The United States Of The Bible - 1536 Words

â€Å"Of the many influences that have shaped the United States into a distinctive nation and people, none may be said to be more fundamental and enduring than the Bible (Reagan).† These are words spoken by the 40th President of the United States of America, Ronald Reagan. The fundamentals of the Bible are vast, a few include God as creator of all, sin and its consequences, God’s redemption of mankind through Jesus, the work of the Holy Spirit, and Heaven and hell. The Christian Bible is comprised of the 39 books in the Old Testament and 27 books in the New Testament. A man by the name of Marcion is believed to have rendered the first canon of the Bible. Though he grew up in a Christian home, and is perhaps one of the most influential and impactful men to walk the earth, Marcion is also considered one of the most reviled heretics. So much so, he was excommunicated from the church because his teachings departed from traditional Christianity. His teachings were rad ical, and caused many to follow him, thus starting a movement that came to be known as Marcionism. First, let’s examine a little about Marcion’s background. â€Å"Marcion of Sinope (84 - c.160 AD), born at Sinope in Pontus, the son of a bishop (Theopedia).† Additional information advised this about Marcion, â€Å"His near-contemporaries Rhodo described him as a â€Å"mariner† and Tertullian described him as a â€Å"ship-master (digplanet.com).† He was considered a wealthy man as well. Allegation leveled against MarcionShow MoreRelatedAmerican Culture747 Words   |  3 PagesToday, the United States is the largest economic and military power in the world, the political freedom and education level of the people are universally acknowledged to be among the top 3 in the world; so, what kind of American spirit has shaped the United States? The prevailing view in academia is that the unique culture of the United States has laid the ideological foundation for the strength of the country; a country with only 200 years history has now become a super-power, I think that itsRead MoreThe Slavery Of Slavery And Slavery944 Words   |  4 Pagescondemn slavery. The South also used religion as their argument, but instead, they used the Bible to argue that slavery was an acceptable part of life. People have questioned whether it was right or wrong of the South to use the bible to support their beliefs in slavery. Some would say that pro-slavery southerners had every right to use the Bible to support their beliefs. When Northerners began to use the Bible against slavery, southerners used this same argument to support it. Slavery was a practiceRead MoreWoodrow C. Black Right759 Words   |  4 PagesFor the last three hundred years, each session of the United States Senate has been opened with a petition to God. Doing as such has reaffirmed the Senates confidence that God is the Sovereign Lord of our Nation. Barry C. Black right now serves as the profound counsel and instructor for the United States Senate with the title of Chaplin. Throughout the years, this position has run from low maintenance, to now a full time position (United States Senate, 2011) . There are various perspectives on theRead MoreDemocracy And Democracy908 Words   |  4 Pagesespecially rule of the majority† (â€Å"Democracy†) Likewise, a democracy can be defined as â€Å"a form of government in which the people decide policy matters directly, through town hall meetings or by voting on ballot initiatives and referendums† (â€Å"Is the United States a Democracy?†). Hence, a democracy is simply rule by those who have the greatest support or following. Another term for this is â€Å"pure democracy† or as Benjamin Rush, a signer of the Declaration of Independence, called it, a â€Å"Mobocracy.† In contrastRead MoreAmericas History Founded on the Bible: Investigating America’s Relationship with the Bible throughout Time725 Words   |  3 PagesBrief History of the Bible The first piece that contributes to the bible can said to be the Ten Commandments which were made around 1400 BC. New and Old Testaments start arising in the late BC and beginning of AD. Around 1455 AD is when the first bible is massed produced and it is written in Latin. The first fully produced bible in English is in 1535 AD. These bible were not Authorized for public use until 1539 when â€Å"The Great Bible† is produced. The translations of the bible have been derived fromRead MoreMiranda Fleming. Word Count: 1,674. 3/16/17. Defending1674 Words   |  7 PagesDefending Slavery: Religion and Race The history of slavery in the United States divided people by the color of their skin. During the 16th thru 18th century, people of African ethnicity were automatically considered slaves. This not only created a parceling between races but also the demarcation of the northern and southern states of the America. The northern states had asseverated their opposition of slavery while the southern states upheld their concordance with it. Although there is now an overwhelmingRead MoreThe Integration Of Immigrants Into American Religious Life1147 Words   |  5 PagesLife What is your definition of an immigrant? My definition of an immigrant is a person who moves to a foreign country and brings with them traditions and cultures, which they assimilate into their new country. During the nineteenth century, the United States was predominately a protestant nation, which experienced high levels of immigration. From countries such as Poland, Ireland, Russia, and Germany. Many of these ethnic groups were Catholic and Jewish parishioners. Immigration impacted American’sRead MoreThesis: Is Abortion Morally Permissible?851 Words   |  4 Pagestherefore do not have the right to life. When a person has a â€Å"right,† it indicates that the person is justified to do something. For example in a legal stance, every United States citizen has the right to vote. Therefore no one can prevent a United States citizen from voting, since the citizen is justified to vote according to United States law. In a moral stance, since an adult has a right to life an d not a fetus, my mother, technically if ever placed in a situation for choosing between my mother andRead MoreShould Euthanasia Be Legalized?1039 Words   |  5 Pagesoption of euthanasia? Because of these reasons: it is illegal in 49 of the states of the United States, except Oregon, since 1828, when the first known anti-euthanasia law was passed in the state of New York. In Oregon, the law states that once a terminally ill adult requests euthanasia, two physicians must agree that the patient is sane and has less than six months to live. Euthanasia is illegal because the United States is based on puritan beliefs that dictate that you cannot take your own lifeRead MoreCapital Punishment1018 Words   |  5 Pageslethal injection, or by the way the victim died (The Innocence Project). Various people who are opposed to the death penalty also say that capital punishment sometimes condemns the innocent to die. According to Amendment five in the United States Bill of Rights, â€Å"No person shall be held to answer for a capital crime, or otherwise infamous crime unless on a presentment of an indictment of a grand jury†, except in military cases. Even though it is true that a few innocent people have â€Å"slipped

The Ancient Greek Iconoclast’s Philosophy of Education Free Essays

The basic philosophical foundation that supports the Socratic philosophy of education Socrates, in The Republic, begins his query by asking how is it best to live one†s life? He suggests the best life is lived in such a fashion that is conducive to creating a just society. Such a society is the one designed that is most conducive to justice, and therefore to happiness, as opposed to pleasure. Remember that happiness for the Greeks was not a matter of individual self-fulfillment. We will write a custom essay sample on The Ancient Greek Iconoclast’s Philosophy of Education or any similar topic only for you Order Now Rather, Socrates considered happiness as fulfilling one†s most fitting vocational role in society. Socrates defined a society that is best in autocratic terms-a cobbler should not rule, and a potential ruler or philosopher should not make shoes, because this is antithetical to their natural abilities and fitness. But although Socrates advocated oligarchy as the fittest system of governance, he did not advocate aristocracy. In one of his earlier dialogues, called the â€Å"Meno,† Socrates is shown leading a slave boy through mathematical proofs. With correct prompting the boy is thus able to recover innate knowledge about the world. Thus Socrates saw intellectual gifts as intrinsic to the human mind and not necessarily based on the ability of the tutor. This is why Socrates did not charge for his teachings, unlike the Sophists. (Kemerling, 2002,†Socrates,† The Philosophy Pages) But to accept the Socratic doctrine one must also believe that potential intellectual abilities are not democratically bestowed upon individuals as suggested by the Sophists, who aimed to teach all people to rhetorically please the people in the law courts and in the political sphere, by using clever phrases. Socrates believed that there was an inherent paradox in acquring knowledge â€Å"the most fundamental questions about our own nature and function,† are actually unaswerable and undemonstratable by common rhetorical devices, therefore â€Å"it seems impossible for us to learn anything. The only escape, Socrates proposed, is to acknowledge â€Å"that we already know what we need to know.† (Kemerling, 2002, â€Å"Plato: Immortality and the Forms-Doctrine of Recollection,† Philosophy Pages) How does this philosophy define the roles of teacher? From the â€Å"Meno† cited above, it might seem that Socrates saw himself primarily as a questioner and a facilitator of the recollection innate gifts. â€Å"The dialogue form was probably invented by Plato† to portray the Socratic method, otherwise known as the dialectic.† (Huffman, 2005) The method known as the Socratic method of teaching, still practiced in many schools (particularly law schools) today, â€Å"consisted of asking questions like ‘What is courage?† of people who were confident of the answer. Socrates, claiming ignorance of the answers to the questions, would gradually show the people’s beliefs to be contradictory. Socrates did not answer his questions, though much could be learned from the course of the discussion.† (Huffman, 2005) How will this philosophy guide the learning expectations in a classroom? Using questions places the teacher in some authority, as the teacher directs the discussion through involved questioning. However, it also demands a great deal of preparedness and attentiveness on the part of the student, combined with a willingness to question what the student†s society may deem to be common sense. Students of innately high ability are supposed to continually excel, to justify the teacher†s expectations of the student’s gifts. Ultimately, this questioning of common sense doctrine resulted in the condemnation of Socrates for corrupting the youth of Athens and of questioning the piety of the Greek gods. (Huffman, 2005) How will this philosophy exemplify the high standards of teaching? On one hand, the Socratic dialectic may seem to be an equalizing form of philosophy. Anyone can answer the questions of the teacher. But because the method stresses student recollection, rather than the teacher†s ability to mold or impart knowledge upon a blank slate, it did not function as such in Socrates† actual practice. The Republic, the delineation of the ideal state, advances a tiered division of society, mimicking the division of the body into soul, heart, and lower regions-rulers are innately of the mind, warriors of the heart or hands, and laborers of the lower regions of the body. â€Å"Only those with a philosophical temperament, Plato supposed, are competent to judge between what merely seems to be the case and what really is, between the misleading, transient appearances of sensible objects and the the permanent reality of unchanging, abstract forms.† (Kemerling, 2002, Philsophy Pages, â€Å"Plato: Education and the Value of Justice†) How will this philosophy address public expectations concerning student achievement? Accountability? In the world of the Republic, students of high levels of ability do not necessarily have empowerment over their education. Although they are subjected to rigorous Socratic questioning, they are also kept away from members of other classes of society, and not permitted to be corrupted by fairytales and myths that could take them away from their innate gifts of purely understanding the nature of virtue and the world of the forms. â€Å"Perhaps our best alternative, Socrates held, is to suppose that virtue is a (divinely bestowed?) true opinion that merely happens to lack the sort of rational justification which would earn it the status of certain knowledge,† and therefore virtue is unteachable. (Kemerling, 2002, â€Å"Plato: Immortality and the Forms-Doctrine of Recollection,† Philosophy Pages) Student achievement thus ultimately lies in the ability of the student, and the accountability of the teacher lies in his or her ability to select the correct student for the correct form of learning, rather than his or function as a teacher in the classroom. How to cite The Ancient Greek Iconoclast’s Philosophy of Education, Papers

PRODUCTIVITY GROWTH HYPTHESIS Essays - Statistical Inference

PRODUCTIVITY GROWTH HYPTHESIS Business PRODUCTIVITY GROWTH HYPTHESIS In this assignment, we will attempt to study the effects that difference in Income Ratio (henceforth known as I.R.) between the years 1980 and 1990 have on the Productivity Growth (P.G.) during the same period of time. The Income Ratio of one specific year can be found if we take the average income of the richest faction of a country (the richest 20% of the population) and divide it by that of the poorest faction (the poorest 20%). In this assignment, the Income Ratios that were used were those of 13 different countries. The I.R.'s on both 1980 and 1990 were taken for all these countries and, to find the difference between them, the I.R. for 1990 was divided by the I.R. for 1980, for each country. These new numbers illustrate the change of I.R. between the two years so that we can compare how the P.G. changes in relation to the changes in the I.R.. On this assignment, we use inductive reasoning to examine the data and find a theory (a hypothesis) that would combine the data given in a way that would make sense, based solely on our data. How do we know if the "theory" that we formulate makes sense? In this case we will plot the points (derived from the column "I.R. 1990/1980," going on the x-axis, and the column "Productivity Growth 79-90," on the y-axis). According to how the points are on the graph in relation to the Average Point (0.94,1.45) (point that is an average of all values and which divides the graph into four Quadrants), if 80% of these points are where they would be expected to be to conform to the hypothesis, then there is no reason to reject this hypothesis. If, on the other hand, the majority of the points does not conform to our hypothesis (are not where they were predicted to be), then it is rejected. Another method of reasoning frequently used by Mainstream economists is "deductive knowledge," as opposed to "inductive," described above. Their theory is formulated and only then it is applied to the data. Their theory on this subject suggests that productivity within a country grows when the population has incentives to work harder (or to work more). When the gap between rich and poor increases (an increase in I.R. form 1980-90, resulting in a larger ratio on the column I.R. 1990/1980), so does the population's eagerness to work, therefore increasing the Productivity Growth. Since when one variable goes up the other also goes up, there is a positive (or direct) correlation between the two. Mainstream economists use deductive reasoning to deduce that there exists a positive correlation between the two factors. In short, their hypothesis is that when the Income Ratio increases, the Productivity Growth also increases, since people are more motivated. For this to be true, we would expect a line going up and to the right on the graph, passing by Quadrants II and IV. Most points (80% or more) would have to be on these two Quadrants. This, however, is not the case (see graph), since only about 30.77% of the points plotted satisfy these conditions. Since the original hypothesis was rejected, we might want to see if there is a negative correlation between the two variables (that is, as one goes up, the other goes down). Our new hypothesis would then be "as the Income Ratio increases, the Productivity Growth decreases." Then, in the case of a high I.R., people in lower classes would rationally start to feel insecure and that their work is not being recognized by society, therefore losing motivation and producing less. In this case, since there's a negative correlation, one would expect the line on the graph to go downwards, from left to right, passing on Quadrants I and III. If this hypothesis were valid, 80%+ of the points would have to be on these Quadrants. This is also not the case, for only 69.32% of the points are on the appropriate Quadrants. Like the first, this second hypothesis also has to be rejected. After analyzing these two relationships and seeing that neither is valid, we conclude that there is no direct relationship between the two variables tested. That does not mean that one has no effect on the other (it probably does), only that there may be other factors and influences involved that have not been accounted for in this assignment and that one is not the only factor responsible for the changes in the other. DATA SHEET

Law 201 Case Study Essays

Law 201 Case Study Essays Law 201 Case Study Essay Law 201 Case Study Essay Raymond Smith recently bought a new car from a car dealership. The sales contract he signed contained language expressly denying liability for personal injuries caused as a result of defects in the car. It also limits the remedy for breach of warranty to repair or replace the defective part. Unfortunately one month after purchasing the auto, Smith was seriously injured when the car veered off the road and into a ditch as a result of a defect in the steering mechanism of the car. I will determine what would be the result if Raymond Smith sued the dealership. Under the Uniform Commercial Code (UCC) Article 2, unless omitted or changed, the sale of any goods suggests a warranty by the seller that the goods are of reasonable and average quality. Also that it is fit for the ordinary purposes that the goods are to be used. In this case, because the car dealer has omitted personal injuries caused by the car, from the warranty provided to Raymond, the car dealer would be able to enforce the disclaimer against Raymond Smith. But since Raymond was simply driving the vehicle under ordinary onditions and not driving recklessly, the car dealer personal injury disclaimer would not be enforced against him. Therefore, as the vehicle defect renders it unfit for ordinary use, Raymond will prevail against the dealer for breach of warranty. The bottom line is that the type of disclaimer given by the car dealer is invalid. The car dealer can be sued for the defect and breach of warranty. What we still do not know is whether the defect was caused by the car dealership or by the manufacturer. If it is cause by the dealer than the dealership would be liable for Raymonds accident.

New SAT in 2016 Reading Section Changes + Strategies

New SAT in 2016 Reading Section Changes + Strategies SAT / ACT Prep Online Guides and Tips As you may know, the College Board recently debuted itsnew version of the SAT. There are some pretty significant changes in the Critical Reading section, and you should make sure you're fully prepared for what’s ahead. In this article I’ll tell you what the major differences are and how you can make sure you’re using the right studying strategies to get ready for the redesigned SAT. Reading: The Major Changes in the 2016 New SAT All Questions Are Passage-Based You heard me - no more sentence completion questions!Because sentence completion questions relied on preexisting knowledge of obscure words, the SAT has decided to do away with them in favor of more on vocabulary in context questions. One of the goals of the new test is to focus on assessing the basic critical skills students will need in order to succeed in college and their careers.Knowing super advanced vocabulary words, while occasionally valuable, is not a skill that most people require to succeed in life.Understanding the nuances in meaning of more common words, however, is very useful, along with strong reading comprehension skills. That's why all the questions are now based on challenging passages that deal with subject matter that is relevant to soon-to-be college students. The Subject Matter of Passages Is Pre-Determined Much like the passages on the ACT, the passages on the new SAT come from specific subject areas rather than drawing from an unpredictable pool of different subjects. The new Reading section consists of: One passage dealing with US and World Literature Two passages dealing with History and Social Studies Two passages dealing with Science This is a move towards more transparency on the test in terms of making the material more predictable so students will know exactly what to expect.The passages also draw from more recent and real life examples to make them highly relevant to students. New "Find the Evidence" Questions There is a subcategory of questions on the new SAT Reading section that has never been included on the test before. You'll get a list of four quotes from the passage and have to choose the one that provides the best evidence for your answer to the previous question. These questions force you to double check your thought process and confirm that your answer had support in the text. In this way, they could actually help you to avoid careless mistakes. The goal of these questions is to reinforce higher-level reasoning skills that are critical for reading comprehension. There Is Data Interpretation The new SAT reading section also contains some questions that ask you to interpret data that’s incorporated into the passages.There are charts and graphs on the test for the first time. This means that you can expect to see SAT Critical Reading questions that are similar to Science questions on the ACT.Don’t worry though - you don’t have to study science facts in order to do well on the new reading section. You just need to be able to interpret data logically based on visual representations and information in the passages. There Will Be...Data Interpretation. Your Strategy: The Major Changes Don’t Focus on Vocabulary Studying vocabulary has never been as important as people make it out to be for the SAT, and now with these new changes it’s even more irrelevant.Knowing a lot of big words no longer gives you much of an advantage (if any) on the test.Yes, there are stillvocabulary in context questions, but passage reading and interpretation skills will help you a lot more than vocabulary knowledge on those. If vocabulary is a big weakness for you, and you think it could still affect your reading comprehension, you should take a look at this article on the best way to study SAT vocab. It includes a free download of 200 vocabulary flashcards containing the words that are most likely to appear on the SAT. Our article on how to answer sentence completion questions without knowing vocabulary might also be helpful. Even though there aren't any sentence completion questions on the new SAT, the skills outlined in the article in terms of using connotation and process of elimination will still be useful for you if your vocabulary knowledge is weaker. Hone Your Passage Reading Skills This one is pretty obvious. Since the new test is all passage-based, you need to have really strong reading comprehension skills.Make sure you prepare a good strategy for attacking passages before the test. Here are the two methods we recommend: #1: Skim the Passage, Then Read the Questions A good skimming strategy is to read the first and last paragraphs of the passage and the first and last sentences of each body paragraph.This gives you a good sense of the main ideas and arguments presented in the passage without having to read the entire thing through.When you move onto the questions, you can read more specifically for little picture questions that give line numbers. #2: Read the Questions First, Read the Passage Later if Necessary You can also take the opposite tactic and go straight for the questions.If you use this strategy, make sure you answer questions that give specific line numbers first.By the time you answer all the specific questions about the passage and have to move onto big picture questions, it’s likely you will have already read enough to understand the main ideas fairly well. You might be able to get away with reading the passage closely right off the bat, but you can save yourself a lot of time and stress by either skimming or skipping it initially. If a passage includes corresponding graphs or charts, that means you'll see some data interpretation questions. If you know these types of questions are easier for you, you should read the graph first and see if you can answer any of them without the information in the passage. If you struggle with data interpretation, however, you might want to wait until after you read the passage so you have more context for the information in the graph. As a subset of passage reading skills, you should also be extra careful on the new SAT with interpreting texts.There are more passages that are relevant to your life or to recent events, which means it will be more difficult for you to adopt an unbiased attitude.It’s absolutely crucial that you keep yourself focused on the concrete information presented in the passage and avoid interpreting it based on your personal feelings. Practice Scientific Reasoning As mentioned above, the new SAT Critical Reading section has questions that ask about interpreting data in charts and graphs.Some questions will also ask you to select the best evidence for your answer to a previous question.Overall, this means you need to have a strong grasp on logical and scientific reasoning skills. To practice for this aspect of the new SAT, use ACT Science practice tests.Answering ACT Science questionsrequies similar skills to answering the new data interpretation questions on the SAT. Additionally, on old-version Critical Reading practice questions, make sure you fully understand where you got your answer. If you practice being aware of where the evidence for your answer for each question comes from, the new evidence questions will be easy for you.Think of them as a way to verify that your answer to the previous question was correct. They force you to rethink your answer and confirm that it was based on strong evidence. This actually isn't much different from what you've always done on the SAT - remember that the fundamental rule is that you must learn to eliminate three out of the four answer choices, and there is only one absolutely correct choice based on concrete evidence in the passage. Wow, Evidence! Have you been working out? The Bottom Line The Major Changes to the Reading Section Are: No more Sentence Completion questions Predictable passage subjects Find the Evidence questions Data interpretation questions You Should Adapt Your Study Strategy By: Focusing less on vocabulary Honing your passage reading skills Strengthen your scientific reasoning skills The new version of the SAT reading section is different, but it shouldn’t be more difficult than the old one if you know what to expect! What's Next? Ready to get started preparing for the new SAT? Check out our article on how to study for it. Are you not sure whether you should take the new SAT or the ACT? In this article we give you a full breakdown of the differences between the two to help you decide. Read this article for a list of SAT test dates for the 2015-2016 school year so you can plan out your studying better! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Hrm Essay Example | Topics and Well Written Essays - 500 words

Hrm - Essay Example There are various differences between leadership and management; however, their biggest difference is how they get their followers to do what they want. This makes all the difference in various aspects of how they do things. Managers’ power given to them by the organizations they are employed in and they have assistants who work for them. Management uses transactional method to have tasks done. This means that the subordinates do what they are told because they expect something in return, this is normally salary. Managers act out of motivation that they will get paid after delivering. Therefore they put focus to their subordinate to reach the organizations’ expectations. On the other hand leaders do not have subordinates, unless in formal setting where they also hold management roles. In normal circumstances, leaders have followers who are inspired by their actions (Daft, & Lane, 2005, P. 5). Leadership requires that a person appeal other people so much that they are ready to stop doing what they are doing to follow them. It means they are ready to take risks they would not have considered to take were it not for the influence of a particular person (Bertocci, 2009, P. 6). Leaders get things done through their strong charisma and they do not promise their followers material reward; they persuade them by promising them positive transformation. Therefore, leadership is about making positive effect in people’s lives and leaders are able to convince people that they will become better people after following their leadership. Leadership focus a lot of their attention to people they work with. Leaders are charismatic but they do not necessarily hav e a loud personality they use a quiet, genuine style of addressing people. They are also ready to take blame for other people’s mistakes and always give credit to others. Leadership has many positive effects to

The food industry in the United State Essay Example | Topics and Well Written Essays - 1750 words

The food industry in the United State - Essay Example Moreover, the rest of the world has already recognized the need to put labels on all products that contain genetically modified organisms and implemented the corresponding legislations. Subsequently, there is a sufficient ground to consider the lack of GMO labels as a serious problem of the modern food industry that demands immediate and effective solutions to preserve safety and rights of the general population. To start with, the issue of GMO labelling should be viewed as a national concern since it touches upon all Americans rather than some particular group. For instance, since the massive production of GMO foods was launched in 90s, they gradually took the great share of the market and, today, constitute the prevailing majority of all the available products. Namely, near 70 percent of all processed food that are sold on the territory of the United States contain genetically engineered ingredients as well as the majority of the crops sold throughout the country are genetically modified. (Dahl 359-361) According to Louise Chu, more than â€Å"88 percent of all corn and 94 percent of soybeans† are genetically modified. (Chu) It follows that people are left without any option apart from consuming products remaining unaware of what they are actually paying for. Subsequently, it seems irrelevant that people are not given the opportunity to learn about the genetically engineered ingredi ents that were added to the product together with all the rest information put on a label. As a result, it is possible to regard the absence of GMO labelling laws as a direct violation of people’s rights to know what they are buying and consuming. Moreover, the seriousness of the discussed problem is reinforced by the fact that GMO products are potentially harmful for the health of people. Firstly, the overall range of possible effects