Greek mythology discussion questions Assignment Example | Topics and Well Written Essays - 250 words

Greek mythology discussion questions - Assignment Example On the other hand, a legend cannot be passed on to become a myth because myths have to originate from legends. Therefore, the reverse is impossible. The United States of America is characterized by a number of religious beliefs, which include Christianity, Islam, and Judaism all having different religious practices and beliefs. However, it is also evident that these religious groups do not perform their common rituals while in the U.S. as compared to other nations. This is because, in the U.S., there is a massive cultural assimilation that has led to the loss of various cultural rituals and languages as compared to other nations. Additionally, high profiling of people by the government bar people like Muslims from practicing their rituals due to the fear of being attached to terrorism activities. If Big Bang and law of nature were part of the intelligent design, then most people will not believe that these processes led to the creation of the solar system and everything that happens on Earth are all controlled by a supernatural being (Graves 267). The idea of apocalypse is a common thing to all cultures because everybody believes that one day the world will come to an end (Graves 184)). This is usually justified by death that is a ritual performed in all cultures. On the other hand, most cultures believe that death is a means of punishing those who offend the Supernatural being. Therefore, it is advisable to the good in order to survive. The idea of apocalypse is spread in order to instill fear in people so that they learn how to do good in order to survive death. The Ancient Romans had no myths because they did not try to humanize their deities with their personality and actions (Graves 87). It is until they met Greeks that their divine being underwent transformation. They were particularly influenced by the stories in the Greek myths. This is the reason they adopted Greek gods and gave them their own names. Numinous experience does not only happen

Emancipation Proclamation Prliminary Events Essay Example for Free

Emancipation Proclamation Prliminary Events Essay Abraham Lincoln was elected the President of the United States in 1860 with an anti-slavery agenda, and this gave the impression to the Southern States that they no longer belonged in the Union. South Carolina became the first state to secede the Union on December 20, 1860. In the following few months six more states, whose agriculture based economy was dependent on the free labor slavery provided, followed South Carolina’s lead and followed suit. The seven states, South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas formed the Confederate States of America and chose the Mississippi senator, Jefferson Davis as their interim president (PBS). Lincoln claimed in his inaugural address in March 1861that it was his responsibility to keep the Union intact. He went on to state that he would not end slavery where it existed, or take back the Fugitive Slave Law (a 1850 law requiring all runaway slaves to the Northern states where slavery did not exist, to be returned to their masters in the South). It was understandable why this position of Mr. Lincoln’s did not sit well with the African Americans or the white Americans against slavery, but what was surprising was that it did not do anything to satisfy the Confederacy. Hence, on April 12, 1861 the Confederates attacked Fort Summer and the Civil Started had started. Immediately following the attacks another four states, Virginia, Arkansas, North Carolina, and Tennessee joined the Confederacy. Even though President Lincoln made it abundantly clear that he was fighting to keep the Union intact and not for slavery or for the rights of the blacks, from the very start the free African Americans rushed to enlist in the army. Their services were refused and laws refusing blacks the right to enlist in the army were maintained because Lincoln wanted to prove to the whites in the Northern states that their privileges as the superior race were not in any danger. The Confederacy on the other hand was using the enslaved labor for efforts to win the war. Slave labor was being used as nurses, laundresses, blacksmiths and they were working in factories and armories (PBS). As the Northern army managed to penetrate into the Southern territory, there was a large influx of refugees. The slave fugitives were labeled â€Å"contraband of war† and if it could be proven that their labor was used to help the Confederacy they were given their freedom. Despite declaring the black fugitives free, Lincoln still firmly held on to the idea that this war was not about setting the slaves free but holding the Union together. By early 1862 Lincoln was beginning to think that some kind of an emancipation order was needed if North was to win. The Proclamation As the war drew on, a number of governments in Europe started to think about recognizing the Confederacy and interceding against the Union. Also at home the Congressional and public opinion grew more towards the fact that slavery was not right and it needed to be abolished as a policy of war. Faced with such mounting pressure from all sides Lincoln felt that if a declaration was made to free the slaves, then European opinion would be with the North, and he would get the support needed for his own administration and the war effort, that he decided to draft the Emancipation Proclamation in 1862 (Emancipation Proclamation). On July 13, 1862, Lincoln read out the prelude proclamation to his Secretaries William H. Seward and Gideon Wells and both were left at a loss for words, and Lincoln did not discuss the matter further. On July 22 Lincoln read the Proclamation at his Cabinet meeting and got a mixed reaction. Secretary of War Edwin M. Stanton, deciphered the measure as a method of taking the slave labor away from the Confederacy while allowing more men into the Union Army and supported its release as soon as possible, the Postmaster General Montgomery Blair predicted doom in the fall elections, while the Attorney General Edward Bates was against equality in the political and civil arena for the Blacks. Since the President was not concerned about his Cabinet’s view of the substance of the Proclamation only its style, the direction on future action was set (www. memory. loc. gov). To show that the proclamation was being issued out of strength and not a sign of weakness, Secretary of State Seward recommended that Lincoln not issue it until there was some significant Union victory. The opportunity presented itself when there was a Union victory at Antietam on September 22, 1862 and five days after that Lincoln issued the Proclamation which became effective on January 1, 1863. The chief function of the proclamation was to bring peace back and restore Union control, and was perceived as a firm commitment to abolish slavery. Proclamation also turned around the strengths of the warring parties by taking away the slave labor from the confederates, whose backbone in war efforts was formed by the slaves and gave this advantage to the Union (Borade). England and France were dependent upon the cotton they got from the South, and the Confederacy was hopeful that these countries would enter the war on their side. By turning the war into a fight against slavery, England and France sided with the Union because their citizens were against slavery (Emancipation Proclamation Prliminary Events, 2009). The purpose of limiting the proclamation to a few states was because Lincoln had the authority to take such an action on his own, a proclamation like this would not have Constitutional power over Union states since they had certain rights (The Emancipation Proclamation). In reality the proclamation freed very few slaves, because the border states fighting for the Union were not affected by it, nor were the southern areas already under Union control, and the rebellious states ignored the order. The Emancipation Proclamation is made up of two executive orders; the first order stated that if the breakaway did not put an end to the war and return to the Union by 1 January 1863, then all the slaves in the Confederate States would be set free. The second order listed the specific states to which the order applied. The Proclamation also had clauses which focused on rebellion and how to do away with it. It was stated that any individual starting a rebellion would be incarcerated for ten years and would be fined ten thousand dollars. If on the other hand, the individual freed his slaves, the court would not punish them (Borade). The proclamation also said that freed slaves who met with the necessary requirements would be allowed into the armed services of the Union, which was a major shift from the previous policy. The original Emancipation Proclamation is housed in the National Archives in Washington D. C. , and covers five pages of text. It was held together with thin red and blue ribbons which were stuck to the page that has signatures by the seal of the United States. The emancipation document was transferred from the Department of State to the National Archives in 1936 (Emancipation Proclamation). Works Cited Borade, G. (n. d. ). Purpose and Effects of the Emancipation Proclamation. Retrieved August 3, 2010, from www. buzzle. com: http:/www. buzzle. com/articles/purpose-and-effects-of-the-emancipation-proclamation. html Emancipation Proclamation. (n. d. ). Retrieved August 3, 2010, from www. archives. gov: http://www. archives. gov/exhibits/featured_documents/emancipation_proclamation/ Emancipation Proclamation. (n. d. ). Retrieved August 2, 2010, from www. Encyclopaedia Britannica: http://www. britannica. com/EBchecked/topic/185468/Emancipation-Proclamation Emancipation Proclamation Prliminary Events. (2009, January 01). Retrieved August 03, 2010, from www. robinsonlibrary. com: http://robinsonlibrary. com/america/unitedstates/1783/slavery/emancipation. htm PBS. (n. d. ). www. pbs. org. Retrieved August 2, 2010, from http://www. pbs. org/wgbh/aia/part4/4p2967. html The Emancipation Proclamation. (n. d. ). Retrieved August 3, 2010, from www. usconstitution. net: http://www. usconstitution. net/eman. html www. memory. loc. gov. (n. d. ). Retrieved August 2, 2010, from http://memory. loc. gov/ammem/alhtml/almintr. html

Quality Of Life, Livelihood And Poverty In Pakistan

Quality Of Life, Livelihood And Poverty In Pakistan Pakistan has been in existence for nearly 64 years and has been evolving ever since. Since the partition, many people lost their livelihoods and had to reconstruct their mode of living from scratch. The refugees faced severe accommodation problems in the beginning resulting in confusion and chaos in early periods of the migration. This instance greatly affected the newly established economy of Pakistan as new businesses initiated and the 1st government had to support these new establishments as well as old settlers in order to accomplish stability and control in the region. This inflow of aid from the managers of the newly established region lacked efficient allocation and as we can assume that no one is fair and greed runs deep within this tough exterior of the skin. There came an income gap between the rich and the poor. Hence the known problem of the developing nations emerged from within, poverty. The quality of life is not the same in Pakistan. It encompasses many varying sects of society which involve different ideologies and perspectives hence different measures of quality. Being agriculture based country; naturally income is not high in the sector; therefore little livelihood and more mouths to feed causes imbalance in the order of things. Lack of resources creates a flutter of panic amongst the people and causes disturbance in the society. This is the quality of life in Pakistan where the rich keep getting richer and the poor keep getting poorer. However Pakistan is trying hard to minimize this gap by undergoing massive policy changes and development expenditures to create more jobs and to be able to educate people to the level of helping to eradicate poverty from this nation. Poverty is like a quicksand, once you set foot in it all your efforts pull you towards it. Development and equal resource allocation is the key to alleviating poverty however it may seem extraordina rily hard but it is not impossible. Historic evolution of different types of poverty Poverty is a state of severe deprivation of basic necessary needs, which includes food, safe drinking water, sanitation facilities, health, shelter, education and information. It is dependent not only on income but also on access to services. It also comprises of lack of income and resources to ensure sustainable livelihoods. Poverty is a multidimensional phenomenon and is not a single line of ants. Rather it is the effect that occurs when you obstruct a single line of ants and they have multidirectional effects. However some may assume the concept of poverty to be one-dimensional. There are advantages and disadvantages to both aspects. One-dimensional approach based on income poverty is relatively simple to use. It encompasses most though not all of the issues around poverty. Multidimensional measures produce a much broader perspective on the complex nature of poverty and a possibly richer array of clues on how poverty can be tackled. By type Poverty is the hand where there is no food, poverty is the mind where theres no thought, it is the hand with no money, it is the land with no order, and poverty is the nature when theres no life. Whenever we think of poverty only the monetary definition comes to mind. Poverty is not only the lack of funds that cast us down to that level when we may be called impoverished, it is not only when one lacks basic necessities but poverty can be of various types. Some poverty types are economic poverty, bodily poverty, mental poverty, food poverty, cultural poverty and political poverty. Economic poverty deals with the fact when one lacks resources or monetary terms that keep them from attaining the basic necessities of life such as food, cloth and shelter. The economic poverty only deals with the linkage of monetary terms and basic necessities. Continuing bodily poverty is when one lacks the physical health status and also is deprived of access to healthy living conditions. Mental poverty deals with the lacks of thought that arises due to poor or no educational standards hence the quality of education. Food poverty is when malnutrition occurs in a society due to lack of food variety and/or demand. Cultural poverty is the lack of togetherness that results in a society and which further separates the relations that hold us together in a community. It is basically the lack of mutual understanding in events and cultural gatherings. Political pov erty is when there is lack of knowledge of how the system works. The basic lacking variable is the knowledge of how to cast a vote and effectively elect a leader. By classification

Capital Punishment :: essays research papers

Among the first people to be executed were the so-called witches within the colonies. These executions became known as the Salem Witch trials. When the trials between May and October 1692 were over, there were about twenty people that were sentenced to die. According to the English law many offenses were punishable by death. Most included property crimes and such other non-violent crimes. Robbery, extortion, arson and pick pocketing were all punishable by death. In Massachusetts there were only thirteen crimes punishable by death which include; cursing, adultery, lying under oath, praying to idols, etc. Throughout the colonies Ohio, New Jersey, Massachusetts, and New York kept the death penalty while in others they opposed and abolished the law. Michigan was the first state to do away with capital punishment. After that the states followed although Maine teeter tottered until 1887, when the law was abolished. Many years passed and states went back and forth on whether or not to keep or discard the death penalty. Some discarded it while other kept it and limited the number of crimes punishable by death. Since May 1995, 38 out of the 50 states had capital punishment laws.   Ã‚  Ã‚  Ã‚  Ã‚  The ongoing debate about capital punishment is a tug of war. When crime declines the need for death penalty declines and when crime increases the need also increases. It’s all a matter of our social situation. Statistics show that by 2001 the 80 percent of supporters declined to a 65 percent and went even lower in 2002. From 1990 to 2000 the number of people sentenced to die was a good 3,550 the number of people executed was highest in 1930’s to the 1940’s.   Ã‚  Ã‚  Ã‚  Ã‚  In 1994, as part of the crime bill, the federal death penalty was expanded to some 60 different offenses. Some of the federal crimes for which people in any state or United Sates territory can receive a death sentence are, murder, kidnapping resulting in death, fatal drive-by shootings, sexual abuse crimes resulting in death, car jacking resulting in death, and crimes not resulting in death, such as running a large-scale drug endeavor. Below are some statistics taken from another source.*   Ã‚  Ã‚  Ã‚  Ã‚  Since 1988, the federal government has authorized seeking the death penalty against 211 defendants. Of the 211 approved prosecutions, 158 (75%) were against minority defendants. Of these defendants, 53 have been white, 39 Hispanic, 12 Asian/Indian/Pacific Islander, 2 Arab and 105 African American.

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

Kingdom of Heaven

The Middle East has been a continuing source of rich history since the early times. Widely chronicled events in its history were the Crusades in which the â€Å"Kingdom of Heaven was based.† The story deals with the Crusades of the 12th century, and involves an artificer (a military mechanic; French: artificier) and Engineer (that is, someone who makes siege engines), serving as a village blacksmith who goes on to aid the city of Jerusalem in its defense against the great Islamic leader Saladin, who battles to reclaim the city from the Christians. The script is loosely based on the life of Balian of Ibelin (wikipedia.org, 2006) How the Crusades started were caused by religious, economical and political reasons. The order burning the Church of the Holy Sepulchre by a Fatimid caliph, and the molestation of pilgrims, cruelty of Muslims toward Christians, and following the papal â€Å"foreign policy† of expanding Christianity were religious sources of conflict why the Crusades were undertaken. One of the economical concerns was the overpopulation of Western Europe, consequently having the idea that Eastern Europe would be a new territory to conquer and would provide the necessary resources to provide for Western Europe’s burgeoning population, and politically, the Crusades would pave the way for wider trade. It would seem that the differences of faith is still one source of conflict today, considering the fact alone that Jerusalem is the central land of worship of different great religions, Christianity, Judaism and Islam, as of the present time. These different religions with different beliefs, different perspectives, try to assert the claim that Jerusalem, by right, is there own Holy land. They do not know how to share as neighbors. Conflict arises. The oil-rich Middle East today provides for a backdrop of political and economical maneuverings by different countries, with vested interests of their own, to gain control of this rich region. The phrase â€Å"History repeats itself† is justified. Reference: www.wikipedia.org, 2006 [webpage] http://en.wikipedia.org/wiki/Kingdom_of_Heaven_%282005_film%29 date accessed: 16 December 2006

Biology! Lab Report on Evolution Essay Example

Biology! Lab Report on Evolution Essay Example Biology! Lab Report on Evolution Paper Biology! Lab Report on Evolution Paper The sum of both allele add up to one or one hundred percent for that population. To calculate the frequency we use There are five conditions in order satisfy the Hardy-Weinberg equilibrium. These are, mutation, gene flow, genetic drift, non-random mating and selecting. Evolution does not occur in individuals, it occurs in a population. Charles Driven theory of natural selection states that natural selection acts to preserve and accumulate minor advantage to any trait that helps them to Bette suited for survivals. The purpose of this is to help us understand better about Evolution ND Mother Nature also the relationship between evolution and changes in allele frequency using a sample population. The null hypothesis for this experiment is that the flashier the male are more attractive they will become to the female and predators. This will lead to the decrease of population and changes in the population. The frequency for the color fishes will decrease as time passes. Methods For this particular experiment we had two different lab tests. For the first part of the experiment it was necessary to use a computer and log on the PBS. Org/high. Evolution/educators/lessons/lessons/ACTA. HTML and lunch the Sec and the Single Guppy web activity. Running the simulation on the web site and selecting Im ready to find out will start the experiment. Choosing the causes guppy color variation will give detail informations on the guppy environments. For the second part of the experiment, we had hundred red and white beads. We placed the beads in a large container and mixed the beads. We than labeled (IF) (If) and (if) in three different containers. IF) represents the dominant homozygous, (FDA is a heterozygous and (if) that having no fur. The experiment simulation took in the absence of heat. Bunnies with the (if) will not make it through the winter. Results For the first part of the experiment, brighter the color of male guppy is more likely its predator will notice the male guppy. The number of the male drab guppies will increase o ver generation because their ability of camouflage will help them to survive from the predators. Since Reproduction is also part of this population, it also plays a big role. Since the Female guppies are attractive to the Bright male guppies, few guppies will also be bright and keep the repetition even though population of bright guppies will be very low. A) This graph shows the starting point for the guppy experiment where we have equal number of male population and predators (30 rivulets, 30 Carr, and 30 child). (b) This graph shows the final generation for the guppy experiment where we have least amount of bright and the highest number of Drabbest number of male population and predators (30 rivulets, 30 Carr, and 30 child). In this case the lab is on predation and from my results we can see how predators act as evolutionary agents. Since the guppies had a verity of colors such as brightest bright, drab and drabbest there was equal amount chance for its survival but since the female are attractive to the Bright color male, they will produce more. In this experiment of trial selection, brighter the male guppy is more likely he will be seen and eaten by the predators. Over the generations male guppies population became drabbest as shown in the graph above. The Hardy-Weinberg Equilibrium, it is a principle that demonstrates how heredity cannot produce changes in the allele frequencies. Based on the results one can see that if no predator or no natural selection would have affected the population and it was allowed to reproduce, the allele frequencies would be the same. In this case the predator affects the equilibrium and cause the population to evolve because it changes the relative gene frequencies when he cold takes away the life of ferules bunnies. These results are very important in helping us understand that living organisms have been are being evolved. Ingather, Katie (2010) shows this concept of natural selection to be effected even in humans. Ingather states, A separate study by Open Universitys Daniel Nettle found that shorter women are more likely to be in long-term, offspring- producing relationships perhaps, he hypothesized, because men evolved to disavow tall women, who tend to reach puberty later. Ingather is sharing with us one of the possible affects that natural selection is having humans as you read his.