted her life to helping the poorest in India. She gained the name, “ Saint of Gutters” from her many kind works. Mother Teresa founded the order of nuns known as the “ Missionaries of Charity in Calcutta.” The group of 12 became a group of 3,000 in 50 years. That is three thousand women in India which have donated their lives to helping the poor in India around the world.
Mother Teresa would not stop there. She founded the Nirmal Hriday, a home for the Dying, in a former temple located in Calcutta. This was a foundation that took the dying Indians off the street and brought them in to a nice, peaceful environment. Although Mother Teresa was not able to cure the people through some divine power, she did offer the dying Indians a peaceful place of comfort for them to release themselves into the after life in dignity. She saw the love of Jesus within every man, woman and child she brought in. No matter what ailed them, Mother Teresa still found the compassion in heart to bring them in. For 50 years she continued to help the poor, conquering many emotional times with the aid of her faith in God. The respect she received from the world won her a Nobel Peace Prize in 1979.
Over the past two decades, Mother Teresa had begun to see end of her long hard journey.
Cultural appropriation, as described in Sabeen Sandhu’s article “Instant Karma: The Commercialization of Asian Indian Culture,” is not new. Rather, it is the latest iteration in a long history of Western imperialism and exploitation of other cultures and societies. Using a primarily a symbolic interactionist lens, in her article Sandhu highlights two fundamental aspects of appropriation that differentiate the phenomenon from appreciation: the focus solely on one facet of a symbol and commercialization.
Much like the Holocaust, the Armenian Genocide involved the use of concentration camps and violations against natural and human rights. Through the methods of destroying the Armenians, many of them were burnt, drowned in the Black Sea, or poisoned. Despite these horrific events, the Armenian Genocide remained as an undiscussed topic worldwide because once a genocide became evident, other nations were expected to step up and help. In a matter of a few years, the Armenian population had decreased by nearly half of their population due to the uncivil acts of displacement, murders, famine, and more. The Armenian Genocide took place because the Turks felt the Armenians were jeopardising their power because their religion conflicted with the nations bordering them, the Armenians were demanding an abundance o...
...teacher see what their students know, wonder about and techniques they use to make sense of the world and the classroom. This information can then be used by the teacher to differentiate instruction. The teacher can recover material, present alternative activities that students are more receptive in order to foster student responsiveness and engagement. In Page Keeley’s article An Introduction to Formative Assessment Classroom Techniques (FACTs) she articulates the purpose and power of a classroom that frequently uses formative assessments by saying, “it organizes the entire classroom around learning and informs ways teachers can provide more effective learning experiences based on how their own” (10). Formative assessments foster a supportive classroom community where students and even teacher thoughts are encouraged and in turn shape the future of that classroom.
Teresa Sánchez Cepeda Davila y Ahumada lived in Avila, Spain where she was born in 1515 and lived during the Reformation until her death at age 67. She was canonized in 1622, forty years after her death. St. Teresa's grandmother was forced to be converted from a Jew into a Christian during the Inquisition. Without her grandmother’s conversion St. Teresa would never have become a Christian saint. Her parents were Godly people and showed tremendous integrity. They always said their prayers and made sure their twelve children did also. Sadly, at the age of twelve, St. Teresa's mother died giving birth which created a fear in St. Teresa of getting married. St. Teresa had a special relationship with one of her nine brothers named Rodrigo. St. Teresa once said, “When I read about certain women saints who endured martyrdom for the sake of God, I concluded that death was a small price to pay for the utter joy they were given in return when they were whisked away to heaven” (Starr, 2007, p.6). Rodrigo taught St. Teresa all about chivalry and they spent many hours reading about the lives of saints, never thinking St. Teresa would accomplish just that. As a girl, St. Teresa strived to be worthy of God, as did her siblings whom she loved. Instead of acting like she was a princess with the other girls, her and her brother Rodri...
With the knowledge of a previous attack against Christian groups, it is surprising the lack of aid that comes from the world. In an article published in 1920 that states “Armenia is a victim both of the war and the peace, persecuted by her enemies and now almost deserted by her friends.” 9 While the Armenians had the sympathy of the world, “the fear of opening the vexing Eastern question... has held back the administration of justice.” 10 Armenia looked to Germany, Russia, Britain, and America but did not find relief. To the Armenians, “no government or nation has ever attempted to stop,” 11 the attacks against them. During these attacks, it is estimated that the Armenian genocide had “one million or 1.5 million victims,” 12 This number is strictly the deaths of Armenians and does not include groups like the Assyrians and Greeks that were also killed during the
Paradigms of Genocide: The Holocaust, The Armenian genocide, and Contemporary Mass Destructions, 156-168. Sage Publications Inc., 1996. Retrieved from http://www.jstor.org/stable/1048550
"Armenian Genocide, The." The Armenian Genocide Museum-Institute. National Academy of Sciences of the Republic of Armenia, 2013. Web. 15 Apr. 2014. .
There is so much research out there on formative assessment. Unfortunately, there is not a great deal of empirical evidence that can directly such as the use of many suggest forms of formative assessment to gains on summative assessments (Dunn & Mulvenon, 2009).
Mother Teresa believed God worked through the world by prayer, in conclusion she mentioned how prayer was really important in her life and that’s how she connected to God. She mentions in the reading, “The more you pray, the better you will pray.” Not on in prayer but in silence she believed we can connect through God, as she states, “In a vocal prayer we speak to God; and in mental prayer he speaks to us.” Mother Teresa really believed we knew and can be certain that God is possible. Her knowledge of God is related to faith, since she has a knowledge of God she continues her life based off of what she should do for him. She gives to people and serves people for God. An example in the reading is when the poor family with children is given rice, and the mother ends up giving half of the rice to the other family she knows that was starving. This is a Godly act that was preformed.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
It all started in 1922 in Skopje, Yugoslavia. One day while, the soon to be known as, Mother Teresa was walking, she felt God call her to serve the poor at only the age of 12. Seven years later she discovered her calling was to serve the poor in Calcutta, India and prepared to leave her comfy nunnery in Loretto. As she walked through the beautiful garden in the nunnery, before she left, she questioned leaving all of this beauty for the slums of Calcutta.
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
If there is no room for choice or chance then everything happens without an individuals responsibility of doing something, mean that people can not be held to their actions, because individuals are not able to chose their actions no matter how virtuous or viscous they may be, as all their actions are all already predetermined. The idea of hard determinism refutes the idea of if-then statements because human choices and actions are not taken into factor because under hard determinism humans are not responsible for our actions. Hard determinism received its greatest influence from the physicist Isaac Newton, and his studies in physics and his idea of the universe as “matter in motion”. People who believe in Newton’s “matter in motion” theory who also believe in hard determinism applied the idea to everything in the universe, that everything is just matter in motion including humans, who need to obey the laws of nature just as anything else needs
Teachers use a range of formative assessment tools and teaching approaches to gather evidence for the purposes of: monitoring and measuring student learning; providing students with feedback; and providing feedback to inform teaching and modifying instructional strategies to enhance students’ knowledge and performance in mathematics (ACARA, 2015; DEECD, 2009; McMillan, 2011; Taylor-Cox, & Oberdorf, 2013). Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan,
Mother Teresa once said, “At the end of life we will not be judged by how many diplomas we have received how much money we have made, how many great things we have done. We will be judged by “I was hungry, and you gave me something to eat, I was naked and you clothed me. I was homeless, and you took me in” (Mother Teresa). The author of this quote was a nun who joined the Society of the Missionaries of Charities in Calcutta to benefit the poor in India (Mayor 1). Throughout her lifetime, Mother Teresa held religious creeds that reflected in her thoughts and acts. In the quote, she addresses a concern for humanitarian acts in a list that includes feeding, sheltering and clothing others. Certainly, Mother Teresa’s quote regarding service is true; thus, evidence consists on accurate descriptions of a situation society faces, genuine charity and the correlations this quote can share with non-profit organizations in actuality.