Amos Is Identified As The Prophet Amos Religion Essay Essay Example

Amos Is Identified As The Prophet Amos Religion Essay Essay Example Amos Is Identified As The Prophet Amos Religion Essay Essay Amos Is Identified As The Prophet Amos Religion Essay Essay Introduction: The writer of the Book of Amos is identified as the prophesier Amos. Amos was the first prophesier in the Bible whose message was recorded at length. Although he came from a town in Judah, he preached to the people of the northern land of Israel, about the center of the 8th century B.C. The Book was likely written between 760 and 753 B.C. As a shepherd and a fruit chooser from the Judean small town of Tekoa, he was called by God, even though he lacks an instruction or a priestly background. His mission is directed to his neighbor to the North, Israel. It was a clip of great prosperity, noteworthy spiritual piousness, and evident security. But Amos saw that prosperity was limited to the wealthy, and that it fed on unfairness and on subjugation of the hapless. Amos ministry takes topographic point while Jeroboam II reign over Israel, and Uzziah reigns over Judah. Amos can see beneath Israel s external prosperity and power ; internally the state is corrupt to the nucleus. In short, they had forgotten what it meant to follow God. Amos took his sturdy message straight to the spiritual governments of his twenty-four hours, alternatively of listening to him, they threw him out. In the same manner that Amos challenged the Israelites to reconsider their precedences, he challenges us in the flood tide to his book, and reminds us of what God wants ( Amos 5:24 ) . In this essay, I wish to compose an debut on the Book of Amos. Background and Meaning of Amos: The Book of Amos is set in a clip when the people of Israel have reached a low point in their devotedness to God. The people have become greedy and have stopped following and adhering to their values. The people in Amos clip expected the day of the Lord to be a field day ; but Amos pointed a different image of ineluctable panic. Scholars have understood Amos image of Yahweh go throughing through the thick of the people of Israel as an allusion ; to his go throughing through Egypt. They make mention in this respect to ( Exodus 12:12 ) . For I will go through through the thick of you ; says Yahweh. Harmonizing to Amos, Israel is guilty of unfairness toward the inexperienced person, hapless and immature adult females. As penalty Yahweh s retribution would be directed against Israel, and the prophesier warns his audience ; Is non the twenty-four hours of the Lord darkness in it ( Amos 5:20 ) . The day of the Lord was widely celebrated and extremely anticipated by the followings of God. Amos came to state the people that the day of the Lord was coming shortly and that it meant godly opinion and justness for their wickednesss. Structure and Subject: The nine chapters of the Book of Amos stress one cardinal subject. The people o the state of Israel has broken their compact with God, and his opinion against their wickedness will be terrible. In the first major subdivision of the book, Amos begins with seize with teething words of opinion against the six states environing the lands of Judah and Israel. These states are Damascus, Gaza, Tyre, Edom, Ammon and Moab. Next he announces God s opinion against Judah, Israel s sister state to the South ; and because of Israel s resentment toward Judah ; Amos hearer must hold greeted this call of day of reckoning with pleasant understanding. Further, the 2nd major subdivision of the book of Amos is the prophesier s three seize with teething discourses of opinion against the state of Israel ( 3:1 6:14 ) . He referred to the wealthy, luxury-seeking adult females of Samaria the capital metropolis of Israel as cattles of Bashan ( Amos 4:1 ) . He besides attacked the system of graven image worship which king Jeroboam II had established in the metropoliss of Bethel and Gilgal ( Amos 4:4, 5:5 ) . The state of affairs clearly called for a brave prophesier who could name the state back to reliable religion, every bit good as a policy of equity and justness in their traffics with their fellow citizens. In the 3rd major subdivision, the prophesier Amos presents five visions of God s nearing opinion. The prophesier s vision of a basket of fruit is peculiarly in writing. Amos described the state of Israel as a basket of summer fruit, connoting that it would shortly botch and rut in the vesiculation Sun of God s opinion ( 8:1 14 ) . Amos unquestioning obeisance and his clear announcement of God s message show that he was committed to the Lord, and His rules of sanctity and righteousness comes through clearly in the book. Amos made it kick that Israel would be judged badly unless the people turned from their wickedness and looked to the one true God for strength and counsel. The Book of Amos ends on a positive, optimistic note. Amos predicted that the people of Israel would be restored to their particular topographic point in God s service after their season of opinion had come to an terminal ( Amos 9:11-15 ) . This note of hope is characteristic of the Hebrew Prophetss ; they pointed to a glorious hereafter for God s people, even in the thick of dark times. Evaluation: The Book of Amos is one of the most facile calls for justness and righteousness to be found in the Bible. It came through a low shepherd who dared to present God s message to the wealthy and influential people of his twenty-four hours. Amos lived up to his name as he declared God s message of opinion in dramatic manner to a iniquitous and disobedient people. Amos message is merely every bit seasonably for our universe, since God still places a higher value on justness and righteousness. Amos spoke because the Lord had called him to present His message of opinion. This is one of the clearest statement of irresistible impulse of the Godhead call to be found in the Bible. Decision: Amos is known as the great prophet of righteousness of the Old Testament. His book underlines the rule that faith demands righteous behaviors. True faith is non a affair of detecting feast yearss, offering burned offerings, and idolizing at sanctuary, but reliable worship consequences in changed behavior, seeking God s will, handling others with justness and following God s bid. A positive spirit, which issued from Amos deep religion in God sustained the prophesier and gave him hope for the hereafter. This great penetration is summarized by these words from the prophesier. Let justness tally like H2O and righteousness like a mighty watercourse ( 5:24 ) . Although Amos was a shepherd by business, his book gives grounds of careful literary workmanship. The technique which the prophesier used was puns or dramas on words to drive place his message. For illustration when the prophesier negotiations about the summer fruit suggest the terminal of the land of Israel ; like ripe summer fruit, Israel was mature for God s opinion.

A Literary Review of Everyday Use by Alice Walker

A Literary Review of Everyday Use by Alice Walker American writer and activist Alice Walker is best known for her novel The Color Purple, which won both the Pulitzer Prize and the National Book Award. She has written numerous other novels, stories, poems, and essays. Her story Everyday Use originally appeared in her 1973 collection, In Love Trouble: Stories of Black Women, and has been widely anthologized since. The Plot of 'Everyday Use' The story is narrated in the first-person by a mother who lives with her shy and unattractive  daughter, Maggie, who was scarred in a fire as a child. They are nervously waiting for a visit from Maggies sister, Dee, to whom life has always come easy. Dee and her companion  boyfriend arrive with bold, unfamiliar clothing and hairstyles, greeting Maggie and the narrator with Muslim and African phrases. Dee announces that she has changed her name to Wangero Leewanika Kemanjo, saying that she couldnt stand to use a name from oppressors. This decision hurts her mother, who named her after loved ones. During the visit, Dee lays claim to certain family heirlooms, such as the top and dasher of a butter churn, whittled by relatives. But unlike Maggie, who uses the butter churn to make butter, Dee wants to treat them like antiques or artwork. Dee also tries to claim some handmade quilts, fully assuming shell be able to have them because shes the only one who can appreciate them. The mother informs Dee that she has already promised the quilts to Maggie. Maggie says Dee can have them, but the mother takes the quilts out of Dees hands and gives them to Maggie. Dee then leaves, chiding the mother for not understanding her heritage, and encouraging Maggie to make something of yourself. After Dee is gone, Maggie and the narrator relax contentedly in the back yard. The Heritage of Lived Experience Dee insists that Maggie is incapable of appreciating the quilts. She exclaims, horrified, Shed probably be backward enough to put them to everyday use. For Dee, heritage is a curiosity to be looked at and something to put on display for others to look at, as well. She plans to use the churn top and dasher as decorative items in her home. She plans to hang the quilts on the wall, [a]s if that was the only thing you could do with quilts. She even treats her own family members as curiosities. She takes numerous photos of them, and the narrator tells us, She never takes a shot without making sure the house is included. When a cow comes nibbling around the edge of the yard she snaps it and me and Maggie and the house. But Dee fails to understand that the heritage of the items she covets comes precisely from their everyday use their relation to the lived experience of the people whove used them. The narrator describes the dasher as follows: You didnt even have to look close to see where hands pushing the dasher up and down to make butter had left a kind of sink in the wood. In fact, there were a lot of small sinks; you could see where thumbs and fingers had sunk into the wood. Part of the beauty of the object is that it has been so frequently used, and by so many hands in the family, suggesting a communal family history that Dee seems unaware of. The quilts, made from scraps of clothing and sewn by multiple hands, epitomize this lived experience. They even include a small scrap from Great Grandpa Ezras uniform that he wore in the Civil War, which reveals that members of Dees family were working against the people who oppress[ed] them long before Dee decided to change her name. Unlike Dee, Maggie actually knows how to quilt. She was taught by Dees namesakes Grandma Dee and Big Dee so she is a living part of the heritage that is nothing more than decoration to Dee. For Maggie, the quilts are reminders of specific people, not of some abstract notion of heritage. I can member Grandma Dee without the quilts, Maggie says to her mother. It is this statement that prompts her mother to take the quilts away from Dee and hand them to Maggie because Maggie understands their history and value so much more deeply than Dee does. Lack of Reciprocity Dees real offense lies in her arrogance and condescension toward her family, not in her attempted embrace of African culture. Her mother is initially very open-minded about the changes Dee has made. For instance, though the narrator confesses that Dee has shown up in a dress so loud it hurts my eyes, she watches Dee walk toward her and concedes, The dress is loose and flows, and as she walks closer, I like it. The mother also shows a willingness to use the name Wangero, telling Dee, If thats what you want us to call you, well call you. But Dee doesnt really seem to want her mothers acceptance, and she definitely doesnt want to return the favor by accepting and respecting her mothers cultural traditions. She almost seems disappointed that her mother is willing to call her Wangero. Dee is possessive and entitled as her hand close[s] over Grandma Dees butter dish and she begins to think of objects shed like to take. And shes convinced of her superiority over her mother and sister. For example, the mother observes Dees companion and notices, Every once in a while he and Wangero sent eye signals over my head. When it turns out that Maggie knows much more about the history of the family heirlooms than Dee does, Dee belittles her by saying, Maggies brain is like an elephants. The entire family considers Dee to be the educated, intelligent, quick-witted one, and so she equates Maggies intellect with the instincts of an animal, not giving her any real credit. As the mother narrates the story, she refers to Dee as Wangero. Occasionally she refers to her as Wangero (Dee), which emphasizes the confusion of having a new name and also pokes a little fun at the grandness of Dees gesture. But as Dee becomes more and more selfish and difficult, the narrator starts to withdraw her generosity in accepting the new name. Instead of Wangero (Dee), she starts to refer to her as Dee (Wangero), privileging her original given name. When the mother describes snatching the quilts away from Dee, she refers to her as Miss Wangero, suggesting that shes run out of patience with Dees haughtiness. After that, she simply calls her Dee, fully withdrawing her gesture of support. Dee seems unable to separate her new-found cultural identity from her own long-standing need to feel superior to her mother and sister. Ironically,  Dees lack of respect for her living family members as well as her lack of respect for the real human beings who constitute what Dee thinks of only as an abstract heritage provides the clarity that allows Maggie and the mother to appreciate each other and their own shared heritage.

Critical Response paper Essay Example | Topics and Well Written Essays - 500 words

Critical Response paper - Essay Example No male dictator in history has ever had that much control. Women have been suppressed, but still contributed to the history of the whole human race. The history of women is very important, because this history has not only shaped women of today, but also the men. Women today have been shaped by the history of their culture. For example, Canadian women have contributed to the Canadian culture. Strong-Boag, Gleason, and Perry state, â€Å"A vision of history devoid women is at least half wrong† (1). What Canadian leader can claim that they were not influenced by at least one woman, whether it be mother, wife, lover, or friend? Women have influenced history, forging their own history, even if it has not been formally acknowledged. Not only have women shaped all history, but their own history. Some aspects of this history are not pleasant or widely focused on. An example would be when discussing the suffrage movement in the United States, women of the upper class did not want equality for all women, especially their servants. This has continued to this day. You do not see Hilliary Clinton going to Arkansas speaking with uneducated poor women with twelve children, declaring that they are equal to her. Canadian women are not above this bias. For example â€Å"Jeans/Johns—Talon, Simcoe, Macdonald, Lesage, Diefenbaker, and Chretien, and the Roberts—Baldwin, Borden, and Stanfield, Bourassa—who monopolized the textbooks† (Strong-Boag, Gleason, and Perry, 3-4). These women felt that the aboriginal women were not their equals. This is an accurate portrait of womens history. Women can change the future of history. When feminism or womens rights group start advocating equal opportunities for all women such as â€Å"women of color, working class-women, poor women, disabled women, Jewish women, lesbians, old women†, then the future will be shaped by both men and women (Bennett, 13). Of course, both

Short and long-term career goals Essay Example | Topics and Well Written Essays - 1000 words

Short and Long-Term Career Goals - Essay Example Accounting has been my passion since I discovered what it was, and thus, as soon as I finished my Business Administration course and received my degree from Makerere University in 2005, I marched on to Nile Cargo Carrier Inc. to work as a junior accountant. During my tenure at NCCI, I witnessed firsthand its evolution and impact on society as it expanded, first nationally, and eventually internationally. Therefore, when I was leaving it after six years, I felt more than only sad; I felt that I was my attachment with the organization and its goals. I, now, shared its vision. In addition, thus, I took it upon myself to no longer be a mere employee of the company, but instead to establish a greater link and make more productive and active moves in its betterment. Therefore, I did. Moreover, all the while, I also founded Lusse Children’s Foundation and did some community service for my country. By 2013, as director of the organization, I have made it a personal goal to work toward s getting funds for food, shelter, and education project, and I believe to be a successful NGO, one needs to earn the trust of people, and there would be nothing better out there to prepare myself for the trust with a Northeastern degree.Everyone has a selfish side. My perspective is to establish, all the while expanding LCF, a financial consulting firm that aims to give advice to small or lower budgeted businesses. Furthermore, since I have mostly held friendly relationships with my teachers, I have become inspired to propagate MBA.

Lord of the Flies Essay Example for Free

Lord of the Flies Essay A symbol can express an idea, clarify meaning, or enlarge literal meaning. In the book, â€Å" Lord of the Flies† by William Golding, there are many symbols such as the pig’s head, fire, painted faces, and Piggy’s glasses. However one symbol stands out more than the others, the conch. The conch symbolizes order, government, savagery, and even one of the characters called Piggy. Order was one of the main themes that the conch symbolized. When Ralph and Piggy first found the conch Piggy said, â€Å"We can use this to call the others. Have a meeting. They’ll come when they hear us. † (16). Automatically they find the conch, blow on it, and everyone on the island comes to the platform. This shows that they are trying to have everything be put in order by calling a meeting and discussing everything that is going on, and to discuss how they are going to survive. Another example of order is, â€Å" I’ll give the conch to the next person to speak. He can hold it when he’s speaking. We’ll have rules! Lots of rules! † (33). This shows that they want the order of England and of school. When in school, if the students have a question or an answer, they raise their hands and say what they are going to say. Another main theme in this book that the conch symbolizes is government. For example, when they called the meeting Ralph said, â€Å" Seems to me we ought to have a chief to decide things. † (22). This shows that they want for the island to be like England and have a ruler. The ruler would tell them what is right, what is wrong, and how they should be doing everything. Another example of government is, â€Å" Let him be chief with the trumpet-thing. † (22). The children on the island wanted Ralph to be the chief because he started to lead by just blowing the conch. To the children it showed that he knew what he was doing, and they thought he knew how to go home. The other theme that the conch symbolizes is the savagery. For example, Jack explained. â€Å" I agree with Ralph. We’ve got to have rules and obey them. After all, we’re not savages. We’re English, and the English are best at everything. So we’ve got to do all the right things. † (42). This shows that in the beginning of the book, Jack thinks that they are not savages. The thing is that every human has savagery in them in some way or form. Toward the end of the book when Jack is in the separate tribe, it describes, â€Å" Before the party has started a great log had been dragged into the center of the lawn and Jack, painted and garlanded, sat there like an idol. There were piles of meat on green leaves near him, and fruit, and coconut shells full of drink. † (149). The conch forced Jack to make a separate tribe, because he was tired of taking orders from Ralph. He wanted to be chief so badly that he created a tribe and convinced almost all of the children to go to his side. He provided the children with meat and protection that Ralph didn’t. The conch also symbolized the book’s character of Piggy. An example would be when the plan first crashed and the meeting was not called, Piggy said, â€Å" S’right. It’s a shell! I seen one like that before. On someone’s back wall. A conch he called it. He used to blow it and then his mum would come. It’s ever so valuable. † (15). At the beginning he was the one who discovered the conch. Piggy was also the one to tell Ralph to blow on the conch so that all the children on the island would all meet at the platform. Another example would be one of the main turning points in the book, â€Å" The rock struck Piggy a glancing blow from the chin to knee; the conch exploded into a thousand white fragments and ceased to exist. Piggy, saying nothing, with no time for even a grunt, traveled through the air sideways from the rock, turning over as he went. (181). When Piggy first arrived on the island he found the conch, and when Piggy died the conch died along with him. Once Piggy and the conch were gone, the order of the island was gone as well. The conch was both the leader and the assaciane at the same time. At first the conch was the one who brought the tribe together. It provided order and a sense of government on the island. However, in the end in was the one to tear everyone apart. It created Jack to act as a savage and for him to create a whole new tribe to torture Ralph. Once the conch exploded all the order and the government went with it, and out came the savage in everyone. In the end they even get rescued because of the conch. When the conch exploded into pieces, Jack’s tribe went to go find Ralph to kill him. Jack set the whole island on fire to smoke Ralph out to kill him. By setting the island on fire the smoke could be seen from miles away. The navy was able to see the smoke and they came to rescued the children. Isn’t it ironic. The whole time Ralph talked about the fire being the main priority, and in the end Jack’s fire rescued them from the island.

Franklin Roosevelt :: essays research papers

Franklin D. Roosevelt Franklin D. Roosevelt was born in Hyde Park, New York on January 30th, 1882, the son of James Roosevelt and Sara Delano Roosevelt. His parents and private tutors provided all of Franklinà ¢Ã¢â€š ¬Ã¢â€ž ¢s formative education. Roosevelt attended Groton, a prestigious preparatory school in Massachusetts between the years 1896-1900; he received a BA degree in history from Harvard University in only three years (1900-1903). Franklin next studied law at New Yorkà ¢Ã¢â€š ¬Ã¢â€ž ¢s Columbia University. When he passed the bar examination in 1907 he left the school without taking a degree. It wasnà ¢Ã¢â€š ¬Ã¢â€ž ¢t until 1910 that he entered politics and was elected to the New York State Senate as a Democrat. à ¢Ã¢â€š ¬Ã…“He became the leader of a group of insurgent Democrats who prevented the Tammany candidate, William F. Sheehan, from being chosen for the U.S. Senate.à ¢Ã¢â€š ¬? (Goldberg) Roosevelt allied himself with Woodrow Wilson in election of 1912. Because of his efforts Woodrow Wilson appointed him Assistant Secretary of the Navy, he held that position from 1913 to 1920. In 1920 he ran as a vice presidential nominee with James M. Cox who lost overwhelmingly to Warren Harding and Calvin Coolidge. The summer after while vacationing at Campobello Island, New Brunswick, Roosevelt contracted à ¢Ã¢â€š ¬Ã…“poliomyelitis (infantile paralysis).à ¢Ã¢â€š ¬?(Watts) He never regained the use of his legs. à ¢Ã¢â€š ¬Ã…“He established a foundation at Warm Springs, Georgia to help other polio victims, and inspired, as well as directed, the March of Dimes program that eventually funded an effective vaccine.à ¢Ã¢â€š ¬? (Goldberg) In July 1932, Roosevelt was chosen by the Democratic Party as its presidential candidate to run against the Republican incumbent, Herbert C. Hoover. In November, Roosevelt was overwhelmingly elected President. He entered the White House at the worst of times, the economic structure of the country severely damaged. à ¢Ã¢â€š ¬Ã…“Fear and despair hung over the nation.à ¢Ã¢â€š ¬? Rooseveltà ¢Ã¢â€š ¬Ã¢â€ž ¢s inaugural speech had words of hope for the troubled country---à ¢Ã¢â€š ¬Ã…“Let me assert my firm belief that the only thing we have to fear is fear itselfà ¢Ã¢â€š ¬?---à ¢Ã¢â€š ¬Ã…“ à ¢Ã¢â€š ¬Ã…“This Nation asks for action, and action now. We must act and act quickly.à ¢Ã¢â€š ¬? And act quickly he did in what became known as the à ¢Ã¢â€š ¬Ã…“Hundred Days.à ¢Ã¢â€š ¬? He and his administration rushed a series of anti-depression measures through congress; all of these changes to the American economy became called the à ¢Ã¢â€š ¬Ã…“New Deal.à ¢Ã¢â€š ¬? Some of the m ajor changes included Government agencies, most notably the Agricultural Administration and the Public Works Administration were setup to à ¢Ã¢â€š ¬Ã…“reorganize industry and agriculture under controls and to revive the economy by a vast expenditure of public funds.

Compare contrast essay Essay

Novelist Paul Sheldon has plans to make the difficult transition from writing historical romances featuring heroine Misery Chastain to publishing literary fiction. Annie Wilkes, Sheldon’s number one fan, rescues the author from the scene of a car accident. The former nurse takes care of him in her remote house, but becomes irate when she discovers that the author has killed Misery off in his latest book. Annie keeps Sheldon prisoner while forcing him to write a book that brings Misery back to life. Compare & Contrast Essay â€Å"A Rose for Emily† by: William Faulkner & â€Å"Misery† by: Stephen King I’ve chosen to compare & contrast â€Å"A Rose for Emily† By: William Faulkner with â€Å"Misery† By: Stephen King, Obsessive women, broken ankles, trapped men & Suspenseful endings both of these stories have a lot in common. In Stephen King’s â€Å"Misery† A Famous Novelist named Paul Sheldon is transitioning his writing from Romance to Fiction. While on his way to Colorado from his winter hide away he is in a horrific car accident brought on by the harsh weather conditions. Thankfully the writer’s number one fan and former nurse Annie Wilkes lived nearby and saved Paul from freezing to  death. Annie Wilkes just like Miss Emily Grierson lived isolated and away from the world, though Miss Emily lived in the town & Annie Wilkes didn’t Miss Emily Isolated herself socially by not leaving her home nor opening the door when people of the town came by. Annie However, actually lived in an isolated cabin in the mountains. In â€Å"A Rose for Emily† people of the town feel sorry for her because after losing her father (page: 207 she was sick for a long time), But not long after they began seeing her with a gentle man named Homer Barran. A construction worker who had come into town to pave the sidewalks. After a year of being with Homer the towns folk began saying they would marry even though Homer claimed to like men (page: 209, He was not a marrying man). One evening after  ending their relationship Homer went to see Miss Emily using rat poison she killed him and let everyone believe he left and went on with his life while she hid his remains. Annie Wilkes didn’t kill Paul Sheldon, but took advantage of the fact that he had been put in critical condition due to the car accident she removed him from. For weeks she held him captive until he gave her favorite novel the proper ending it deserved. After noticing his several, sneaky attempts to escape Annie straps Paul to the bed and cripples him by breaking both his ankles with a sledge hammer. Both of these women felt the need to keep these men hidden, trapped, and injured so they may stay with them forever. Miss Emily trapped Homer in death to stay with her since he had no interest in marrying her. In â€Å"Misery† Prior to having his ankles broken Paul finds newspaper clippings of previous victims of Annie where she was never convicted, He then realizes he may be next on her list. Soon after crippling Paul an officer drops by to see if Annie was aware that Novelist Paul Sheldon was missing and they were searching for him. Paul hears the officer and yells for help when Annie hears his screams she kills the officer and Paul is left once more to endure her gruesome punishment. Neither one of the men could predict what was going to happen to them, but Homer didn’t endure being tortured nor was he held captive for weeks. In â€Å"A Rose for Emily† Miss Emily was never caught nor suspected for the  disappearance of Homer. After the death of Miss Emily and after her services the town folk were curious to see  the inside of her home. (page 211, there was one room that no one had seen in forty years, and which would have to be forced). After entering the room they noticed mens toiletries, suits, ties and a pair of shoes even more so they noticed the man in her bed, His well over rotten body lay there in a nightshirt and next to him they could see where Miss Emily would lay beside him every night after his death. Unlike Miss Emily Annie didn’t get away with what she did to Paul, after killing the officer Paul tricks her into buying Champagne and cigars to celebrate the return of Misery, while setting up for their night of celebration Paul lights the re-written novel on fire and throws it. Annie begins to put out the flame when Paul slams his typewriter on the top of her head and shoves pieces of the burned novel pages into her mouth, she then dies of a fractured skull. Sometime after Paul is rescued by police. Both of these stories where great and though they are in different settings the characters shared similar physiological problems and depression. I think if both of these women met and could ever be in the same story there would be gory, suspenseful, torturing of men. I would like to read a book where Stephen King and William Faulkner write a story sharing both their ideas, I think it would be very interesting, thrilling and great to read.

Common man Essay

At one level, the thesis is then just another callow compromise by the author in a life that he would call hollow, servile, and insincere. He is a weak and miserable man. Early in life, he was instilled with the desire to live according to what Bolles (1985) referred to as the three boxes of life, a desire that most middle-class parents bequeath to their children in the developing world. The three boxes of life being: foreign Western education, or rather training; high paying professional work in the West or the Middle East; and lastly a cushy retirement plan in North America and/or Europe, or a dollar-indexed pension to be paid in the home country. In other words, to borrow the incisive language of Malcolm X, my social milieu spoke to me in the following way: try to change your status from that of a field slave in the developing world to a house slave in a developed country so that you are of more use to the master and get to live a relatively comfortable life. On no account are you to forge a common cause with your fellow field slaves and work towards a new reorganization of the plantation so that all can live with dignity. You are, of course, allowed to be compassionate towards the lower orders, give charity, and urge them to be like you in the lust to emulate the master. Thus, I came to view myself as a rat, in all senses of the word, and my country as a sinking ship. Foreign education was the life boat on which I could get out of the ship and serve with a smile those very institutions and interests that had boarded and scuttled not only my ship but many others like it. As for those drowning in the decks below, the thought never really entered my mind. I now freely admit that I could not escape the clutches of the first box even when I became aware that I would be serving the very interests that were antithetical to what I thought represented the best in humanity. My ensnarement was due not so much to the strength of the box but to some path dependency processes which were accentuated largely by my own weaknesses, an unhealthy craving for wealth and status, and, lastly, craven cowardice that has made me so far, to quote Hamlet, ‘bear the ills we have than fly to those that we know not of.’ The jury is still out on the second and third boxes though. I hope the thesis will help me make my escape from them.

Jewish Sexual Ethics Essay Essays

Jewish Sexual Ethics Essay Essays Jewish Sexual Ethics Essay Essay Jewish Sexual Ethics Essay Essay Sexual Ethical motives are built-in to Judaism because they provided direct counsel on how to act morally and in conformity with the Torah and God. Although. over many old ages Jews were enduring from persecution. they are presently demoing stableness which can be attributed to the model that is outlined through the strong moralss that they uphold. Sexual moralss provide counsel on how to act morally. righteously and in conformity to the Torah every bit good as forestalling promiscuousness. unfaithfulness. immorality and sexual Acts of the Apostless which hinder the stability of Judaism. The instructions on Adultery. homosexualism. contraceptive method and pre-marital sex provide a model for Judaic behavior through re-iterating the rule beliefs of monogamousness. reproduction. fidelity and the compact made between Moses. Abraham and God in a practical mode. Sexually ethical behavior is indispensable as it promotes behaviour that is respectful. consensual. faithful. morally right and righteous. Sexually ethical behavior provides Judaism with moral model for reproduction. fidelity and the ability to keep religion. Adultery is the most valued sexual ethical instruction in Judaism because it breaks the compact made between Abraham and Moses and defies the rule beliefs of love and fidelity. Adultery straight defies the Judaic belief of love. committedness and the sacred establishment of matrimony and is immoral because it put in hazard the household unit which disintegrates love between spouses and inturn interruptions honest and trust. In add-on to this. as monotheists. Jews believe in fidelity and reproduction and criminal conversation amendss and destabilises the societal model for Judaic behavior therefore supplying behavior that is evil and unethical. The cosmopolitan disapprobation of criminal conversation by Orthodox. Conservative. Reform and Broad Jews indicates that criminal conversation is immoral as it breaks the word of God. The united stance on criminal conversation reflects the value of matrimony and this is apparent in the Torah where it states. â€Å"Do non perpetrate adultery† in the Ten Commandments. This is farther emphasised in the commandment. â€Å"You shall non covet your neighbors married woman. † Furthermore. the cosmopolitan disapprobation of criminal conversation by all Judaic discrepancies reflects Judaic beliefs as t protects society from promiscuousness. disease and deformed birth which have the possible to endanger the model for Judaic behavior and hence continue the tradition in stableness and morality. This consequences in society being spiritually and ceremonially clean. besides promote the belief of fidelity and honestness. which will inturn promote Judaism to be moral and stable. Sexually ethical behavior is important promotes the beliefs in God’s true purposes ; that love was between a adult male and a adult female. In add-on to this. the morality and stableness of Judaism is affected by the limitation of reproduction which comes with the act of homosexualism. The importance of life and reproduction is clearly apparent in the Judaic stance on homosexualism as Judaic faith and community is against homosexualism. sing it as iniquitous. whether homosexual or sapphic. as it destabilises the model for Judaic behavior. Homosexuality is non the ideal province in Judaism and is a challenge to the ideal of matrimony and household as it inhibits length of service and continuity of the tradition therefore destabilizing the faith through immoral Acts of the Apostless. It is of import to observe that it is homosexual Acts of the Apostless. non homosexual orientations that are out as Judaism focuses on a person’s actions instead than a person’s desires. In add-on to this. it defies buggery. hence advancing the rule beliefs of fidelity and ritual cleanliness. Homosexuality defies the direct word of God to ‘Go Forth and multiply’ ( Genesis 1:28 ) . because it promotes unfaithfulness. ritual uncleanliness and accordingly endangering the model for Judaic behavior. This can be reinforced as stated it Leviticus. â€Å"No adult male is to hold sexual dealingss with another adult male. God hates that† . ( 18:22 ) . Such an act is condemned in the strongest possible footings as it is detestable and is punishable by decease by the Orthodox Jews. The Orthodox stance on homosexualism can be reinforced as Leviticus provinces. â€Å"If a adult male lies with a adult male as one lies with a adult female. both of them have done what is abhorrent. They must be put to death† ( 20:13 ) . Furthermore. progressive and conservative Jews are more likely to accept homosexualism. but those who are homosexual are discouraged from rehearsing and showing their disposition. The act of homosexualism may non be an ideal province in Judaism but due to modern promotions. is easy doing its manner into going accepted. Sexually ethical behavior is indispensable as it allows Jews to follow a model that has established the belief in the demand for reproduction. The act of sloping seed straight defies and destabilises the belief in reproduction and the right to bear kids with your spouse. In add-on to this. the act of contraceptive method defies the mitsvah to get married. procreate and have kids. The methods of contraceptive method allowed under Judaic jurisprudence are those that don’t harm the sperm or forestall it from acquiring to the intended finish. such as preventive pill. This is because the Tenakh provinces that God wanted worlds to dwell the Earth. The spiritual position on birth control is based on the rule that it is a commandment to get married and hold kids and it is out to â€Å"waste seed† . This jurisprudence is based on the narrative of Onan ( Gen 38:8-10 ) who was killed by God for practising sexual intercourse interruptus as a agency of birth control. Contraception besides interferes with reproduction. taught in the first commandment of the Torah ; â€Å"Be fruitful and multiply† . Furthermore. reformed and broad Jews allow birth control for a big figure of grounds. such a ground may be when the gestation may in anyhow harm the bearer of the babe. However. Orthodox Jews are more restrictive and believe that contraceptive method shouldn’t be used for selfish grounds or to wholly avoid holding kids. Through this sexual ethical instruction. Hebraism has been able to keep a model by which it can stay in a righteous and firm province. Sexually ethical behavior is cardinal to the stableness and morality of Judaism as it provides guidelines to the right manner to handle matrimony and the fact that it is disrespectful to withstand the belief in love and matrimony. In add-ons to this. acts that defy love are considered impudent and travel against the moral model that guides Judaism. Judaism believes in the importance of matrimony in the development and completeness of the human being and that a individual must take duty for the spouse and relationships must go on. Thus. Judaism doesn’t license sexual dealingss between spouses prior to marriage. as a sexual act itself is such a powerful force in specifying a relationship. A sexual failure can destruct a relationship despite anterior declarations of love. The lone manner to guarantee that there will be some grade of duty after sex through the act of matrimony. In the Torah. the word used for sex agencies â€Å"to know† . which indicates that Jews believed sex involved the bosom and head every bit good as the organic structure. The Godhead thought that a adult male and adult female are to go â€Å"one flesh† ( Gen 2:24 ) . indicated sacred elements nowadayss. the sexual act symbolizing the brotherhood of those created in God’s image. Thus. all strains of Judaism position sex as allowable merely within the holiness of matrimony. This position enables Judaism to stay honorable and unafraid because of the model that they follow. To reason. Sexual Ethical motives are critical to Judaism because they provided direct counsel on how to act morally and in conformity with the Torah and God. Sexual moralss as demonstrated and described in the Torah include Adultery. Homosexuality. Contraception and Pre-marital sex. Each of these dramas a polar function in supplying a model for the behavior that Jews must follow to guarantee that the tradition may go on in stableness and morality.

Six Things Your Ghostwriting Client Should Expect From You

Six Things Your Ghostwriting Client Should Expect From You Could you cut off your own arm in order to save your life? That was the first question one of my ghostwriting clients asked, because that was the position in which hed found himself a few years earlier. He had been forced to cut off his own arm when he became trapped in a flaming piece of farm equipment and the subsequent international attention was the reason he wanted to write a book. The result: Unthinkable Choice: The Story of Sampson Parker. Even so, it wasnt my answer to his first question that landed me the assignment (my answer was I hope I dont ever have to find out). It was the answer to questions he had asked others about me prior to our meeting. Then it was the answers to questions we dealt with as the writing process progressed that reaffirmed his contention that I was the writer for the job. That being said, there are six things your client should expect from you when they hire you as a ghostwriter:  ·         Trust  ·         Flexibility  ·         Experience  ·         Authentic voice  ·         Clear communication  ·         Confidentiality These six attributes will (not can) make or break your career. Lets take a look at why thats true. Trust. Your client must be assured of your character, your ability, and the truth in your words and actions. They need to know that their faith in you and your abilities is well founded and well placed. Flexibility. It is essential that you are able to adapt to new, different, or changing requirements. To paraphrase a popular saying, stuff happens, and as a ghostwriter one of your greatest assets will be your ability to go with the flow. Experience. Is this your first rodeo or have you done similar jobs before? How long have you been writing and how long have you been writing professionally? Theres a difference, and your client deserves an honest answer. Authentic voice. This is the quality that makes your writing unique. But as a ghostwriter, you also need the ability to write in a way that sounds like your client. You must be able to hear and reproduce your clients unique cadence and rhythm on every page. For example, after I turned in the first draft of the book Unthinkable Choice, Sampsons wife called me after she read it and said, I cant believe it. The book sounds exactly like him. Clear communication. There should be no gray areas when it comes to what you expect from the client and what they should expect from you. So, spell it out in a contract, because it will protect both of you. For example: my clients have final say over most content, but I have the final say in matters of style. Period. Additionally, every stage of the project delivery and all financial arrangements are spelled out in detail. Confidentiality. While this should be fairly obvious, lets be crystal clear. If they cant trust you to keep some things to yourself, they shouldnt hire you. Not everything you hear is for public consumption, though it might be vital as a way for you to better understand your client. In short, your client needs to know the person they have hired has both the ability and the character to develop the project. Meet those criteria, and you will create a steady demand for your services. Sidebar: Where do you find ghostwriting projects? Check sites like: = Craigslist.org (be careful here because in addition to really good leads there are a lot of scams and content mills listed) = JournalismJobs.com = Freelancedaily.net = Mediabistro.com = Freelancejobopenings.com. You can also search phrases such as ghostwriter and ghostwriter wanted on SimplyHired.com and Indeed.com. Book packagers are always looking for dependable ghostwriters and The American Book Producers Association is a great place to start your search for projects (abpaonline.org).

Educational Leadership Theories Research Paper Example | Topics and Well Written Essays - 1250 words

Educational Leadership Theories - Research Paper Example Educational leadership includes the process of establishing teams, as well as a united staff. Transformational leadership discusses how new levels of energy and commitment which the educators show can also lead to a general transformation of the organization. In the study, Robinson, et.al., (2008) demonstrated how transformational leadership improved the capacity of the workers to collaborate with each other and to assist each other in overcoming challenges in the fulfillment of their goals (Robinson, et.al., 2008). The study also discussed that the more teachers were actively involved in applying transformational leadership and in participating in collegial discussions, the better the impact they had on their students. With active transformational leadership, there was also an oversight and coordination of the general instructional program (Robinson, et.al., 2008). Applying transformational leadership has also been apparent in good performing schools with teachers adhering to clear performance standards in their teaching. With these applications of transformational leadership, it is apparent that it is a strong leadership theory to apply in teaching. McCormick (2009) discusses the essentials of transformational leadership and he cites how this leadership is defined in terms of its idealized influence and individual considerations. McCormick (2009) also discusses that transformational teachers are those who help students consider the bigger view of education by establishing idealized influence. These teachers often communicate with their students and point out to them how important education is and how it can provide a good vision for their future. In applying this leadership, the students have to be exposed to different lifestyles; and in the process consider various opportunities for their future (McCormick, 2009). This type of leadership has also been able to encourage frequent trips for students in order to view the bigger world, and to seek strong solution s for the problems they witnessed during these trips. Through transformational leadership, educators have been able to teach their students how to view themselves as leaders. Teachers applying the transformational leadership approach were able to get their students to read Romeo and Juliet as early as their sophomore year. These teachers were able to encourage the students to narrate the story in their own in way. In effect, the students were actually able to gain much depth in their understanding of Shakespeare and his poetry. By setting high standards for their students and by encouraging them to be more active in the learning process, the students were able to gain more skills and knowledge (McCormick, 2009). Transformational teaching also involves challenging assumptions about the school system. Where students were considered ‘unteachable,’ the transformational leaders were able to prove such concept wrong by teaching their students new ways of learning, as well as and new knowledge. Alger (2008) discusses that building an organizational culture which highlights stable improvement in educational programs can be a significant challenge. The leaders can be challenged in advocating strong leadership in these instances. Transformational le