The Classical World Essay - 566 Words

The Classical World The Classical World made many contributions to the development of science, literature, and ethics. These contributions have influenced the modern world today. Many mathematicians, astronomers, and scientists contributed to the development of many of the luxuries we enjoy today. Homer, author of The Iliad and The Odyssey, made contributions to the field of literature through his writing. In the field of ethics, many philosophers from the Classical World contributed to the standards, values, and principles of our society today. Some of the major contributions from the Classical World is in the field of science. Mathematicians, astronomers, and scientists made important contributions that formed the basic element of†¦show more content†¦Homer, author of The Iliad and The Odyssey, affected prose and poetry through his writing of Homeric poems. Sophocles, a playwright, quot;presented many changes in Greek Drama.quot;3 These changes led to the development of more actors in a play and the addition of more scenery. Accordingly, these changes have influenced modern day movies in that they have more actors. Since the Classical World contributed to the fields of science and literature, it also helped develop the fields of ethics. The standards, values, and principles of a society were also contributed by various philosophers of the Classical World. Pythagoras founded the quot;Rosicrucian Fellowship,quot; a religious and philosophical school. One of the three main rules of this school was, quot;No eating beans or meat,quot; which most likely influenced the idea of the modern day vegetarian. Wanting people to think for themselves, Socrates did not want the people of his time to quot;imitate their elders.quot;4 To Socrates, quot;people should depend on reason and logic to guide their lives.quot; 4 These beliefs have contributed to the development of ethics. Also these beliefs have influenced the basic thinking and making decisions of man. In these three fields, the Classical World made many contributions. The Classical World made many contributions to the fields of science, literature, andShow MoreRelatedThe World Of The Classical Solar System1408 Words   |  6 PagesLast July, NASA’s New Horizons spacecraft flew by Pluto, the last unvisited world of the classical solar system. As the largest known member of the Kuiper belt, Pluto is also the gateway to a new frontier, a scarcely studied collection of primordial icy bodies far from the sun that constitutes the â€Å"third zone† of the solar system after the realms of the inner rocky planets and the outer gas giants. Like most first glimpses of new frontiers, Pluto held so many surprises for New Horizons that theRead MoreThe Origin Of The Classical World On Geography Essay2440 Words   |  10 PagesInca Empire. 2. Ptolemy s Geography: It was the work of Ptolemy, an astronomer who lived in the Roman Empire in the second century. It summarized the knowledge of the classical world about geography. It was more accurate than medieval cartography, as it showed the world as round; however, since the Americas were unknown, the world resulted much smaller. Ptolemy’s Geography, merged with the latest information from mariners, constituted the maps that European explorers used in their expeditions. 3Read MoreClassical Music And Its Influence On The Modern World1430 Words   |  6 Pages There are many types of music in the world, with many different artists, backgrounds, and stories to tell. 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However, roughly forty years ago, Behavioural finance came into power and resulted in questioning the mere implications and core assumptions of traditional or classical financial theoriesRead MoreHow Has Classical Music Changed the World1724 Words   |  7 PagesHOW HAS CLASSICAL MUSIC CHANGED THE WORLD How has classical music changed the world we live in? The world we live in has changed but Classical music has remained the same. Classical music isn’t really prevalent in today’s society. Classical music doesn’t appeal to this generation. Classical music is more appreciated by older generations. Classical Music is not as popular today as it used to be. It has been around for hundreds of years and it is the oldest type of music out there. Classical musicRead Moreworld Hisotry DBQ on post-classical period1074 Words   |  5 PagesPrinciples and Religions of the Postclassical Period While in Islamic, Chinese and part of Muslim believe in the principle of treating women as equal counterparts to their men, that the men support the women and that women are able to manage finances of the family, weather the man was dead, stupid or overbearing, and in Eastern, Western Europe and part of Muslim believe that the treatment of women is that they are less than a men, they are stupid because their obligation is not filled becauseRead MoreInfluence Of The Classical World Upon Dante s The Inferno1320 Words   |  6 PagesThe Influence of the Classical World Upon Dante’s The Inferno Dante Alighieri, an Italian poet and writer of the 13th century, creates a fictional account of his visions of his journey through Hell. His background as a Catholic influences his life and his writings, including The Inferno. He uses the historical and political events of his lifetime to influence his writings as well. Dante is educated and very familiar with the history and literature of the classical world. In The Inferno, he expressesRead MoreBen Hur : A Classical World Film That Represents The Ancient Roman Civilization1815 Words   |  8 PagesIntroduction to Essay The movie, Ben-Hur is a classical world film that represents the ancient Roman civilization. The film was directed by William Wyler as an epic historical drama movie in 1959. The main cast features Charlton Heston who plays the role of Judah Ben-Hur, Stephen Boyd as Messala, Jack Hawkins as Quintus Arrius, Haya Harareet as Esther and Hugh Griffith as Sheik Ilderim (Wallace 5). The plot idea pegs back to the beginning of the 1st century where a merchant and a rich Jewish princeRead MoreThe Crusades Were Important Part Of World History During The Post Classical Era1161 Words   |  5 PagesThe Crusades were an important part of World History during the post classical era. Between 1096 and 1270, the Europeans attempted to acquire Christian sacred areas from the Muslims (The Crusades). Supported by Western Europe, Christian armies were sent to take over the Holy Land and other surrounding areas (Crusades). The Holy Land surrounds Jerusalem and, to this day, contains sacred sites to Christians, Jews, and Muslims (Crusades). These sacred sites were very important to people of theseRead MoreAP World History Compare and Contrast: The Spread of Christianity and Buddhism in the End of the Classical Period.909 Words   |  4 Pagesï » ¿Compare and Contrast: The Spread of Christianity and Buddhism in the End of the Classical Period. World History AP Christianity and Buddhism are two different religions that developed and spread contemporaneously in during the Classical Period different territories. Both of them share some similarities as well as differences. Both of these religions were founded based upon different principles taught by different people; in Buddhism’s case Gautama Buddha a thinker and in Christianity’s

Meeting the Needs of Students Free Essays

Traumatic brain injuries (TBI) are a leading cause of death and disability among children and adolescents, with an annual incidence estimated at 180 cases per 100,000 children between the ages of 1 and 15 in the United States (Yeates,2005). Traumatic brain injuries (TBI) are defined in the special education law in the Individuals with Disabilities Education Act (IDEA 1990) as being an â€Å"injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment† that affects a child’s educational performance (Cave,2004). Knowing that, students learning needs are different from students with other exceptionalities (Spear,2005). We will write a custom essay sample on Meeting the Needs of Students or any similar topic only for you Order Now General and special education teachers need to use a variety of specific strategies based on learning styles and certain resources, with students who have experienced a TBI, to promote learning in all subject areas. A TBI alters a child’s mind and changes the way he or she thinks. Teachers must be aware of this and know how to adapt in order to accommodate their needs in the classroom. TBI’s change cognition and behavior in students and no two students with traumatic brain injury will display the same characteristics (Spear,2005). Students who have sustained a head injury may experience problems in physical, cognitive, and psychosocial areas. Physical effects With regard to physical deficits, individuals with TBI may have an array of problems ranging from sensory deficits to difficulty with mobility. Headaches and fatigue are common, especially during the early stages of recovery (Bullock,2005). Their muscles may be â€Å"weak, hypotonic, or spastic,† which could interfere with learning activities such as writing and keyboarding. They may also experience seizures. In general, schools are more proficient at making physical accommodations for students. Cognitive Effects Cognitive difficulties are common following a brain injury and some may seem quite baffling to educators unfamiliar with TBI (New York State Education Dept. ,1997). For example, children with TBI may have short-term memory problems, yet, may be able to easily recall information learned prior to their injury. This has significant implications for assessment purposes. Furthermore, it is possible for a student to perform well on â€Å"some widely used standard assessments† using his or her prior knowledge. Such a â€Å"false indication† of the student’s current level of functioning may prevent the individual from receiving the proper services. To avoid this drawback, several different methods of assessment should be used when attempting to determine the needs of a student recovering from TBI. Memory is only one aspect of cognition that is affected by TBI. It also commonly affects a student’s ability to attend to â€Å"instruction, mental processing speed, and thought formulation and reasoning†. These are only a few of the hardships faced by students who are affected by TBI and educators must be aware of these problems. Psychosocial Effects Difficulties that result from changes in the student’s social, emotional, and behavioral functioning are known as psychosocial effects (Bullock,2005). The changes in the brain resulting from the injury, along with stress and anxiety brought on by rehabilitation and recovery, may cause children with TBI to exhibit unusual emotional states, such as dramatic mood swings. This emotional state can bring negative reactions from peers and teachers and makes it difficult to maintain positive relationships. When children with TBI return to school, their educational and emotional needs are often very different than before the injury. Remembering how they were prior to the brain injury may make injured students feel â€Å"embarrassed, ashamed, or frustrated† about their change in performance in the classroom (Bullock,2005). Of the various types of difficulties resulting from brain injury, the psychosocial effects have proven to be the most challenging for school personnel and parents to manage. Resources and Services Available The effects of a brain injury include a wide range of services and accommodations that may be needed. Highly individualized planning is also required (Zabel, 2005). Many students with mild to moderate TBI’s usually return to regular general education classes with some adaptations and modifications. Students with TBI who attend mainstream classes may also receive accommodations or related services under the Rehabilitation Act of 1973, Section 504. Section 504 covers â€Å"all students who have a physical or mental impairment that substantially limit one or more major life activities, including learning† (Zabel, 2005). Students with more significant impairments should be referred to special education evaluation to determine if specialized services are necessary to address any cognitive, communication, physical, or social limitations. What Educational Interventions Are Successful? Students who have a difficult time concentrating or completing tasks need strategies. Teachers should present information to these students based on their strengths. These students have to choose a way to strengthen their learning skills by practicing modalities such as learning visually, kinesthetically, or auditorily. It is important that teachers include prioritizing, structuring, and slowing down while instructing a lesson. This can simply mean talking slower, giving less information at a time, and answering questions more thoroughly(Cave,2004). ClassroomAccommodations Altering the classroom environment is essential when trying to meet the needs of a student with a TBI (Bowen, 2005). As an educator, you may want to provide external devices and cues, which the student can use to compensate for organization, memory, and motor deficits. Assistive devices can include technical equipment and materials such as â€Å"tape recorders, calculators, electronic spellers, computers or word processors, augmentative communication devices, timers,or equipment for mobility (e. g. , wheelchair or electric scooter)†. Other external cues used to remind students include â€Å"labels, maps, checklists, pictures or icons, photograph cues, post-it-notes, calendars, planners, and journals† (Bowen, 2005). Modifications to existing materials can assist students with TBI to learn and function in the classroom setting. Typical adjustments that allow students to participate at their grade level include providing â€Å"large print books, books on tape, and graphic organizers†. A similar approach involves â€Å"altering the expectations for student participation. † For example, teachers may choose to allow more time on tests, reduce the amount of written work required, provide exams in multiple choice format, or give pass/fail grades rather than letter grades. Researchers have found that modifying the educational environment and increasing the amount of structure and predictability in the child’s school day facilitates learning† (Keyser-Marcus, 2002). We must consider each child’s individual difficulties and circumstances when determining appropriate modifications. Therefore, we must assess the influence of the environment on the student’s ability to focus and learn; and we need to explore a variety of modifications before we modify the educational surroundings. Due to the fact that many students with TBI experience difficulty with fatigue, a modified school day may be necessary for better performance. Scheduled breaks or a shortened school day may limit fatigue. Another strategy would be to schedule difficult subjects early because the student’s alertness level is higher. In addition to modifications to the school day, researchers have found â€Å"that altering the student’s workload, extending deadlines, and breaking tasks into smaller components have all improved academic performance†. TBI Organizations The Brain Injury Association helps promote â€Å"awareness, understanding, and prevention of brain injury through education, advocacy, and community support services† (Monfore, 2005). Its web site has links to support groups and has a wealth of information on various aspects of brain injury. The Brain Injury Society is a non profit organization that works with clients, families, and caregivers to identify strategies and techniques to â€Å"maximize newfound potential for a stronger recovery† from brain injury. This organization sponsors events, as well as provides general information on TBI, a newsletter, links to other relevant sites, and important contact information â€Å"for government officials in a position to affect legislation†. Summary Children and youth with traumatic brain injury can pose a significant challenge to educators in educational planning, teaching methods, and monitoring of students’ performance. For students who have experienced TBI, educators should be aware of the medical, neurological, and psychological issues which shape each individuals TBI case (Stevens, 1994). The educator must understand the relevance of these issues to plan effective educational programs. Regardless of the types of accommodations and strategies we use with these students, the most effective programs depend on our willingness to learn about the specific consequences of the injuries and our attempts to customize the instruction and curriculum to meet the needs of those students. Educators have a vital role in providing the widest range of opportunities available to these students. How to cite Meeting the Needs of Students, Essay examples

Genius of the 1300s Essay Example For Students

Genius of the 1300s Essay The 1300s were a time on the brink of change. People were putting a higher price on education, literature was coming into the hands of the populace, and art was beginning to reflect life. Aquinas, Dante, and Giotto represented the intellectual, literary, and artistic genius of the 1300s. These men were ahead of their time by bringing a humanistic aspect to their works. They were concerned with the human being as a creature of this world as well as the next. These men truly show the transition from Medieval to Renaissance. They also showed a balance in their concern with the human soul as well as their concern with the human as an earthly individual. During this time of higher education some scholars challenged the thought of blind faith as the guide to truth. Students of Aristotelian philosophy believed that everything in nature could be understood without reference to a divine creator. Two schools of thought in the finding of truth had developed, one reached through human reason alo ne and the other reached through divine revelation. St. Thomas Aquinas refused to accept this dichotomy stating that human reason, a gift from god, could not lead to contradictions with divine revelation. The Summa of Theology was Aquinass way of defending the integrity of human reason while reconciling it with divine revelation. He believed that faith and reason must work harmoniously but when in conflict, faith takes precedence over reason. Dante Alighieri was a man of his time. He was living on the brink of the Renaissance and yet still captured the essence of a man of the Middle Ages in his great work the Divine Comedy. Dantes reasoning for writing this work came from the sentence bestowed on him from the people of Florence. This work was a way for him to understand and make sense of what his life had become while trying to understand what may come in the afterlife. The Divine Comedy was also a way for him to settle a vendetta against Florence and the Church. Dante tried to make sense out of the afterlife, Gods plan and the imperfections of the Church. The Inferno was Dantes version of hell and Reason was his guide. In the Inferno the punishment fit the crime and many well-known and respected men of the time, including some clergymen, resided there. The reasoning behind this great work was both personal, coming to terms with being sentenced as a sinner, and public, bringing to light the hypocritical nature of the church. Giotto Di Bondone was another genius of the 1300s that symbolizes the transition from Medieval to Renaissance. The art of the Medieval times depicted humans as stiff, two-dimensional, symbolic spiritual abstraction. Giotto brought a more humanistic approach to art by portraying humans in a more realistic light. He used light and darkness, conveyed depth and perspective, and is noted for anatomical realism. He gave his figures a range of emotion and made them appear lifelike. No longer was religious art just symbolic and hard to relate to, now people were becoming more emotional about art. Giotto brought passion and realism to his art and this in turn affected the future of art. These three men truly represent the genius of the 1300s. It was a time of change and rebirth. Old thinking was challenged and replaced with creative ideas and new ways of thinking. Greek and Roman ideals were being reborn and classical humanism was being brought into literature, art, and education. Aquinas, Dante, and Giotto helped in this rebirth and therefore represent the brilliance of their time.Bibliography: