A.D. (or AD) - How Christianity Underlies our Calendars

A.D. (or AD) - How Christianity Underlies our Calendars AD (or A.D.) is an abbreviation for the Latin expression Anno Domini, which translates to the Year of Our Lord, and equivalent to C.E. (the Common Era). Anno Domini refers to the years which followed the supposed birth year of the philosopher and founder of Christianity, Jesus Christ. For the purposes of proper grammar, the format is properly with the A.D. before the number of the year, so A.D. 2018 means The Year of Our Lord 2018, although it is sometimes placed  before the year as well, paralleling the use of B.C. The choice of starting a calendar with the birth year of Christ was first suggested by a few Christian bishops including Clemens of Alexandria in C.E. 190 and Bishop Eusebius at Antioch, C.E. 314–325. These men labored to discover what year Christ would have been born by using available chronologies, astronomical calculations, and astrological speculation. Dionysius and Dating Christ In 525 C.E., the Scythian monk Dionysius Exiguus used the earlier computations, plus additional stories from religious elders, to form a timeline for Christs life. Dionysius is the one credited with the selection of the AD 1 birth date that we use today- although it turns out he was off by some four years. That wasnt really his purpose, but Dionysius called the years that occurred after Christs supposed birth The years of our Lord Jesus Christ or Anno Domini. Dionysiuss real purpose was trying to pin down the day of the year on which it would be proper for Christians to celebrate Easter. (see the article by Teres for a detailed description of Dionysius efforts). Nearly a thousand years later, the struggle to figure out when to celebrate Easter led to the reformation of the original Roman calendar called the Julian Calendar into the one most of the west uses todaythe Gregorian calendar. The Gregorian Reform The Gregorian reform was established in October of 1582  when Pope Gregory XIII published his papal bull Inter Gravissimas. That bull noted that the existing Julian calendar in place since 46 B.C.E. had drifted 12 days off-course. The reason the Julian calendar had drifted so far is detailed in the article on B.C.: but briefly, calculating the exact number of days in a solar year was nearly impossible prior to modern technology, and Julius Caesars astrologists got it wrong by about 11 minutes a year. Eleven minutes isnt too bad for 46 B.C.E., but it was a twelve-day lag after 1,600 years. However, in reality, the main reasons for the Gregorian change to the Julian calendar were political and religious ones. Arguably, the highest holy day in the Christian calendar is Easter, the date of the ascension, when the Christ was said to have been  resurrected from the dead.  The Christian church felt that it had to have a separate celebration day for Easter  than the one originally used by the founding church fathers, at the start of the Jewish Passover.   The Political Heart of Reform The founders of the early Christian church were, of course, Jewish, and they celebrated Christs ascension on the 14th day of Nisan, the date of Passover in the Hebrew calendar, albeit adding a special significance to the traditional sacrifice to the Paschal lamb. But as Christianity gained non-Jewish adherents, some of the communities agitated for separating out Easter from Passover. In 325 C.E., the Council of Christian bishops at Nicea set the annual date of Easter to fluctuate, to fall on the first Sunday after the first full moon occurring on or next after the first day of spring (vernal equinox). That was intentionally complex  because to avoid ever falling on the Jewish Sabbath, Easters date had to be based on the human week (Sunday), the lunar cycle (full moon) and the solar cycle (vernal equinox). The lunar cycle used by the Nicean council was the Metonic cycle, established in the 5th century B.C.E., that showed that new moons appear on the same calendar dates every 19 years. By the sixth century, the ecclesiastical calendar of the Roman church followed that Nicean rule, and indeed, it is still the way the church determines Easter each year. But that meant that the Julian calendar, which had no reference to lunar motions, had to be revised. Reform and Resistance To correct the Julian calendars date slippage, Gregorys astronomers said they had to deduct 11 days out of the year. People were told they were to go to sleep on the day they called September 4th and when they woke up the next day, they should call it September 15th. People did object, of course, but this was only one of numerous controversies slowing acceptance of the Gregorian reform. Competing astronomers argued over the details; almanac publishers took years to adapt- the first was in Dublin 1587. In Dublin, people debated what to do about contracts and leases (do I have to pay for the full month of September?). Many people rejected the papal bull out of hand- Henry VIIIs revolutionary  English reformation had taken place only fifty years earlier. See Prescott for an amusing paper on the problems this momentous change caused everyday people. The Gregorian calendar was better at counting time than the Julian, but most of Europe held off accepting the Gregorian reforms until 1752. For better or worse, the Gregorian calendar with its embedded Christian timeline and mythology is (essentially) what is used in the western world today. Other Common Calendar Designations Islamic: A.H. or AH, meaning Anno Hegirae or in the year of the HijraHebrew: AM or A.M., meaning Year After CreationWestern: BCE or B.C.E., meaning Before the Common EraWestern: CE or C.E., meaning the Common EraChristian-Based Western: BC or B.C., meaning Before ChristScientific: AA or A.A., meaning the Atomic AgeScientific: RCYBP, meaning Radiocarbon Years Before the PresentScientific: BP or B.P., meaning Before the PresentScientific: cal BP, meaning Calibrated Years Before the Present or Calendar Years Before the Present Sources Macey SL. 1990. The Concept of Time in Ancient Rome. International Social Science Review 65(2):72-79.Peters JD. 2009. Calendar, clock, tower. MIT6 Stone and Papyrus: Storage and Transmission. Cambridge: Massachusetts Institute of Technology.Prescott AL. 2006. Refusing Translation: The Gregorian Calendar and Early Modern English Writers. The Yearbook of English Studies 36(1):1-11.Taylor T. 2008. Prehistory vs. Archaeology: Terms of Engagement. Journal of World Prehistory 21:1–18.Teres G. 1984. Time computations and Dionysius Exiguus. Journal for the History of Astronomy 15(3):177-188.

Nuclear Testing Areas and Cancer essays

Nuclear Testing Areas and Cancer essays American conservationist Terry Williams of Corona, California is a descendant from a Mormon clan and argues that the fallout of the nuclear testing in Nevada around the 1950's and 1960's was the cause for the growth in cancer in Utah. Breast cancer has taken the lives of many of her loved ones, one major person being her mother. Altogether seven died from cancer. Only two have survived all rounds of chemotherapy and she had problems with her biopsies, including having a small tumor in her. She had a borderline malignancy. Ms. Williams had to deal with their battles and all their shortcomings. Sadly for her, cancer was something she started getting used to being around every day. She describes some lawsuits that were filed against the United States regarding the potential cause of cancer because of these nuclear testing in Nevada. Ms. Williams tells the readers that the Mormons are taught to sit back and let the leaders do their job. She starts to feel that maybe she does not want to be a follower anymore. She implies that the fear and the inability to question authority, that ultimately killed rural communities in Utah during atmospheric testing of atomic weapons is the same fear I saw in my mother's body. Williams goes on saying that she can't prove that these plants are what gave her loved one's cancer, but she also can't prove that they didn't. As a factor, in Ms. Williams' findings that Breast Cancer is hereditary and genetic. Cancer was a big part of her families' life. Williams goes on to provide the reader with a brief summary of the nuclear situation at the time. She writes about how the government told the public nuclear testing was not dangerous and was needed to beat the enemy, and writes about the important lawsuit "Irene Allen vs the United States of America" which started educating the people and even the government about the harmful effects of nuclear testing near and around the public. On May 10, 1984, the United St...

Defining New Music Essay Example | Topics and Well Written Essays - 2000 words

Defining New Music - Essay Example Defining these concepts is able to develop into a different understanding of how to approach creativity and to work toward exploration. Defining New Music The musical elements that are now working in society are based on a growth and development into forms of exploration. The movement into contemporary music began with the rejection of theories and musical components which were used in the classical sense. Breaking the musical boundaries and redefining the musical concepts allowed for new explorations and development to occur. Concepts in classical music such as twelve tone and impressionism were some of the leading genres that were defined as contemporary music. This led into even more popular genres, such as jazz, blues and rock and roll. The contemporary style of music is now defined by a variety of genres, all which are able to create and develop a deeper understanding of how music can be used to express and develop different opportunities within the realm of music. The basis of contemporary music is not only allowing different genres to form. There is also an exploration which is continuing from music theories which are used and developed to create a deeper relationship to the communication of music (Schell, 2008). The changes with music have not only developed with contemporary approaches to genre and theory. There is also the ability to explore because of new tools and equipment that are being developed for musicians. The use of equipment and the new instrumentation is what is opening doors to exploration to combine with other art disciplines and expectations. The tools which are developed from this are coming from electronic equipment, sound recording studios and the development of other recording alternatives. The standards that have developed with this require exploration for new sounds with recording and electronics. More important, there is the development of the electronics in relation to promotion of a genre and other elements. To do this, music v ideos, performances that include other genres and the ability to create the communication and expression at different levels is changing. Genres of popular music are combining alternative elements with the technology and communication to ensure that there is a response from others within the community while developing an exploration of the communication with music. Popular Music and Art Disciplines The approach which is being used with music and other art disciplines is taking place most with the use of genres such as pop, rock, hip hop and country. The art disciplines which are combined with this are building a sense of entertainment and attraction of popular artists, specifically to help them to develop different components and needs. The approach which is taken is to develop a combined approach with sound to sense and sense to sound. By using a combination of music with visualization or experience, there is the ability to have a better response from the listeners. More important, this creates a stronger form of entertainment which can be used in different formats. The result is that the electronic elements, genres which require grabbing attention and the use of combining the senses are able to integrate for a different approach to the music. The end result is the ability to grab the attention of listeners while defining a new format for entertainment

Problem of computer with students Research Paper

Problem of computer with students - Research Paper Example The following research has identified several major issues that student raise in regard to usage of computers and has briefly touched on their solutions. There is also evidence that these problems differ at times with gender and age. These problems need to be solved or mitigated for benefits of computers to be maximized in the learning process. Problems of Computers Introduction A computer is an electronic  device for processing information and performing calculations. It follows a program to perform sequences of mathematical and logical  operations. Computers are vital tools in learning. Because of this, many governmental and non-governmental institutions campaign for increased integration of computing into learning. Majority students also use computers since they make studying more efficient, easy and interactive. Even with verifiable benefits of computing in learning, there are various huddles associated with use of computers by students. These reduce efficiency of integrating technology in education. The following paper focuses on the various problem students encounter while using computers and some of their solution. Problems that students face in regard to using computers as a learning tool can be classified into two. These are barriers and negative effects of using computers. There are five major categories of barriers. These are: (1) Emotions and attitudes (2) Declining faculties (3) Financial costs (4) Unfamiliarity with technology (5) Age-unfriendly instruction (6) Lack of relevance/motivation The following two tables show the major barriers of female students in using computers. Table 1: Major barriers of female students in using Source: Survey Report by Palfrey, J. & Gasser, U. (2008) p 447-472. The following two tables show the major barriers of male students in using computers. Table 2: Major barriers of male students in using computers Source: Survey Report by Palfrey, J. & Gasser, U. (2008) p 447-472. Emotions and Attitudes Emotions and Atti tudes are most frequent barrier for female students and the second most frequent for male students. A substantial proportion of students do not have an in-depth history of computer usage. Female students express this as fears. Students expressed a number of fears that they felt limited their use of computers: fears of the machine, of the unknown, and of learning, as well as lack of self-confidence. Some female students feel that use of computers is a whole new thing. There is fear of networking wires and possibility of tampering with the machine. Female students fear that they might lose their work by pressing wrong keys or maybe damage the software system by performing certain unintentional commands. On the other hand, male students express this barrier as unknown void, anxiety and frustration, and lack of self-confidence. This barrier is quite common to students who do not have an in-depth history with usage of computers. A computer machine is perceived to be complicated and diffi cult to master its use in academic purposes by students (Montgomery, 2009).This limits the extent of comfort and reliance in computers in education. Declining Faculties Faculties can be said to be one of the inherent cognitive or perceptual powers of the mind or physical body. This problem is highly experienced by senior students who are 50 years and above. There are problems of lack of ability to concentrate, catch on quickly or to absorb information explained to them. This adversely affect what the students retain

Human Papilloma virus Essay Example | Topics and Well Written Essays - 500 words

Human Papilloma virus - Essay Example They each have their own surface that they prefer to attack. Some like the moist areas such as the mouth, anus and genitals while others prefer the hands, face and scalp. â€Å"When HPV does take hold, it grows a lump of thickened skin. Thats the wart.†(Davis,2011). The wart will shed its skin in time and that skin will carry, and transmit the virus. They will form painlessly on the hands, face or scalp. The â€Å"Plantar† wart will form on the soles of the feet and are the only painful form of wart. On the genitals a painless cauliflower like growth will form. In extreme cases HPV can cause cancer of the cervix, penis, vagina or anus. The wart will cultivate its own blood supply and nerve and this makes it very difficult to just go away on its own. The body will eventually recognize and fight the virus by creating its own antibodies to HPV and will cause the wart to drop of, but, this takes time and normally will take one to two years. There are over the counter remedies including Salicylic Acid which will irritate and eliminate the wart. There are also prescribed therapies such as Antiviral Creams that stimulate the immune system and stunt the growth of warts and you can also have the wart surgically removed. Vaccinations are available for girls at 11-12 years of age and for boys from 9-26. I am not a medical expert, but it seems to me that warts are just a relatively innocent, annoying part of human life in much the same vane as pimples. We have medical experts who like to dramatize some aspects of medicine and try and frighten us with their fancy words and researches. â€Å"HPV Infection is Usually a Sexually Transmitted Disease (STD) and is Easily Spread by Having Sex with an Infected Person†.(Mayo Clinic,2010.) .There is a stigma as soon as â€Å"Sexually Transmitted† is quoted. Well guess what? you can catch the common cold if you have sex with someone who has the Flu. Does that make the common cold a sexually transmitted disease?, I think not.

Role of Fast Food in Increasing Childhood Obesity

Role of Fast Food in Increasing Childhood Obesity The pandemic of childhood obesity is something that should be concerning to the individuals of our country as it is something that can be prevented. Within the last 3 decades, child obesity has more than doubled in children and quadrupled in adolescents. In 1980, only about 7% of US children between the ages of 6 and 11 were obese, while in 2012 about 18% of them were. Similar results were seen in US children aged 12 to 19 years old, jumping from 5% to 21% during that same time. A person is considered overweight when they have excess body weight from fat, muscle, bone, or water for a certain height. A person who is considered obese has excess body fat (â€Å"Adolescent and School Health†, 2014). Caloric imbalance, which is when more calories are consumed than expended, contributes to obesity and can be affected by an assortment of behavioral, genetic, and environmental factors. Considered both an environmental and behavioral factor, the consumption of fast-food and convenience food contributes to higher obesity rates among children. The pace of the fast-food industry has only sped up in the past 30 years, as fast-food chains are rapidly multiplying and popping up faster than ever before on every street corner. They are known to serve calorie-dense foods which are high in salt and fat, and low in micronutrients (Fraser, Clarke, Cade, Edwards, 2012). These extra calories consumed in addition to the sedentary lifestyles of many children create an â€Å"obesogenic environment.† Extra calories get stored as adipose fat and contribute greatly to obesity (Fraser et al., 2012). Today, over 50 million customers are served each and every day from more than 3,000 different fast-food restaurants across the country. Promotional activities sponsored by these fast-food restaurants often target vulnerable populations including families with children or of low socio economic status, and stress that their products are quick and inexpensive meal replacements (Newman, Howlett, Burton, 2014). Like fast-food outlets, convenience stores are viewed as unhealthy since most of the products on their shelves are non-perishable and can last for long periods of time. The majority of the shelves in these types of stores are stocked with snacks and junk food. Seeing that portion sizes are significantly larger at fast-food and sit-down restaurants, they contain more calories and fat than meals prepared in the home would have (Lee, 2012). Many families opt for these alternatives because they do not have the time to cook a meal in the home or they are trying to save money and this is the only way they know how to. Consuming fast-food and convenience food is unhealthy for people, especially children since their bodies are still growing and need essential nutrients for proper development. An additional 150 calories a day has been associated with children who choose to eat fast-food for one of their meals throughout the day (Lee, 2012). Extra calories get stored as adipose fat, which can lead to being overweight and becoming obese if not monitored closely. The negative effects are numerous and can last a lifetime. Immediate effects of childhood obesity include greater risk for cardiovascular disease, insulin resistance, and developing asthma. Children can also develop sleep apnea and trigger the onset of early puberty by simply being overweight. This can cause a child to become self-conscious about their body image because they are developing faster than their peers. If not monitored before a child reaches adulthood, they have a greater risk of becoming obese as an adult, which can then lead to p roblems such as stroke, hypertension, type 2 diabetes, arthritis and a variety of different cancers (â€Å"Adolescent and School Health†, 2014). The rate of childhood obesity is climbing in every country with rates around 10% for school-aged children from all over the world. This is concerning since it is known that obesity can stay with a child through adulthood and cause disease. The more accessible grocery stores and farmers markets are, the smaller the risk a person has at becoming obese. While on the opposite end, the more one is surrounded by fast-food and convenience stores the higher their weight status usually is. In 2009, a study performed on 1,669 children indicated that 23% of them were overweight or obese. Additional findings included body weight to be 1.3 kg lower, BMI 0.5 kg/m ² lower, and body fat 1.1% lower in children who had access to supermarkets and food options than those who did not have this advantage (Jennings et al., 2011). Similar results were seen in another study that compared 72,900 children, from 17 different countries aged 6 to 7 years old. Twenty-three percent of the children said that they consumed fast food, while 4% of them said that they consume fast-food on a daily basis. The children who rarely came in contact with fast-food had an average BMI of 16.35, those who consumed fast-food once or twice a week had an average BMI of 16.5, and those who consumed fast-food daily had an average BMI of 16.57 (Braithwaite et al., 2014). Consumption of fast food only increases as a child gets older into their teen years. The more frequent fast-food is consumed, the higher a child’s BMI will be. Children are in a vulnerable state during their childhood, but also have an opportunity for extraordinary growth. It is important to nip these bad habits now, so they do not become the norm in the future. A study of 13 to 15 year olds in the United Kingdom showed associations between eating fast-food and the increase of body fat. Persons who ate fast-food typically had 2% more body fat and increased their odds of becoming obese by 23% (Fraser et al., 2012). Due to its expanding fr anchises, calorie dense products and large portion sizes, fast-food chains have become a major concern in several countries. Another thing to consider is the location of fast-food restaurants and convenience stores in relation to the school and the home. At least one fast-food chain has been found within walking distance of about 37% of all schools around the country (Newman, Howlett, Burton, 2014). Fewer servings of fruits and vegetables and increased servings of soda were seen in students who walked one half mile or less to a fast-food chain from school. The population of students who attended schools close to fast-food chains were more likely to be seen as overweight or obese than students who were not considered to be in that type of environment. In this study, the average BMI was 21.7 kg/m ² for students aged at least 12.5 years old. According to the Center for Disease Control (CDC), this is considered to be in the healthy weight range. With only 55% of children attending a school within walking distance of a fast-food restaurant, 27.7% of the total sample was overweight and 12% were considered obe se. A 0.10 unit increase in BMI was also seen in children who attended schools with a fast-food restaurant nearby (Davis Carpenter, 2009). Almost the same results were seen in a Leeds, UK population of 33,594 children ages 3 to 14. Of those living within the metropolitan boundaries, 27.1% of the population was overweight with 12.6% being obese (Fraser Edwards, 2010). Not only does fast-food cause an increase in BMI, but also increases a child’s risk of becoming obese. The odds of being overweight increases 1.06 times and the odds of being obese increases 1.07 times for children who attend schools that are in close proximity to a fast-food chain (Davis Carpenter, 2009). In a California-based study, the occurrences of obesity in high schools were significantly higher for students that could walk to fast-food outlets during or after school (Lee, 2012). Another survey conducted at a medium-sized public school district in Virginia showed that students within one-tenth of a mile of any fast-food place were 3.9 times more likely to be obese and have an increase of 2.32 units in BMI. BMI increased another 0.40 units if there was another restaurant within one quarter of a mile (Mellor, Dolan, Rapoport, 2011). It is all about location; children are more tempted to grab a bite to eat from a fast-food restaurant if it is on their way to and from sch ool. Convenience food is another factor that contributes greatly to childhood obesity. In a national study, 9,760 children were tracked from kindergarten until the spring of their eighth grade on fast-food, snack, and soda consumption. Fifth-graders showed that they ate an average of 0.46 fast-food/snacks per day, while 12% of them consumed fast-food daily. The average soft drink consumption was 0.91 servings daily with 19% reporting that they had more than twice the daily recommended serving (Andreyeya, Kelly, Harris, 2011). Another national survey states that an extra soft drink serving for children is associated with a 15% increase in the probability of obesity, while an additional serving of fast-food causes a 25% increase. Also, an extra serving of juice a day is associated with a 10% increase (Mandal Powell, 2014). An additional study of 350 kindergarteners in south-eastern Poland reported that 14.6% of all children were overweight. After reviewing their diets, it was found that m ost of the foods were calorie dense and loaded in added sugar. Snacking was seen between all meals and the consumption of sugary drinks was high. At least once a week, fruit juice high in sugar was drunk by 66% of children and sweetened sodas by 44.6% of them. Furthermore, 58% of children ate only one serving of sweets per day, while roughly one third ate these treats multiple times per week. Research indicates that young children with a BMI above the 80th percentile are at three times the risk to experience obesity during the ages from 24 to 29. The risk even increases to four times for adolescents who are overweight (Kostecka, 2014). Even though more and more children these days are eating convenience food and fast-food, there are several ways parents, schools, and communities can help to prevent this from happening. Prevention programs must have an approach that aims to boost energy expenditure and reduce intake. Individually, caregivers would need to be targeted since most children are too young to understand. Caregivers should have nutrition education and be able to prepare healthy meals. At home, parents should be encouraged to serve proper food portions, support physical activity, and minimize or eliminate sedentary behaviors. They should also prepare meals in the home versus grabbing fast-food on the run. A good idea might be to make leftovers so that they can be heated up when in a time crunch. That way, the children are still getting a healthy and satisfying meal that gives them plenty of energy for whatever activities they might be doing. At school, school lunches can be altered to lower the caloric cont ent and vending machines can be removed. That will eliminate any energy dense snack foods and sugary drinks, although children may still bring these kinds of snacks from home. Another idea for schools is to design their buildings so that students expend more energy throughout the day. This can be done by designing a multistory building where each succeeding class is on a different level which promotes significant stair stepping during the day. In the community, public policies and mass media campaigns can aim to promote healthy eating and an active lifestyle. The community can also place taxes on sugary items and fast-food in the hopes that the extra cost will deter people from purchasing these items. An example of a public policy that helps prevent child obesity can be seen in Arkansas. It called for mandatory BMI testing of children in public schools starting in 2003 (Han, Lawlor, Kimm, 2010). This type of testing has been used in 13 other states and should be considered in state s currently lacking this screening. This way, children’s weight can be monitored from an early age and preventative measures can be taken before it is too late. As one can see, the rate of childhood obesity has been growing rapidly all over the world. Rates are only going to keep increasing if nothing is done to prevent it. All the studies have shown that there is a positive association between BMI and fast-food intake, and BMI and convenience food intake. A higher BMI than the norm indicates that the child is either overweight or obese. Positive associations were also seen between BMI, obesity, and distance between fast-food/convenience stores and the home/school. It is our job as a community to reduce the prevalence of obesity in children. There will always be a continued need for nutritional education concerning fast-food and its health consequences. Of the United States total gross domestic product, about 12.7% is spent on health care annually. Seeing that obesity is one of the most expensive medical conditions, the need for intervention is clear (Davis Carpenter, 2009).

Integral Philosophy of Education Essay -- Educating Educate Education

Integral Philosophy of Education ABSTRACT: Education, an action, is a process, a development of the imperfect human being intentionally directed at achieving the ideal of human plenitude in the best possible manner. This is a description of the educational process based on the human being who travels toward plenitude, a point of arrival; the human being who achieves his or her own perfection in the best possible manner; and a method: intentional guidance towards plenitude in the harmonious formation of humanity. It is not enough to say what education is or what it is like. It is necessary to clarify what education is for. The harmonious development of essential, integral and vocational abilities makes the student more perfect and causes his or her cosmic and social circumstance to be more perfect. In this integral philosophy of education, I offer a new "Paideia." It is necessary to seek the student's point of balance between the sciences of empirical verification and humanistic duties. Otherwise, we will march towar d the disintegration of the human being, to the anti-knowledge of a very powerful technocracy. Integral personal and community education is education which promotes the person in a changing society susceptible to progress. That student perfectibility which is anxious to satisfy demands can only be fulfilled with love. The contemporary world has not rehearsed on a large scale an education for love. If we do not found education on love, the world will not be inhabited by humans. Education is not just an idea, it is a fact. We start with the fact: there are educational centers, teachers, learners, seminars on educational sciences and magazines on pedagogy. But education in action, is the process of developing an i... ... we do not begin to educate for love, the world will not be inhabitable by man. We must search for more wise men and fewer scholars. Let us attempt to lift a small child from his unhappiness and frustration, he is an admirable being who lives and dies among asphalt and smoke, always tormented by the clock, bothered by diseases which civilization produces, saturated with problems, always searching for, but generally frustrated before finding love. Love is a living affection which is benevolent and which professes itself to God and to human beings. We are able to conquer adversity and death with love. Speaking in an Augustinian manner, we can say that man is love. All impulses, all passion, all senses have their roots in love's strength; even understanding a goal (value) which provokes desire in us (love to know about something). Our destiny is illuminated by love.

Matthew’s Sermon on the Mount Essay

To what extent was The Sermon on the Mount (Matthew 5-7) intended to be a distinctive ethical teaching for all people? Matthew’s Sermon on the Mount is one of the 5 main blocks of teaching in the gospel- emulating Torah. ‘Without our noticing, faith can degenerate into religiosity†¦That is when the teaching of Jesus brings us up with a jerk.'[1] The sermon presents the reader with a radical teaching from Jesus, completely divergent to any preceding teaching in Judaism; it offers a stark contrast to the Old Testament. The radical change is the shift between legalism and obstinate Jewish law to an emphasis on person and relationship with God and neighbour. It is important, firstly, to understand Matthew’s purpose in including the Sermon on the Mount; ‘For Mt, Jesus, not the law, stands as the decisive centre of his religious universe†¦the criterion of judgement, the norm to be taught.’ The Sermon on the Mount opens with the beatitudes, which describe all types of people as ‘happy’: ‘happy are the poor in spirit†¦gentle †¦merciful†¦persecuted†¦Ã¢â‚¬â„¢ (Mt 5: 13) These beatitudes include all people, they start the sermon as it means to go on; its intention is to provide ethical teaching to all people. In this essay I will explore and aim to decipher the extent of which the sermon presents a distinct ethical teaching with the aid of diverse and important viewpoints. The first view, of the sermon’s ethical teaching, is the ‘Absolutist View.’ This view rejects compromise; ‘all the precepts in the Sermon must be taken literally and applied universally†¦If obeying the scripture costs the welfare of the believer, then that is a reasonable sacrifice for salvation.’ [2] The last part of the quote almost replicates Mt 5:30 ‘†¦if your right hand should cause you to sin, cut it off and throw it away; for it will do you less harm to lose one part of you than to have your whole body go to hell.’ There are traces of absolutism within the sermon; a deontological undertone to it. D. Martyn Lloyd-Jones would argue that: ‘The principles, it was said, were there laid down as to how life should be lived by men, and all we have to do is apply the Sermon on the Mount.’ [3]‘ John P. Meier states that ‘Mt has spiritualised and generalised the beatitudes, making them applicable to the spiritual needs and moral endeavour of every member of his church.[4]’ It is through this that he indirectly suggests  that they should/must be applied by every member of Matthew’s church. These two scholars would appear to support the ‘absolute view’ that the sermon was greatly intended to be a distinct ethical teaching for all people. In ‘Salt of the Earth and Light of the World’ and ‘The Fulfilment of the Law’ the reader may feel a strong sense of personal witness; the need to stand up for what is clearly right and what is clearly wrong: ‘†¦your light must shine in the sight of men, so that, seeing your good works, they may give praise to your Father in Heaven’ (Mt 5:16) There is an element of prescriptivism in this text; Jesus was confirming a place for the law and a clear sense of absolute right and wrong in the ‘Kingdom of Heaven’. His intentions were not to ‘abolish the Law†¦but to complete them’ (Mt 5:17-18) His teaching was an invitation to behave in a certain way. ‘†¦the man who infringes even the least of these commandments and teaches others to do the same will be considered the least in the kingdom of heaven; but the man who keeps them and teaches them will be considered great in the kingdom of heaven.’ (Mt 5:19) There is also an absolute message in ‘The Golden Rule’:  Ã¢â‚¬ËœSo always treat others as you would like them to treat you would like them to treat you; that is the meaning of the Law and the Prophets.’ (Mt 7:12) Jesus’ words are direct to his people and it is hard to argue that this is not a distinctive ethical teaching to all people because of the absolute and universal qualities held in words like ‘So always treat†¦Ã¢â‚¬â„¢ his instructions account for all time, people and place. Jerome’s biblical commentary on ‘The True Disciple’ could be seen to uphold literal living out of the sermon: ‘The words of Jesus are a call and a challenge to action; they are not mere teaching, and understanding them is an insufficient response. The challenge is serious; failure to meet it is followed by catastrophe.’[5] Some would argue that the absolute view of the Sermon on the Mount is ridiculous, that people cannot be expected to literally live out the strenuous commands of the sermon. This is supported by a view, which is more common, the ‘Hyperbole View.’ It ‘contends that Jesus deliberately overstated His demands. Jesus demonstrated this kind of teaching technique outside the Sermon’’ [6] If readers are to live out the sermon’s ethics they need to be toned-down to modern society standards. Keith Ward appears to support this  in his book, where he maintains that ‘The sermon is used properly when it is taken as a guide for meditation and for moral self-examination.’[7] It is clear to see why some of the examples given by Jesus are seen as hyperbole, because of the extreme solutions Jesus provides to problems of moral actions: ‘If your right hand causes you to sin, cut it off and throw it away†¦Ã¢â‚¬â„¢ (Mt 5:30) ‘†¦if a man looks at a woman lustfully, he has already committed adultery with her in his heart.’ (Mt 5:28-29 It would be a ridiculous idea to take these two teachings literally, instead the Hyperbole view would suggest that these are exaggerations that carry a message. The message of the first is the severity of sinning and not to let evil and sin encompass you, if you sin once, cut yourself off from that experience, do not keep sinning. If the second quotation was to be ‘toned down’ to modern day society the message would not be that you shouldn’t look at any woman (who is not your wife) in any way that could be seen as lustfully, rather one should devote their attention, loyalty and lust to their wife. This eschatological view, by major German thinker, Martin Dibelius, suggests that: whilst the ethics within the Sermon are absolute, the current fallen state of the present day makes it impossible to live up to them. Their failure to live up to them is inevitable According to dispensationalism, this is the period of ‘grace’ meaning that failure to live up to the sermon is justified, but a period in the future will see mankind able to live up to Jesus’ teaching. ‘You must therefore be perfect just as your heavenly father is perfect.’ (Mt 5:48) Rob Warner quotes: ‘The Sermon on the Mount is an ethic of extremism. Jesus’ demands are positively mountainous and his idealism may appear naive and unworkable.’ [8]This may be due to the lack of emotions involved when examples of moral decisions are given: ‘Come to terms with your opponent in good time while you are still on your way to court with him†¦Ã¢â‚¬â„¢ (Mt 5:25) ‘†¦love your enemies and pray for those who persecute you.’ (Mt 5:44-45) It is not only your actions that are scrutinized, but your thoughts too.  Again, emotions and human nature are not taken into account which makes the commands appear unattainable: ‘†¦if a man looks at a woman lustfully, he has already committed adultery with her in his heart.’ (Mt 5:28-29) The Unconditional Divine Will view is linked to the ‘Repentance View’, the view which sees ‘the Sermon as basically Law in nature and is therefore designed, as Paul described in Galatians 3:24, to lead unto Christ; to repent of their sins and believe on Christ.’ The final view, of the extent of ethical teaching in the sermon, is the ‘General Principle’ view: it ‘argues that Jesus was not giving specific instructions, but general principles of how one should behave. The specific instances cited in the Sermon are simply examples of these general principles’[9] My interpretation of the sermon is in accordance with the General Principles view, a lot of the text can be seen to offer general codes of behaviour and description of character, the examples are not to be taken as literal actions, they put forward general principles that should be used when making moral judgements and actions. ‘But when you give alms, your left hand must not know what your right is doing.’ (Mt 6:3-4) ‘†¦go to your private room and, when you have shut the door, pray to your Father who is in that secret place’ (Mt 6:6) These are prime examples of ethical teaching by Jesus which should not necessarily be taken literally; they merely provide general principles. The general ethical principle provided is that prayer, fasting and almsgiving should be prompted by right motive and good will, not something to be done overtly in order to be hailed as a virtuous person. ‘To be hailed as a virtuous man is a sufficient award for those who seek recognition; they obtain what they seek and that is all they obtain.’[10] There are various ethical theories that arise throughout the sermon that portray its distinct ethical teachings. Motive and good will are general principles of Kantian ethics; utilitarianism and situation ethics also come up within the sermon, the general principles of these theories constitute the ethics that Jesus-  in his teaching- and Matthew- in his recording- intended for all people to take away with them. Utilitarianism is raised by the emphasis on reward in Mt 5 and situation ethics arises within the text in talk about purity of heart and eyes: ‘†¦if your eye is diseased, your whole body will be all darkness.’ (Mt 6:23) ‘Take the plank out of your own eye first, and then you will see clearly enough to take the splinter out of your brother’s eye.’ (Mt 7:5) ‘Jesus warned the Pharisees not to become absorbed in questions of external cleanliness.’[11] For Jesus and the Kingdom of Heaven, it is inner cleanliness, of the heart and mind, which matter: ‘For Mt, purity of the heart involves a simple directness in one’s intentions and attitudes, an undivided heart’ [12] This quotation from Meier sums up the sermon’s structure; I associate the simple directness with the lower, working class audience of which the sermon is directed to: ‘†¦teaching which (unlike the entire moral tradition of antiquity) was addressed to the lower strata of society. Jesus demonstrated the ‘blessedness’ of the poor by showing that actions of profound moral import lay within their power.’ [13] The simple directness of ‘intentions and attitudes’ transpires in Jesus’ emphasis on right motive and good will. The question of an ‘undivided heart’ is raised in Matthew 6- ‘God and Money’: ‘No one can be a slave to two masters†¦You cannot be the slave of both God and money’ (Mt 6:24) Again, money could be meant in the literal sense (material goods coming between the relationship with God) but it also serves as a symbol for anything which becomes a barrier to God; Jesus’ ethical teaching, the general principle, is that you cannot serve God with a divided heart. ‘In the sermon, Christ does not really give us precise and detailed commands to be obeyed. He draws from us the inner resources of moral discernment which enables us to see what love is and should be.’[14] I think perhaps that the general principles link into the idea that the sermon was not intended as a distinct ethical teaching in the sense that they direct moral actions because one cannot base their actions around scripture alone.  Ã¢â‚¬ËœChristian ethical thinking remains a mixture of the application of human reason, the understanding of scripture, reflection on tradition and obedience to the magisterium of the Church.’ [15] Rather, it is a teaching that inspires man to practice his virtuous religious actions. Thomas Aquinas maintains that every moral question can be reduced to the consideration of the virtues[16]. According to J.F Keenan, the real question of ethics is not ‘What should I do?’ but ‘Who am I?’ ‘Who ought I to become?’ and ‘How am I to get there?’ Aristotle advocates that one reveals their true nature when one acts in spontaneous situations, in the unplanned and ordinary life. The sermon appears to support this; Jesus presented his teachings by giving examples of ordinary people acting morally in everyday circumstances. In practicing the seven cardinal virtues (temperance, fortitude, prudence, justice, charity, hope and faith), right moral action comes naturally through clear judgement, good reason and a pure heart; all the principles that propounded by Jesus in the Sermon on the Mount. Plato juxtaposed each cardinal virtue with the social classes. Temperance was associated with the working/producing classes i.e. the farmers and craftsmen, fortitude with the warrior class, prudence with the reasoned rulers and Justice did not form part of the class system; it governs the relationship among the three classes. Word Count: 2155 with quotes Bibliography 1) Keith Ward- ‘The Rule of Love- Reflections on the Sermon on the Mount’ 2) Chp. 4 ‘The Sermon and Ethics (Part 1)’ ‘Twelve Approaches to the Sermon on the Mount 3) D. Martyn Lloyd-Jones- ‘Studies in the Sermon on the Mount’ 4) John P. Meier- ‘Matthew’ – The Sermon on the Mount 5) Jerome Biblical Commentary 6) A.E Harvey, ‘Strenuous Commands’ 7) Rev. Patrick Allsop, M.A- ‘Ethical Theory And New Testament Ethics’ 8) Thomas Aquinas, ‘Summa Theologiae’ Prologue, II-II 9) Rob Warner- ‘The Sermon on the Mount’ ———————– [1] Keith Ward- ‘The Rule of Love- Reflections on the Sermon on the Mount’ Chp.2, pg.7 [2] Chp. 4 ‘The Sermon and Ethics (Part 1)’ ‘Twelve Approaches to the Sermon on the Mount’ [3] D. Martyn Lloyd-Jones- ‘Studies in the Sermon on the Mount’ v1, pg 13 [4] John P. Meier- ‘Matthew’ – The Sermon on the Mount, pg 39 [5] Jerome Biblical Commentary [6] Chp. 4 ‘The Sermon and Ethics (Part 1)’ ‘Twelve Approaches to the Sermon on the Mount’ [7] Keith Ward- ‘The Rule of Love- Reflections on the Sermon on the Mount’, introduction [8] Rob Warner- ‘The Sermon on the Mount’ [9] Chp. 4 ‘The Sermon and Ethics (Part 1)’ ‘Twelve Approaches to the Sermon on the Mount’ [10] Jerome Biblical Commentary [11] John P. Meier- ‘Matthew’ – The Sermon on the Mount, pg 41 [12] ‘’ ‘’ ‘’ [13] A.E Harvey, ‘Strenuous Commands’, pg. 76 [14] Keith Ward- ‘The Rule of Love- Reflections on the Sermon on the Mount’, introduction [15] Rev. Patrick Allsop, M.A- ‘Ethical Theory And New Testament Ethics’ [16] Thomas Aquinas, ‘Summa Theologiae’ Prologue, II-II

Experiment Newtons Second Essays

Experiment Newtons Second Essays Experiment Newtons Second Essay Experiment Newtons Second Essay Follow the instructions given above for each run, and record the values of the masses and the experimentally determined acceleration into the excel spreadsheet. Print out one or two typical graphs to include in your laboratory report. V). Measuring acceleration for MM MI constant, with different values of MI and MM 1. Choose initial values of MM and MI of 45 and 35 g respectively. Run the experiment, analyze ten velocity vs.. Mime graph, Ana determine ten acceleration. Record these results into a second excel spreadsheet, along with the values of MI and MM. 2. To obtain a total of five runs, increase each mass by 40 g, rerun the experiment, and record the results. The mass difference should remain the same. Thus, MI will take on values of 35, 75, 1 15, 155, and 195 g, while MM should have the values of 45, 85, 125, 165, and 205 g. VI). Analysis of the Results 1. Theory predicts that the acceleration is given by the net force divided by the total mass (see equations 4 and 5). Now, you should compare your experimentally determined acceleration with the theoretical prediction. To determine the theoretical prediction, create three new columns in the excel spreadsheets: one for the net accelerating force (MM -MI)g, one for the total mass (MI + MM), and one for the theoretically predicted acceleration: Acceleration = (Net accelerating force)/total mass 2. Create another column for the percent difference between the experimental and theoretical values of acceleration. 3. Another way to compare experimental and theoretical results is to plot the net force FINE vs.. The experimental acceleration. Equation (5) indicates that this should e a straight line with slope equal to the total mass. For the results obtained in part V, with the total mass constant, plot FINE versus experimental acceleration, and fit the graph with a straight line. Compare the slope of the line with the actual total mass (. 200 keg). What is the percent error? Print out this graph and include it in your laboratory report. 4. Theory predicts that when the net force is constant, the acceleration will vary inversely with total mass (see equation 5). For the data obtained in part V, with the mass difference held constant, plot the experimental acceleration versus mass. Approximate the data with a power law fit (y = c x n). Record the best fit values of c and n, and compare them with theoretical predictions based on equation 5. W). Include the Answers to These Questions in Your Laboratory Report 1 . How does the acceleration depend on the net accelerating force when the total mass is constant? 2. How does the acceleration depend on the total mass when the net force is constant? 3. What sources of experimental error most likely caused the differences you found Detente ATX Ana a I H WI) Clean up the area around you; put away the equipment and shut down the computer.

Glossary of Historical Terms

Glossary of Historical Terms All eras of history have their own terms and words unique to them; if you’re lucky, they’ll even be in a language you speak. But the act of studying history has a range of terms too, and this page will explain the historiographical terms used both throughout the site, and the books students commonly need. Read these  tips for writing a history paper. History Terms From A to Z Archive: A collection of documents and records. Archives can be huge and take years to adequately master (or, in the case of some museums, even longer), and they can just be small but deliberate groupings of material. They are the homes of the previous generation of historians but are increasingly going online. ​Autobiography: An individuals account of their life. The auto part means that individual has had major input, if not writing it themselves, but this doesn’t mean the work will be historically accurate. The historian will have to judge that, but it does mean it’s the past as the individual wishes it to be remembered.Bibliography: A list of works, including books, journals, and essays, on a particular subject. Most serious historical works have a bibliography of what was used to create it, and most students and readers are encouraged to use it as a basis for exploration.Biography: An account of an individuals life, written by another person. This might be a historian, it might be a hack selling tawdry rumors and needs to be assessed just as carefully as an autobiography. Book Review: A critical examination of a text, usually including a summary of the work and opposing views. Journalistic book reviews will tend to focus on whether the book is good, academic book reviews will tend to place the book in the context of the field (and whether it’s good.)Context: The background and specific circumstances of a subject, such as an authors lifestyle, or the weather during a car crash. Context is absolutely everything when it comes to analyzing  a document, or setting the scene for your essay.Discipline: The study, or practice, of a subject using a specific set of methods, terms, and approaches. History is a discipline, as is Archaeology, Chemistry or Biology.Encyclopedia: A written reference work, composed of informative articles arranged alphabetically. These can either focus on a particular subject or, in the case of the Encyclopaedia Britannica, on everything. The more an encyclopedia covers, the less depth it tends to have, so volumes specific to your target subject are the goal. History: Either the study of the past or the product of our attempts to understand the past. See ‘the Past’ below for the full explanation.Historian: An individual who studies the past.Historiography: Either the methods and principles used in the study of history or the written result.Interdisciplinary: The study, or practice, of a subject which applies the methods and approaches of several disciplines. For instance, while History, Literature, and Archaeology are separate disciplines, they can be combined.Journal: A periodical which normally deals with a specific issue, for instance, National Geographic. By periodical, we mean a sort of magazine.Past, The: Events which happened previously in time. It might sound strange to have ‘history’ and ‘the past’ meaning different things, but the distinction is important when you remember that all our attempts to narrate and explain earlier events are affected by our own biases and difficulties of time and transmission. What historians have done is used ‘The Past’ as a base point: this is what happened, this is what most people think of as history. Historians then consider ‘history’ as the product of our attempts to recreate the past. Primary Sources: Material from, or directly related to, the past. In History, primary sources are usually letters, records or other documents created during the period that is being studied, such as diaries, legal notices or accounts. However, primary sources can include photographs, jewelry, and other items.Reference Work: A text, usually in the form of a dictionary or encyclopedia which contains facts and information, but not normally discussions.Secondary Sources: Material created by somebody removed from the event being studied - who was either not at the event, or was working later. For instance, all history textbooks are secondary sources.

Law for Managers Essay Example | Topics and Well Written Essays - 2500 words - 2

Law for Managers - Essay Example This paper stresses that the provisions of this Act were structured to serve for the security of the people’s health, safety and welfare at work, to protect the persons at work from any risks to their health in regard or connection to the activities that the person has at work, to control the use and presence of highly inflammable dangerous substances, and otherwise preventing the illegal use of such substances, and lastly to control the emission of hazardous gases into the atmosphere from the premises. This essay declares that as the law sets out its structure and enforces the provisions of this act, the general duties that are imposed under the act to the specific people regarded under this law have been given. The general duties of the employers towards their employees are that they should ensure health, safety and welfare of all the employees working under them. However, in some cases these duties extend such as the health and least risk provided while working under power plants and systems at work. The act also specifies various duties of the person who is in charge of the premises towards the people other than employees. These duties are towards those people who are not employees but they use the non domestic premises available to them as a place of their work where they may use the plant or substances. The section legalizes the duties of the persons who have the hold of the premises towards all the people who have the access to the premises to make sure they are safe and leas t at risk while using plant or any substance present on the premises. General duties towards the articles used at work may refer to any plant that is designed to be used by persons at work or any article designed as a component in any such plant. The duty of the person is to make sure that the designed article is constructed in a way that it is safe and least risky at all times when it is being used or cleaned or maintained by any person at work (Selwyn, 2006). The person in charge is also supposed to carry out examinations and testing to ensure the safety at regular intervals. He is also enforced to take responsibility of securing and providing the people with adequate information about the substance and all about it. According to the act, a person may rely on the testing which is carried out by others as long as it is reasonable to do so. A person may also rely on a written document by any other person to be sure about a safety item. Under the section 6 of the act, designers and m anufactures must carry out proper research to identify

Literary theories Essay Example | Topics and Well Written Essays - 3750 words

Literary theories - Essay Example (Rivkin & Ryan 2004) Feminist thought and practice analyzes the production of literature and literary representation within the framework that includes all social and cultural formations as they pertain to the role of women in history. Feminist literary theory is multifaceted and dynamic. It is often described merely as the use of feminist principles and techniques to evaluate the textual constructions of gendered meaning. But feminists definitions of gender and of feminism are constantly changing and evolving. Literary theorists have adopted and transformed these definitions, and created an increasingly complex field of study. (Keating, 2002) 1. Bourgeois: Virginia Woolf asserts that women have not been able to write because of the prevalent social conditions that acted as a barrier between them and writing. The Madwoman in the Attic is a seminal work in feminist literature theory. Here Gilbert and Gubar agree with Woolf in her view that women writers of the nineteenth century were restricted in their writing to create their female characters either to personify the ideal woman (angel) or the deviant new woman (monster).(Gilbert &Gubar, 1979) as it was taboo for women to write in the nineteenth century it may be construed that feminist writers were regarded as an aberration of true feminity (angel) or a "madwoman" Gilbert and Gubar asserted that women writers should strive for an identity beyond this type of patriarchal dichotomy. 2. Social or Marxist feminism: This was advocated by Simone de Bouvoir.In her book The Second Sex, Bouvoir stated that social equality between the sexes would result in giving power to women. This would also enable them to create literature of their own. As a socialist feminist she attacks the traditional stereotyping of women in male narratives. 3. French Feminism: This includes a group of feminists including Irigaray who believe that women writing should be drastic in its nature.Luce Irigaray agrees with the French