John Calvin

Early reformers dwelt on correcting mistakes in the Roman Catholic Church’s doctrines. This was a dangerous undertaking because it led to persecutions sometimes. The Roman Catholic Church had already split before John Calvin defected from it. He was, therefore, a second generation reformer. There is a controversy surrounding John Calvin’s birth.Advertising We will write a custom essay sample on John Calvin specifically for you for only $16.05 $11/page Learn More According to Skoczylas (2001), Calvin was born in 1506. However other sources such as the Christian Classic Ethereal Library (CCEL) (n.d.) claim that he was born on 10th July 1509 in Noyon, France. In his early years, Calvin was educated by the Roman Catholic Church (CCEL, n.d.). However, in 1533, Calvin disengaged from the Roman Catholic Church after establishing contacts with people opposed to its teaching (Roxborogh, 2001). Reformers before him gave little thought to spreading th e word of God beyond the Christians strongholds. Calvin’s calling, therefore, embarked on correcting this mistake. His training on legal issues and his organization skills enabled him command a large and loyal following (Skoczylas, 2001). For that reason, Calvin’s teachings and writings form the foundation of many theological studies. This essay is, hence, a summary of the life of John Calvin and his impact on Christianity. Calvin spent his early life in a family of staunch Catholics. His father, actually, wanted him to join priesthood (CCEL, n.d.). CCEL (n.d.) adds that, as a fourteen year old, Calvin went to school at the college de Marche in Paris. This college was meant to prepare him for university studies. Before the end of 1523, he was forced to transfer his studies to College Montaigu (CCEL, n.d.). During his stay here, Calving started using the name Ioannis Calvinus. Ioannis Calvinus was the Latin form of the name John Calvin (CCEL, n.d.). As a student, most o f his personal effects were paid for by the Roman Catholic Church. For instance, his education was catered for in part by a few small parishes (CCEL, n.d.). He later relocated to Orleans to join a law school. Calvin completed his studies on civic law in 1532(CCEL, n.d.). In 1553, he disengaged from the Roman Catholic Church and began studying on his own before embarking on a number of Christian writings (Roxborogh, 2001). Finally, Calvin continued with his writing, preaching and lecturing until he met his death on 27th May 1564 (CCEL, n.d.). Haykin (2001) states that earlier reformers gave little thought to missions. It is obvious that they had no concern for oversees missions. These reformers were, therefore, not keen on capturing the minds of non-Christians. John Calvin defected from the Roman Catholic Church and started doing what most of the earlier reformers had not done. Through his writings, he advocated on advancing Christ’s kingdom to non-Christians (Haykin, 2001).Ad vertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Although he toured other towns to spread the gospel, Calvin spent most of his life in Geneva (CCEL, n.d.).The bible says that the word of God should be preached in all towns, starting from Jerusalem. Calvin, perhaps, thought that Jerusalem had experienced enough and it was now time to establish missions elsewhere. According to Calvin, the advancement of the church depended on God’s mercy (Haykin, 2001). It is from this mercy that God created man as the noblest creature on earth. Therefore, man is endowed with intelligence and free will (Skoczylas, 2001). These kinds of teachings by Calving were meant to liberalize the Roman Catholics and free the minds of Protestants. For that reason, Calving was also credited with the establishment of a more democratic world. Alongside Lutherans and Anglicans teachings, Calvin’s ideas and examples were regarded highly by the Protestants (Roxborogh, 2001). It is, therefore, difficult for a protestant church to understand itself without reference to Calvin’s work. However, not all people welcomed his teachings. According to Wellman (n.d), Calvin is the most loathed theologian of the last 2000 years. His haters include many in the church and secular spheres. Calvin’s conversion from Roman Catholicism was sudden. In 1533, he developed friendship with Pierre Robert and Melchior Wolmar who were Protestant Reformers (Wellman, n.d). His new friends used lectures and writings to criticize the Roman Catholic Church. These teachings radicalized Calvin from a staunch Catholic to a vocal Protestant. Calvin was later accused of unorthodox behavior after helping Wolmar draft a speech that advanced protestant views. This forced him to leave Paris in 1533 to avoid persecution (Roxborogh, 2001). It can be concluded that early reformers gave little thought to missions beyond Chri stian strongholds. Calvin’s greatest impact on Christianity was, therefore, the establishments of missions in areas occupied by non-Christians. Calving endeavored to spread the word of God to the last part of the world. Additionally, he can also be credited with liberalizing the Christian mind. To date, Calvin’s teachings act as the base for the reformed and Presbyterian theological practices (Roxborogh, 2001). Many believe that Calvin taught most of the significant things about God (Roxborogh, 2001). Finally, it is practically impossible for a Protestant church to understand itself without reference to John Calvin’s work. References Christian Classic Ethereal Library. Biography of John Calvin: John Calvin-French reformer and theologian.  Web.Advertising We will write a custom essay sample on John Calvin specifically for you for only $16.05 $11/page Learn More Haykin, M. A. G. (2001). Reformation and revival: John calving missiona ry influence in France. A Quarterly Journal for Church Leadership10 (4), 1-7. Web. Roxborogh, J. (2001). John Calvin (1509-1564). Web. Skoczylas, A. (2001). Mr. Simson’s knotty case: divinity, politics, and due process in early eighteenth-century Scotland. McGill-Queen’s Press. Web. Wellman, S. Essential facts about John Calvin, as well as a very extensive reading list!  Web. This essay on John Calvin was written and submitted by user Violet D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Boondock Saints essays

Boondock Saints essays The film Boondock Saints by Troy Duffy compiles many religious and moral beliefs. It makes the viewer decide whether or not what happens is right or wrong. As a way to further complicate the issue, the brothers are staged as likeable guys on a mission from God. Troy Duffy expresses the two brothers as vigilantes ordained by God through his film techniques, symbolism, and religion. Throughout the film, religion plays a vital role. Even in the first scene, it begins with the Irish brothers attending mass on Saint Patricks Day. However, during the middle of the sermon, the brothers stride towards the front of the church to pray and kiss the body of Christ. It seemed like a natural event, something they do all the time. The Priest didnt stutter his words nor glance at the brothers, but carelessly continued with his story. It appeared as if the brothers were ready to start Gods plan, to kill all who s evil. Furthermore, after every kill the brothers would follow up with a prayer. Not any other prayer, but something unique. And Shepards we shall be, for thee my lord, for thee. Power hath descended forth from thy hand, that our feet may swiftly carry out thy command. We shall flow a river forth to thee, and teeming with souls shall it ever be. In nomine Patris, et Filius, Spiritus sanctus. It was a family prayer that both brothers based their lives upon. Moreover, the film techniques are very interesting within the Boondock Saints. Troy Duffy decides to start the film with a crane-shot high in the air. The shot resembles as if God is watching over South Boston and the McManus brothers. Hence the reason why the brothers begin to protect the city in Gods name. As well, the film includes multiple flash back scenarios. Before the viewer sees what happens, you get an idea of what might take place. Just like God, he already knows whats going to take place and now so do we. In addition, th...

Definition and Examples of Lowercase Letters in English

Definition and Examples of Lowercase Letters in English In the printed alphabet  and orthography, the term lowercase  (sometimes spelled as two words) refers to small letters (a,b,c . . .) as distinguished from capital letters (A,B,C . . . ). Also known as  minuscule  (from Latin  minusculus, rather small). The writing system of English (as in most Western languages) uses a dual alphabet or  bicameral scriptthat is, a combination of lowercase and uppercase letters. By convention, lowercase is generally used for the letters in all words except for the initial letter in  proper nouns  and in words that begin sentences. (For exceptions, see Names With Unusual Capitalization, below.) Origin and Evolution of Lowercase Letters Originally, lower case letters stood by themselves. Their forms derived from the penned Carolingian minuscule. The upper and lower case letters received their present form in the Renaissance. The serifs of the capitals, or upper case letters, were adapted to those of the lower case alphabet. The capitals are based on an incised or chiseled letter; the lower case characters are based on a pen-written calligraphic form. Now the two kinds of letters appear together. (Jan Tschichold, Treasury of Alphabets and Lettering. Norton, 1995)Upper and lower case? The term comes from the position of the loose metal or wooden letters laid in front of the traditional compositors hands before they were used to form a word- the commonly used ones on an accessible lower level, the capitals above them, waiting their turn. Even with this distinction, the compositor would still have to mind their ps and qs, so alike were they when each letter was dismantled from a block of type and then tossed back into t he compartments of a tray. (Simon Garfield, True to Type: How We Fell in Love With Our Letters. The Observer, October 17, 2010) Names With Unusual Capitalization Several coinages provide a new look to English spelling, especially with names. We have never seen anything before quite like the use of a lower-case initial for a brand-name, as in iPod, iPhone, iSense and eBay, or airline companies such as easyJet and jetBlue, and it is not yet clear how to handle them, especially when we want one of these words to begin a sentence. There are precedents for introducing a capital in the middle of a word (as in such names as McDonalds and chemical substances such as CaSi, calcium silicate), but brand names have hugely increased its everyday visibility, as seen in AltaVista, AskJeeves, PlayStation, YouTube and MasterCard. (David Crystal, Spell It Out. Picador, 2012)Brand names or names of companies that are spelled with a lowercase initial letter followed by a capital letter (eBay, iPod iPhone, etc.) need not be capitalized at the beginning of a sentence or heading, though some editors may prefer to reword. This departure from Chicagos former usage re cognizes not only the preferred usage of the owners of most such names but also the fact that such spellings are already capitalized (if on the second letter). Company or product names with additional, internal capitals (sometimes called midcaps) should likewise be left unchanged. (​The Chicago Manual of Style, 16th ed.The University of Chicago Press, 2010)  Ã‚  Ã¢â‚¬â€¹ Xerox or xerox? The dropping of the capital letter of the trademark is one piece of certain evidence that the trademark has indeed become generic...The OED [Oxford English Dictionary] lists XEROX both as capitalized, and in lower case, as well as a trademark and generic term: a proprietary name for photocopiers . . . also used loosely to denote any photocopy (20: 676). This definition points out clearly that xerox, either capitalized or in lower case, is used throughout the population as both a proper adjective and as a noun. (Shawn M. Clankie, Brand Name Use in Creative Writing: Genericide or Language Right? in Perspectives on Plagiarism and Intellectual Property in a Postmodern World, ed. Lise Buranen and Alice M. Roy. SUNY Press, 1999)A good rule to follow is that most trademarks are adjectives, not nouns or verbs. Use trademarks as modifiers as in Kleenex tissues or Xerox copiers. Similarly, trademarks are not verbsyou can copy on a Xerox machine, but you cannot xerox anything.(Jill B. Treadwell , Public Relations Writing. Sage, 2005) Pronunciation: lo-er-KAS Alternate Spellings: lower case, lower-case

EU Law assignment Essay Example | Topics and Well Written Essays - 2000 words

EU Law assignment - Essay Example had reviewed the role of the national courts and maintained that the spirit of the EC law would be harmed if individuals were deprived of availing themselves of redressal for damages suffered due to the infringement of EC law by national highest courts of last instance of the respective member states. The ECJ specified that the national courts that constitute the very last forum were truly the last judicial entities available to individuals. At that stage individuals attempt to assert the rights provided by Community law. Thus the judicial bodies that are in effect the last resort of individuals at the national level should invariably follow the provisions of Community law. The ECJ also pointed out that Article 234 EC is an indicator of the spirit of the Community and the Treaty Scheme that protects individual rights conferred by the Community law. Therefore, the national courts of last instance should not infringe Community law3. The ECJ’s ruling in Kobler paved the way to initiate elaborate discussions on several legislative issues concerning state liability. The Advocate General asserted that judges of national courts should not confine themselves to the national law alone, but that they have to act within the purview of the EC law, in order to maintain the spirit of the EC Treaty. This requires national judges to critically assess the scope of national law and the application of the EC law over national law, since EC law has supremacy over national law. Moreover, they have to ensure that their national law is in conformity with the Community law. This would result in the judges of the domestic courts, ignoring pieces of national legislation that were enacted lawfully under the national procedure for enacting laws, in order to give preference to EC law. In such situations the fundamental doctrine of separation of powers would have to be infringed. This role allotted to the judiciary is akin to the r ole allotted to the higher courts that have to uphold the

Where our food is grown Essay Example | Topics and Well Written Essays - 750 words

Where our food is grown - Essay Example There are many types of farm produce that are gotten from the markets or even the local grocery stores,these farm produce are either fresh fruits or vegetables.Vegetables and fresh fruits should always take up the largest part of healthy foods in a grocery list as they have vitamins,antioxidants, minerals and most of all they are generally low in calories. Some of these produce items include; Fresh vegetables & fruits Place of origin Potatoes Place of origin is south of Peru and the northeast of Bolivia. Peppers South central Bolivia. Peas Originates either from Northern India, Burma & N. Thailand. Lettuce Originates from lactuca serriolla found in the Mediterranean, Europe and Near East (Persia). Broccoli Northern European coast. Kales Greece Bananas Southeast Asia Grapes Germany Tomato Peru Apple Caucasus mountains of Asia Pears Europe Pineapple Paraguay Cabbages Serbia Table 1: Types of farm produces identified in the market In the United States, although many types of farm produc e are found, as they are great farmers and they produce a lot, there is still evidence of an unsatisfied demand. Even with the organic farming option, (the agricultural production system that is used mainly for the production or produce of fiber and food), the demand for fresh vegetables and fruits exceeds the supply, hence the dependence on imported food stuff (see table 1). All agricultural products (examples include: grains, fibers and flowers), are generally produced organically in the US but still more is imported from outside the US. Some of the farm produce that are found in the United States include: rice (produced for over 300 years and has three different types and they include: javanica, indica and japonica), oat (also known as Avena sativa), wheat (Triticum aestivum), oranges and tangerines. Others include: grapefruit, soybean, lemons, watermelons, bananas, limes, peanut, apples, sorghum, cotton, hay, strawberries, mangoes, peaches, plums, nectarines and corn (grain) (Ha ggett, 154). Produce that are traded by the united states to other countries The United States trade various produce with other countries; some of these products include: rice, wheat, grains, cotton, barley, tobacco, corn and soybean with the main export being cereal products. Importance of trade between states Interstate trade allows traders to interact more without barriers while ensuring that shortages in one state are met by the surplus in another state. It leads to controlled prices and because of the buffer it creates through the variety of products it avails in the markets to meet the demand in those markets. Other than meeting the demand, the trade will increase revenue collection in source countries which in itself motivates the suppliers to produce more for the export market. Since it is very hard for countries to depend on their own produce and services alone, interstate trade exploits the variety in human, natural, capital resources and extremely different techniques in other states thus making them equally capable of availing a variety of goods on demand by the local populace. Importance of global food trade Global food trade is important as countries do not generally have the major resources more so the capacity to generate the good amount of food that is needed by the citizens in a given country. Products cannot be produced everywhere as climate changes do differ between different countries and areas of states hence without the global food trade many countries will be deprived of various goods as they cannot produce them (without the global food trade people will just get the food indigenous that are available in their countries only). U.S. survival without global food trade The fact that the United States produces most food surplus does not mean that it can survive without the global food trade. The United States would not survive without the global food trade as it mostly depends on the money produced through the trade. It needs to trade with other count

Why Students of the School of Pharmacy Shift to Another Course Essay Example for Free

Why Students of the School of Pharmacy Shift to Another Course Essay Introduction Pharmacy is a course concentrating on drugs and patient care. With rapid advances being made in medicine, it is necessary for pharmacy students to encounter more pressure in studying and to be life-long learners after graduating from pharmacy school. Motivation is a psychological concept that refers to a person’s willingness to put effort in order to achieve educational goals and it is necessary in being sure of what you want. But there are cases that student’s motivation is degraded because they don’t want what they’re doing or taking up. There are maybe factors or reasons why students choose their course they didn’t want it at first but with this factors and reasons it may lead to the confusion of students during the period of that course and decides to shift. If you have decided to change because you don’t enjoy your current course, then you should be absolutely certain that you’ll enjoy the course you’re moving to. You should also be aware that changing course has significant negative consequences, you have to be certain that the change is worth it. Our aim is to know the different factors that affect the decision making of the students why they shift course after a year or two in pharmacy school. The researchers have chosen this study to know the reason why there are students shifting to other course in their early years or their later years. The researchers wanted to know what are the reasons as to why there are students, even though they know that is hard, still keep on going. Maybe the researchers might be able to postulate a better course outline that the students might be comfortable with. With this in mind, the researchers decided to create a survey so they can gather and come up with insight applicable to the students of Centro Escolar University Manila, School of Pharmacy. Setting of the study This study was conducted in Centro Escolar University Manila where it was established on June 3, 1907 by Doà ±a Librada Avelino and Doà ±a Carmen de Luna for the instruction and training of the youth in all branches of the arts and sciences. With some branches, a single blackboard and a few book, two educators steadfastly nurtured a dream of establishing a nationalistic center of learning for Filipino women. The first college that is Pharmacy, opened in 1921, the College of Liberal Arts, Education and Dentistry followed one after the other. Three years later, the College of Optometry was established. CENTRO ESCOLAR UNIVERSITY: SEVENTY FIVE YEARS OF FILIPINISTIC EDUCATION A BRIEF HISTORY: Centro Escolar University was founded in 1907 by Doà ±a Librada Avelino, then a young woman of 24, together with Doà ±a Carmen de Luna, a close friend and associate, and Fernando Salas, a lawyer friend, who gave Doà ±a Ada encouragement and financial support. Originally and fittingly called Centro Escolar de Seà ±oritas, the institution offered an education program whose set-up and guiding philosophy are provided in Article IV of the by-laws governing the college: The purpose for which the corporation is constituted is the opening of primary, intermediate and secondary classes, and later on the collegiate departments, and the teaching of the subjects which refer to physical, intellectual, moral and civic training of the individual. The constitution and the by-laws of the Centro Escolar de Seà ±oritas was approved on June 10, 1910, three years after its establishment. The educational philosophy of the founder is reflected in the academic and civic training she and her colleagues gave the students. Their participation in civic public events had always been one of the typical characteristics of the pedagogy of Doà ±a Ada. It was her aim to bring out the Filipino woman from her femininity and respect for valued tradition. Doà ±a Ada practically shouldered the entire responsibility for the successful administration of the school from the date of its founding to her death on November 9, 1934. (She was succeeded by Doà ±a Carmen, who continued the work left by her co-founder until the former’s death on November 4, 1962. From 1962 to her death on December 10, 1973, Mrs. Pilar Hidalgo Lim, educator and civic leader, was president of the University. Mrs. Lim’s administration was characterized by expansion in enrollment and infrastructure development). During the early stage, Doà ±a Ada was assisted by her co-founder, Doà ±a Carmen, who was sub-directress and dean of discipline; by Margarita Oliva, Doà ±a Ada’s cousin, who served as administrator; by Maria Francisco, (later to become Mrs. Villaceran), first Filipino woman-lawyer, who was the first secretary of the Centro Escolar University; and by Felisa B. Francisco, who served as the first treasurer of the Centro Escolar de Seà ±oritas. Among the first faculty members of the Centro Escolar were Josue Soncuya lawyer, educator; Manuel Revago – eminent orator and man oof letters; Alberto Campos – former captain of the Spanish Army. Later, two of the stalwarts joined the pioneer. Miss Generosa de Leon, an AB graduate of CEU (1910), served as Registrar and Treasurer from 1921 up to her death on October 11, 1962. Conception A. Aguila joined the Centro Escolar de Seà ±oritas as kindergarten teacher in 1921, then served subsequently as high school teacher, college instructor, principal and supervisor. At the time of her death on September 6, 1959, Dr. Aguila was legal and educational consultant, executive director and dean of the Graduate School. The Centro Escolar University has now a kindergarten school, an elementary school, a high school, 12 colleges and a graduate school. The years of their founding are as follows: 1907-Kindergarten, elementary, general secondary, music and home arts course 1911-Two-year high school commercial course 1917-Three-year domestic science course. Not long afterwards this was made a 4-year course 1921-College of Pharmacy 1924-College of Liberal Arts and College of Education 1925-College of Dentistry 1926-Graduate School 1928-College of Optometry (the first college of Optometry in the Philippines) 1930-College of Music 1948-College of Social Work 1958-College of Food and Nutrition 1960-College of Medical Technology 1963-College of Chemistry 1975-College of Nursing The Centro Escolar University has grown from 123 students in 1907 to the present close to 18,000 on all levels in three campuses. A number of changes have taken place since its founding in order to meet the demands of the fast changing society. In all of these changes, however, the administrators have always been guided by the Founder’s philosophy of moderate modernism and progressive Filipinism captured in the motto: ciencia y virtud. It has also a branch in Tambo, Paraà ±aque, Rizal. Founded in 1954 as Baclaran High School, the CEY branch is now named Generosa de Leon Memorial School in memory of the late â€Å"Maestra Osang†, former registrar and treasurer of Centro Escolar University. Another branch was opened in Malolos, Bulacan in 1978 in response to the national call to decongest Metro Manila. The fourth president of the Centro Escolar University and its first male president is Mr. Dionisio C. Tiongco. In his inaugural address on May 4, 1974, President Tiongco committed the University to a greater invovlment in the national’s affair. He spoke of two general directions to achieve this goal; first to enable the University to do a better job as an institution of learning, he wholeheartedly supported the idea of consortiums. Second, he encourage the search for innovations which are responsive to the needs of the times. As a result, Centro Escolar University has started to offer non-degree work-oriented and technical courses in order to respond to a specific need. He further pledged to continue the pursuit of excellence in the standards of instruction and research of the University. The understanding and appreciation of Philippine life and culture has always been the underlying motivation behind most of the University research projects and cultural presentations. In depth studies of Filipino culture groups and of basic rural communities abound in the University research literature. The outstanding University publications treat of the Filipino family in its rural and urban orientation and of the food culture of the Filipinos. Recently completed in an NSDB-sponsored research on the Filipino adolescents in the rural and urban setting. The credit of pioneering in the presentation of opera in Filipino goes to CEU. Over the years, some of the University opera presentations are original works like Hinilawod, Mariang Makiling, Princesa Urduha, and Pilipino translation of the classic opera pieces like Aida, Carmen, Mignon, Lucia at Lammermoor, Tales of Hoffman, Merry Wives of Windsor, La Traviata, Rigoletto and Un Ballo in Mashera. BIBLIOGRAPHY JOURNALS AND MAGAZINES Hastings, Jan K., et. al. â€Å"Pharmacy Students Motivation†, American Journal of Pharmaceutical Education, vol.65 (Fall 2001) ELECTRONIC SOURCES How Hard is Pharmacy from http://www.pharmdprograms.orglis-pharmacy-school-hard/ What it Takes To Get A Pharmacy Degree from http://www.life123.com/career-money/careers/pharmacy/pharmacy-degrees.shtml What To Consider Before Becoming A Pharmacist from http://www.life123.com/carrer-money/careers/pharmacy/becoming-a-pharmacist.shtml Five Things to Consider Before Shifting Courses from http://www.ormahighlights.com/2012/07/five-things-to-consider-before-shifting-course/ Shifting College Course from http://www.sharedreviews.com/article/shifting-college-courses Changing Course at University from http://www.studentroom.co.uk/wiki/changing-course Why Do Students Shift Course from http://www.mylot.com/w/discusion/1601353.aspx Impact Of A Gender Shift On A Profession from http://www.forumpublicpolicy.com/archive07/gardner.pharmacy.pdf Significance of the study The study will answer administrator, teachers in School of Pharmacy as to why pharmacy students choose to shift rather than finish the course. We will know the subjects that make students decide to shift. Knowledge of this will greatly help them be responsible to adopt earlier to decrease failing grades in the subject, thereby reducing the shifters of pharmacy. If we will know the reason why students of pharmacy shift, we might be able to make a course outline to prevent the shifting of pharmacy student.

Genhis Khan The Great Essay -- essays research papers

His name struck anguish in the hearts across Asia, yet he remains an icon to the people of Mongolia. He could slay thousands without flinching. He was considered one of the most barbaric people ever, yet he ruled fairly. He gave his enemies one simple choice: surrender and be enslaved, or die. By consistently enforcing discipline, rewarding skill and allegiance, and punishing those who opposed him, he established a vast empire. His empire was far greater than Alexander the Great. Meet the man behind the myths, the incomparable Genghis Khan. Yisugei was relived after his son, Temujin was born. The chief thought that the boy was going to be a worthy successor to his throne. Temujin had a fire in his eye according to the people of the town. By the time he was four, he was already using a bow and arrow set. He was very good because he practiced for hours everyday. By the time he was seven he was excellent in battle skills. However tragedy struck that year. Yisugei was murdered by a local tribe. His family tried to overcome it but the people left the tribe and joined other tribes. A few people stayed but they also left after a while. Temujin and his family lived off berries, animals, and plants.   Ã‚  Ã‚  Ã‚  Ã‚  Temujin started working harder on his archery. He was one of the best in the land by the time he was eleven. By eleven seventy-three, Temujin had risen, he became chief of a tribe. People noted how fierce he was and how he had no mercy. He was engaged to Botei in eleven seventy-five. They were married in eleven seventy-eight. After the marriage, a tribe kidnapped Botei. Temujin was outraged. He attacked the tribe and slaughtered them all. This was the first time when Temujin killed everyone in a tribe. He showed the world his bad side. He rescued Botei in eleven-eighty and she never fell under any more harm again.   Ã‚  Ã‚  Ã‚  Ã‚  Following the massacre of the tribe, Temujin killed his half-brother. He found out that his brother was a spy for a local tribe. With the massacre and the murder of his brother, people knew that Temujin was not joking around. People started getting scared of Temujin. The fear that they had would not disappear until they died.   Ã‚  Ã‚  Ã‚  Ã‚  Temujin kept on conquering local lands. He was enthroned Genghis Khan is 1206. Genghis Khan means “strong ruler.';   Ã‚  Ã‚  ... ...hat he ruled because he was feared so much and it is not good if a leader is feared. People were initially scared of the Khan but after time the loyal people were not scared. The Khan was very easy to get along with only if a person was loyal to his cause.   Ã‚  Ã‚  Ã‚  Ã‚  All though he was a fierce man with strict rules, he was very loving. He cared for his people. He helped everyone he could. He would let himself starve if another person needed food. If a disaster struck he rushed supplies to the area. He gave many people, food and money.   Ã‚  Ã‚  Ã‚  Ã‚  Temujin is not known as much as other leaders. When people think of leaders, Temujin usually doesn’t appear in their minds. He was one of the greatest leaders of all time, if not the greatest. He unified all of Asia, with his massive empire. He punished those who disobeyed him and rewarded the highly skilled. He shared his things with the common people. His legend is still intact. The Mongolians are full of pride when someone mentions Genghis Khan. “Eternal Heaven chose Genghis Khan and his descendants and made us a gift of the whole Earth, from east to west.'; (Ratchnevsky, 159)

Fiction Analysis of a&P and the Lesson

The theme of desire has been portrayed in many novels and stories. Perhaps the most well-known depiction of desire can be found in the Bible. In the Book of Genesis, a snake tempts Adam and Eve to eat the forbidden fruit of the Tree of Knowledge after he convinces them that they will gain God’s knowledge of good and evil and be protected from death. Despite God’s word to not eat of the fruit, Adam and Eve did so anyway. Surely, this story portrays temptation; however, beyond the theme of temptation lays the theme of desire.Knowing it was wrong, Adam and Eve ate the fruit because they had the desire for what the snake promised them. Similarly, Toni Cade Bambara and John Updike also display the theme of desire in their short stories. In â€Å"The Lesson† by Bambara and â€Å"A&P† by Updike, character, setting, and point of view are utilized to project the theme of desire. Though â€Å"The Lesson† and â€Å"A&P† take place in vastly different en vironments, a ghetto in New York and a quaint New England sea-side town, respectively, little separates the symbolic meaning of the setting.The protagonists of both short stories really have no yearn to be in their current surroundings. Sylvia in â€Å"The Lesson† describes her neighborhood as foul smelling. It was so bad â€Å"you couldn't halfway play hide-and-seek without a goddamn gas mask† (Bambara 1). Likewise, Sammy in â€Å"A;P† compares the costumer at his checkout lane to a witch. Within the first few paragraphs of both stories, one can tell that both Sylvia’s and Sammy’s atmospheres are not what they wish. Both the ghetto in which Sylvia lives and the grocery store in which Sammy works symbolize misery.Through the tone of the characters, one can gather that neither is happy and they wish for something greater. Without these particular settings that Bambara and Updike chose, the stories would have no meaning. For instance, if Bambara set Sylvia in a prestigious and wealthy neighborhood, there would be no narrative. â€Å"The Lesson† then would be a useless tale of a girl’s trip to a toy store. No underlying themes or symbols would be present. The setting is very important in both stories in that it defines not only the plot, but the characters themselves.Sylvia and Sammy are products of their environments. Being in an unpleasant environment would definitely put any individual on edge. Because both characters are unhappy with their surroundings, both are quite cynical. Aside from comparing one customer to a witch, Sammy also refers to others as â€Å"sheep† and points out â€Å"house-slaves in pin curlers† (Updike 3). Sylvia is also cynical in the way she talks of Miss Moore. At a point, Sylvia states that she is a â€Å"nappy-head[ed] bitch†, which in no means is a proper way for anyone, let alone a child, to speak (Bambara 1).Despite being so cynical, the reader finds that both ch aracters have another side as well. When faced with desire, Sylvia’s and Sammy’s mannerism changes. The reader sees Sylvia in a whole new way when she sets eyes on the fiberglass sailboat. In fact, Sylvia’s entire persona changes. Not only is she dumbfounded by the price of the sailboat, but she is awestruck by its greatness. She grows quite mad about the price; nonetheless, this is the beginning of the change of her character and train of thought. This is where she realizes the economic imbalance of the world.Similarly to how Sylvia was taken by the sailboat, Sammy is captivated by the girls’ physical appearance, especially Queenie. This is made evident by the imagery of the text from his physical description of them. Bambara and Updike especially, quite effectively use the characters’ point of view to further engage the reader to explore for theme. In â€Å"A;P† and â€Å"The Lesson†, both protagonists narrate the story in first per son. This is especially important because the reader better connects with the character. One can better relate when they feel as if they are part of the plot.With Updike’s combination of first person point of view and powerful imagery, one not only feels like they are there, but they can picture it as well. The reader can visualize the girls walking through the maze of isles in the store. Every detail Updike sketches is important, even the â€Å"two smoothest scoops of vanilla† Sammy sees in Queenie’s top-piece (Updike 6). This tells the reader that Sammy is not an experienced lover. He is running wild with his thoughts and can barely control himself. Sammy is enthralled by Queenie and the other girls.So much, in fact, that he quits his job after Lengel, the manager, ridicules the girls about wearing proper attire when entering a grocery store. This particular event shows the true desire Sammy has for these girls and their attention. Likewise, Sylvia has a true desire to change her ascribed status. The reader sees this when Sylvia states â€Å"ain't nobody gonna beat me at nuthin† at the end of the story (Bambara 6). Sylvia becomes a dynamic character with this statement. Influenced by her desire for the Fifth Avenue world, like purchasing the sailboat, Sylvia makes a vow that she is going to change.She has the desire to leave the ghetto, to be something greater than the ghetto. She is going to strive for the rewards of Fifth Avenue she so much desires. Although the central theme of â€Å"The Lesson† and â€Å"A&P† may be something more than desire, Updike and Bambara definitely portray it through setting, character, and point of view. Perhaps even more interesting are the characters themselves. They seem almost life-like because of their relatability. It is conceivable that the protagonists in these stories by Updike and Bambara are the authors themselves.Toni Cade Bambara grew up in Harlem, a setting very close to th at found in â€Å"The Lesson† (Schirack) and John Updike lived in a seaside-town in Massachusetts, eerily similar to the setting of â€Å"A&P† (Moyer). It is very possible that these short stories contain characters based off the authors. It is also quite possible that these stories are actual life events that occurred while the two were still living. It is certainly very interesting to think about the fact that the characters could be linked to the authors in some way and what other influences life events may have had on other pieces by the authors.Works Cited Bambara, Toni Cade. â€Å"The Lesson. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-6. Electronic. Moyer, Steve. â€Å"John Updike Biography. †Ã‚  Neh. gov. N. p. , n. d. Web. 07 Mar. 2013. Schirack, Maureen. â€Å"Toni Cade Bambara. †Ã‚  Voices From the Gaps, University of Minnesota. Ed. Lauren Curtright. N. p. , 11 Aug. 2004. Web. 07 Mar. 2013. Updike, John. â€Å"A&P. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-8. Electronic.

Comment of the way Blake uses imagery in Songs of Innocence andSongs of Experience Essay

Comment of the way Blake uses imagery in Songs of Innocence and Songs of Experience to give different perspectives on the human condition. Blake portrays very different views on the human condition in Songs of Innocence and Songs of Experience by using imagery. He uses different sorts of imagery to build a picture in the readers mind. Blake may intend to use language to associate words to a larger picture, perhaps by using connotations. This method adds a lot of depth and meaning to the poem. An example of this can be found in ‘LONDON’. The use of the word ‘blackning’ may appear simple and straighforward, yet Blake may of intended this word to have several meanings. Black is a sinister colour which may be associated with evil, as well as suggesting Londons filth. This foreboding connotation would complement the poems tone and imply rather pessimistic views on the human condition. Blake often uses bold and striking descriptions, which appeal to the readers imaginations and often helps them relate to the poems setting, characters, or overall meaning on a more personal level. In ‘Nurse’s Song’, Blake builds an idealised setting in the readers mind. This gives a happy and postive view on life, by describing a setting typical of dreams, or fairy stories in which evil is non-existent. This is a huge contrast from the descriptive language used in poems from Songs of Experience. Here, stronger and perhaps more realistic and brutal images are portrayed. For example, in ‘The Tyger’, the first two lines set a very specific scene. ‘Forests of the night’ is a fairly simple yet strikingly threatening line. A dark forest is the place the reader would least like to be, especially accompanied by a tiger. The use of alliteration, ‘burning bright’ emphasises the harsh and strong ‘b’ sound, and helps set the scene. Perhaps this use of the word burning is supposed to put the idea of hell into the readers mind. The physical and mechanical language used later on is extremely vivid, and one cannot help associating this with the industrial revolution, which would of been occuring at the time Blake wrote his poems.

Opposition to the War of 1812 From Americans

Opposition to the War of 1812 From Americans When the United States declared war against Britain in June 1812, the vote on the declaration of war in the Congress was fairly close, reflecting how unpopular the war was to large segments of the American public. Though one of the main reasons for the war had to do with the rights of sailors on the high seas and the protection of American shipping, the senators and representatives from the maritine states of New England tended to vote against the war. Sentiment for war was perhaps strongest in the western states and territories, where a faction known as the War Hawks believed that the United States could invade present day Canada and seize territory from the British. The debate about the war had been going on for many months, with newspapers, which tended to be highly partisan in that era, proclaiming pro-war or anti-war positions. The declaration of war was signed by President James Madison on June 18, 1812, but for many that did not settle the matter. Opposition to the war continued. Newspapers blasted the Madison administration, and some state governments went so far as to essentially obstruct the war effort. In some cases opponents to the war engaged in protests, and in one noteworthy incident, a mob in Baltimore attacked a group which opposed the war. One of the victims of the mob violence in Baltimore, who suffered serious injuries from which he never fully recovered, was the father of Robert E. Lee. Newspapers Attacked the Madison Administration Move Toward War The War of 1812 began against a backdrop of intense political battling within the United States. The Federalists of New England were opposed to the idea of war, and the Jeffersonian Republicans, including President James Madison, were very suspicious of them. A huge controversy broke out when it was revealed that the Madison administration had paid a former British agent for information on Federalists and their suspected connections to the British government. The information provided by the spy, a shady character named John Henry, never amounted to anything that could be proven. But the bad feelings engendered by Madison and members of his administration influenced partisan newspapers early in 1812. Northeastern newspapers regularly denounced Madison as corrupt and venal. There was a strong suspicion among the Federalists that Madison and his political allies wanted to go to war with Britain to bring the United States closer to the France of Napoleon Bonaparte. Newspapers on the other side of the argument argued that the Federalists were an English party in the United States that wanted to splinter the nation and somehow return it to British rule. Debate over the war - even after it had been declared - dominated the summer of 1812. At a public gathering for the Fourth of July in New Hampshire, a young New England attorney, Daniel Webster, gave an oration which was quickly printed and circulated. Webster, who had not yet run for public office, denounced the war, but made a legal point: It is now the law of the land, and as such we are bound to regard it. State Governments Opposed the War Effort One of the arguments against the war was that the United States was simply not prepared, as it had a very small army. There was an assumption that state militias would bolster the regular forces, but as the war began the governors of Connecticut, Rhode Island, and Massachusetts refused to comply with the federal request for militia troops. The position of the New England state governors was that the president of the United States could only requisition the state militia to defend the nation in the event of an invasion, and no invasion of the country was imminent. The state legislature in New Jersey passed a resolution condemning the declaration of war, terming it inexpedient, ill-timed, and most dangerously impolitic, sacrificing at once countless blessings. The legislature in Pennsylvania took the opposite approach, and passed a resolution condemning the New England governors who were opposing the war effort. Other state governments issued resolutions taking sides. And it is clear that in the summer of 1812 the United States was going to war despite a large split in the country. A Mob in Baltimore Attacked Opponents of the War In Baltimore, a thriving seaport at the beginning of the war, public opinion generally tended to favor the declaration of war. In fact, privateers from Baltimore were already setting sail to raid British shipping in the summer of 1812, and the city would eventually become, two years later, the focus of a British attack. On June 20, 1812, two days after war was declared, a Baltimore newspaper, the Federal Republican, published a blistering editorial denouncing the war and the Madison administration. The article angered many citizens of the city, and two days later, on June 22, a mob descended on the newspapers office and destroyed its printing press. The publisher of the Federal Republican, Alexander C. Hanson, fled the city for Rockville, Maryland. But Hanson was determined to return and continue publishing his attacks on the federal government. With a group of supporters, including two notable veterans of the Revolutionary War, James Lingan and General Henry Lee (the father of Robert E. Lee), Hanson arrived back in Baltimore a month later, on July 26, 1812. Hanson and his associates moved into a brick house in the city. The men were armed, and they essentially fortified the house, fully expecting another visit from an angry mob. A group of boys gathered outside the house, shouting taunts and throwing stones. Guns, presumably loaded with blank cartridges, were fired from an upper floor of the house to disperse the growing crowd outside. The stone throwing became more intense, and windows of the house were shattered. The men in the house began shooting live ammunition, and a number of people in the street were wounded. A local doctor was killed by a musket ball. The mob was driven to a frenzy. Responding to the scene, the authorities negotiated the surrender of the men in the house. About 20 men were escorted to the local jail, where they were housed for their own protection. A mob assembled outside the jail on the night of July 28, 1812, forced its way inside, and attacked the prisoners. Most of the men were severely beaten, and James Lingan, an elderly veteran of the American Revolution, was killed, reportedly by being struck in the head with a hammer. General Henry Lee was beaten senseless, and his injuries probably contributed to his death several years later. Hanson, the publisher of the Federal Republican, survived, but was also severely beaten. One of Hansons associates, John Thompson, was beaten by the mob, dragged through the streets, and tarred and feathered. Lurid accounts of the Baltimore riot were printed in American newspapers. People were particularly shocked by the killing of James Lingam, who had been wounded while serving as an officer in the Revolutionary War and had been a friend of George Washington. Following the riot, tempers cooled in Baltimore. Alexander Hanson moved to Georgetown, on the outskirts of Washington, D.C., where he continued to publish a newspaper denouncing the war and mocking the government. Opposition to the war continued in some parts of the country. But over time the debate cooled off and more patriotic concerns, and a desire to defeat the British, took precedence. At the end of the war, Albert Gallatin, the nations treasury secretary, expressed a belief that the war had unified the nation in many ways, and had lessened a focus on purely local or regional interests. Of the American people at the end of the war, Gallatin wrote: They are more Americans; they feel and act more as a nation; and I hope that the permanency of the Union is thereby better secured. Regional differences, of course, would remain a permanent part of American life. Before the war had officially ended, legislators from the New England states gathered at the Hartford Convention and argued for changes in the U.S. Constitution. The members of the Hartford Convention were essentially federalists who had opposed the war. Some of them argued that states which had not wanted the war should split from the federal government. The talk of secession, more than four decades before the Civil War, did not lead to any substantial action. The official end of the War of 1812 with the Treaty of Ghent occurred and the ideas of the Hartford Convention faded away. Later events, events such as the Nullification Crisis, the prolonged debates about slavery in America, the secession crisis, and the Civil War  still pointed to regional splits in the nation. But Gallatins larger point, that the debate over the war ultimately bound the country together, had some validity.

Blacks Of The Bible Essay Research Paper

Blacks Of The Bible Essay, Research Paper Blacks of the Bible Any effort to set up a universally recognized statement as to the presence of inkinesss in the Old Testament would be futile for several grounds. First, current definitions of a black or Negro individual may differ greatly dependent on the context of their use, and hence any survey aimed to demo the presence of inkinesss in the Bible would be limited to the definition used by either the writer or the reader of such a survey. Besides, the construct of race defined on a footing of skin colour entirely has been the comparatively immature creative activity of the Euro-centric western universe, station seventeenth century. Due to this fact, it is sometimes hard to find clearly the race of assorted peoples or individuals in the Bible ; the people of scriptural times do non portion the same construct of race that we carry today. In fact the Hebrew peoples themselves seem non to be of a pure racial strain of any colour, but instead the family tree of the Hebrew people, as will be shown subsequently, seems to be scattered with interracial matrimonies and people of most all races including the Negro race. Therefore, it is non my effort with this essay to show an thorough or important history of all the black peoples and individuals in the Old Testament. Rather it was my hope to get down to research the significance people of the Negro race clasp in these ancient texts, to happen out the function that these people held in the rise and autumn of the Hebrew state, and the portion that was played by Negroes in the working out of God? s will for his people. The history that I will supply is based most mostly on similar surveies presented by Afro-american scriptural bookmans Cain Hope Felder and Charles B. Copher. However, I have non taken the words of these work forces without a grain of salt, and I was certain to read their survey with their book in one manus and the Bible in the other. What I found was that people of dark tegument played an of import function in merely about every coevals dating about back to God? s creative activity of adult male. I had expected to happen a few scattered mentions to African peoples or a few random histories of persons who had traveled from the African continent, but my survey revealed that people of dark tegument, who really good may be considered black by today? s racial criterions, were found scattered about the states of the ancient universe. Beginnings of the Negro Race One of the first or most obvious inquiries that may be asked when get downing to look for the presence of inkinesss in the Old Testament is with respect to the beginning of dark skinned races. A logical topographic point to get down this hunt may be in the tabular array of states presented in Genesis 10:1-14 and once more listed in 1 Histories 1:8-16. This list begins with Noah and histories for the dispersing of his boies to get down repopulating the Earth after the great inundation history in Genesis. In this tabular array of states we find that two of the named boies of Ham are known dark skinned races. These being the posterities of Cush and the posterities of Canaan. The most normally accepted ground for the sudden visual aspect dark tegument within the family tree is related to the expletive Noah set upon Ham in Genesis 9:25-27. Although non explicitly stated in the text, it is by and large accepted that Ham? s tegument was turned dark as a consequence of this expletive, and hi s posterities were so destined to transport the same grade. There are, nevertheless, other hypotheses for the beginning of the black races. The first of these theories, expressed in antediluvian Babylonian myth, suggests that Ham defiled himself in a sexual act with the Canis familiaris while on the Ark. For this act of befoulment, expletives were placed on both the Canis familiaris and Ham. Ham? s expletive was that he and his posterities would be black-skinned. The following theory suggests that the Negro race really began back with Adam and Eve? s foremost boy Cain, who was turned black by the ashes of his inappropriate offering to God. The theory that Cain was in fact the male parent of the Negro race was a slightly prevailing idea among Europeans back every bit far as the twelfth century, and perchance farther as Cain? s posterities are depicted as black skinned in the narrative of Beowulf. However, this theory has merely been made philosophy in the Mormon church. This theory is closely tied to the narrative of Ham, by proposing that Ham took a descendent of Cain as his married woman, thereby bring forthing dark skinned offspring in Cush and Canaan. Still others theorize that the tabular array of states shown in Genesis and 1 Corinthians is a list of states that is merely inclusive of the states within the range of cognition of the writer, and in fact all of the races listed there are Caucasoid races. Among those excluded from this list would be the Indians, Chinese, Mongolians, Malaysians, and the Negroes. The theory suggests that there were other races of independent line of descent that were unknown to the writer at the clip of the Hagiographas. It seems that this would be strongly discredited by the established ideal that the great inundation was intended to pass over all people from the Earth, salvage Noah? s household. It would thereby be assumed that all races of the Earth are descendent of Noah. Whatever the account for the beginning of dark skinned races, Negro people clearly have been descendent of Noah? s boy Ham, and it is told in Genesis that Ham? s offspring were those who settled and built such great ancient metropoliss as Babylon, Nineveh, Sodom, and Gomorrah. In the Patriarchal Period Harmonizing to Genesis 11:31 Abraham, so Abram, was born and raised in the metropolis of Ur of the Chaldeans, whose dwellers included many dark skinned people descendant most likely from Babylonian colonists. Included among these people were the Sumarian people who referred to themselves as the # 8220 ; black headed 1s, # 8221 ; indicative of tegument colour non merely black hair. Abram took his married woman Sarai while still populating in Ur. Granted there is no expressed indicant that either Abraham or his married woman was born into a household with Negro heritage, but the great black presence in the part of his household? s beginning surely means that one must at least entertain that possibility. So it would be sensible to believe that the great patriarch himself, the male parent of the Hebrew people, may hold had some black blood in him. Regardless of the presence of Negro blood in Abraham? s line of descent it is surely clear that he had much contact with dark skinned people in the clip that he and Sarah spent in Egypt and Canaan. Both of these countries were settled by the posterities of Ham, and were inhabited most mostly by dark skinned people. Abraham and Sarah took an Egyptian housemaid named Hagar when they headed to Canaan, out of Egypt. It was subsequently through the Egyptian, Hagar, that Abraham bore his first boy Ishmael. Because Ishmael was born outside God? s compact with Abraham, he and his female parent were finally sent off, but they settled in the part merely E of Egypt and it is by and large believed that he took an Egyptian married woman and fathered the Arab race. In Egypt and the Exodus Egypt was a land of people of all colourss, but it has become more and more evident in recent scholarship that the great state of Egypt has been more a derived function of the African states descendant of Cush than of any in-between eastern peoples. In add-on to this, although most Egyptians were non as dark skinned as their Ethiopian neighbours to the South, the huge bulk of Egyptians had adequate black blood in them that they would surely hold been considered Negroes by most any definition used today. This fact is merely reinforced by the observation that the Psalms repeatedly poetically refer to Egypt as # 8220 ; the land of Ham # 8221 ; ( Ps. 78:51, 105:23, 106:22 ) . It must be remembered besides that the Hebrew people lived in bondage in Egypt for over four hundred old ages. Coevals after coevals of Hebrew was born, lived, died and was buried in the land of the Egyptian. During this extended clip period there is indi cation of at least a smattering of Hebrew adult females being taken by Egyptian work forces for a married woman, and one of Pharaoh? s girls, Bithiah, married a Hebrew adult male, and their kids are included among the kins of Judah after the expatriate, in 1 Histories 4:17-18. Through all the coevalss that came and passed while in the land of Egypt it is certain that some of these people came out of the land with a assorted heritage. A perfect illustration of this assorted heritage is in the blood line of Moses. Many of the members of Moses? household bear distinctively Egyptian names, most notably: Aaron, Hophni, Merari, Miriam, Putiel, Phinehas, and even the name of Moses himself. While most of these names may perchance hold been picked by opportunity and non to propose Egyptian, or Negro blood, the name Phinehas stands out as a possible index of the black blood that ran in Moses household. Eleazar, Moses nephew through his brother Aaron, named his first born Phinehas ( Ex. 6:25 ) which literally means # 8220 ; the Nubian # 8221 ; or # 8220 ; the Negro. # 8221 ; In add-on to the possibility of black blood running in Moses? lineage it without a uncertainty ran through his posterities, through his Midian married woman Zipporah. At one point after the flight from Egypt, Aaron and Miriam really spoke unfavourably of Moses and his # 8220 ; Cu*censored*e # 8221 ; married woman, Zipporah ( Num. 12:1 ) . In Israel and Judah Through the clip of the Judges we continue to see the outgrowth of Egyptian heritage in the blood lines of Moses and Aaron. The history of Eli and his two boies, from Aaron? s line, in 1 Samuel chapters 1 and 2, shows another illustration of Hebrew leaders with distinctively Egyptian names. In fact, Eli? s boies are named Hophni and, interestingly plenty, Phinehas, once more proposing a unequivocal black visual aspect. During the period of the incorporate Israel, there are several mentions to African or Cu*censored*e adult females that occur during Solomon? s reign. First is the history of Solomon? s favourite married woman, and Egyptian adult female. Offered to Solomon as confidence of an confederation with Egypt ( 1 Kgs. 3:1 ) , this nameless married woman was really Pharaoh? s girl. Many suggest that this is the same maiden that is written of in Solomon? s Song of Songs. Although the true individuality of this married woman unknown, other theories associate her with Moses? Cu*censored*e married woman, or suggest that it may hold been Abishag the Shunammite virgin that was brought to King David to soothe him in his old age and who was so inherited by Solomon upon David? s decease. No affair what the existent name of the inaugural written of in Song of Songs, this adult female was most surely dark skinned ( SS 1:5-6 ) . The following history that we find sing a black person during the clip of the incorporate Israel is that history of the Queen of Sheba, given in both 1 Kings 10:1-13 and 1 Chronicles 9:1-12. This queen over a part most likely found in southwest Arabia or Africa was most decidedly of African descent and had heard of Solomon? s great wisdom spoken of in her land. She came to Israel with rather a noteworthy train, genuinely demoing her wealth and power. She spent some clip with King Solomon inquiring him all of the inquiries that had been on her head. There was nil that he could non explicate to her, and she left rather impressed with the male monarch. The visual aspect of this queen is surely important as it relates to the black presence in the bible, as this is the first black adult female shown in a noteworthy place of power, and she is portrayed in a most positive and respectable mode. Through the clip of the Prophetss during the split lands of Judah and Israel, the lone mention to people of a Negro blood outside of the assorted Hebrew race is limited to occupying ground forcess and prognostications sing the autumn of the great African lands of Egypt and Ethiopia. These invasions and prognostications continued after the autumn of Israel, during the staying being of Judah, but there are a few noteworthy references. In the book of Amos the people of Israel are compared to the Cu*censored*es of the Ethiopian imperium. Traditional Euro-centric scholarship has interpreted verse 9:7 to propose that the Lord is looking instead unfavourably upon Israel, comparing them to a distant and detested people. However, it does non take much excavation to recognize that the Ethiopian land was at its prime at the clip when Amos was vaticinating. In the context of the transition, where God is reflecting on all the times that he has blessed Israel and picked her out of the quag, it see ms more appropriate that the mention to the Cu*censored*es is made to connote that God has non left the people and in fact he seems to assure that he bless them in the same mode that he has blessed the Ethiopian imperium of that peculiar dynasty. The book of Zephaniah provides a alone expression at the black presence in the Old Testament, through the suggestion that the writer himself may be dark skinned. The family tree that is given in Zephaniah 1:1 hints his blood line back four coevalss to Hezekiah, most likely the Judean male monarch. The most interesting portion of the family tree is non, nevertheless, the possible relation of the prophesier to Hezekiah, but instead his male parent? s name, Cushi. As is the instance with any scriptural inquiry where there is no expressed mention to the adult male? s race, there are multiple theories that attempt to explicate the name, or the mention, or the inclusion of the family tree in a mode as to wipe out the presence of black blood in one of the writers of the Bible. However, it seems that we have already shown that the Hebrew race was a assorted race, and with the full cognition of the scriptural tradition of names keeping important significance, it seems no stretch of the imagin ativeness to propose that Cushi was in fact a native Judean, but more than that, he was a most likely a Judean who besides happened to be a black adult male. Knowing that Zephaniah was born to Cushi, it seems merely logical that he excessively would be a native black Judean adult male, who the Lord spoke through as one of the minor Prophetss. After the autumn of Judah, there seem to be no more outstanding figures spoken of who had a definite black heritage, but through the expatriate the prognostications abound refering Egypt and Ethiopia? s autumn and ulterior reemergence. However, it may be worthy to observe that this period of expatriate took topographic point in Babylonia, whose native people were straight descendant of Cush. What Does it Mean?# 8220 ; It appears in literature from many periods of Old Testament history: in historical histories and prophetic prophets ; in Psalms and in the literature of love, the Song of Songs. From slaves to swayers, from tribunal functionaries to writers who wrote parts of the Old Testament itself, from lawmakers to Prophetss, black peoples and their lands and single black individuals appear legion times. In the venas of the Hebrew-Isrealite-Judahite-Jewish people flowed black blood. # 8221 ; This quotation mark Charles B. Copher used to shut his survey on the presence of the black/Negro in the Old Testament, and it seems the most appropriate manner to shut this essay every bit good. The black adult male and the black adult female played a critical function in the narrative of God? s people. The Negro was a portion of the narrative non merely as a friend at times or enemies at others, break ones back one coevals and maestro the following, but the black races besides fre quently played the portion of brother and sister, male parent and female parent, boy and girl. The narrative of the Hebrew is non the narrative of a purely Caucasic race that lived contemning his distant Negro neighbours. Rather the narrative of the Hebrew is the narrative of a assorted race of people, non concerned with a colour defined race, but unified under a common God through good times and bad, whether slave or free. Bibliography Felder, Cain Hope. Stony the Road We Trod: African American Biblical Interpretation. Fortress Press: Minneapolis, MN. 1991 The Holy Bible: New International Version. Broadman A ; Holman Publishers: Nashville, TN. 1986 New Bible Dictionary: Third Edition. Inter-Varsity Press: Leicester, England. 1996 32d

The Ethical Issues Concerning Abortion Essay Example | Topics and Well Written Essays - 500 words

The Ethical Issues Concerning Abortion - Essay Example Normally I would say it is a bad idea to totally base one’s argument of an assumption, and I think that that is usually a good rule of thumb to follow when constructing an argument, especially if there can be found a hole in your argument based on the assumption that you made right from the start! However, in this instance, I feel that her assumption if somewhat justified. The writer attempts to back up their argument by tossing around names of other people who believe as she does, and instead of trying to argue against them she decides to assume they are correct and argue with them. It is an interesting stylistic way to present an argument. It does solve the problem of having to argue that point, as she comes off right from the bat stating that she will not argue that and that the whole argument is based off the idea that is taken for an assumption. And while I originally thought it would be ineffective and not work well in the thought process of an argument, it ends up worki ng out quite well for the writer throughout the course of the article. It works for one reason, and it is because of this that I think it is justified to use that assumption. I can find no holes in that assumption, and it is a very fit and sound one to start off an argument. For is the whole abortion debate not over whether or not a fetus is a person? The whole idea is debated over whether or a not a fetus is a person unfit to kill or not, and the assumption that the whole argument is based off that is correct because that is the entirety of the abortion argument. Now, you might think that there is more to the argument than that, but the author debunks that idea in their next paragraph and states that this whole argument is going to be base on the ethics of abortion; not the subtleties that exist in various cases. And with these ideas, she starts up and opens what is followed by a very sound argument, one that totally supports the sound assumption it is based on. I found myself bein g impressed, as I originally was holding out to bust the earlier assumption, and soon found myself thinking that it really is all about the idea of a fetus and if they are in fact people or not. In the end, I believe it is a totally justifiable assumption, and it works exceedingly well in the course of the written argument, even though I did not think that to begin with.  Ã‚