Battlefield of the Scripture Professor Ramos Blog

Battlefield of the Scripture Catarino Zepeda English 261 February 25, 2019 In the book â€Å"The Adventures of Huckleberry Finn†, slavery is a relevant part of society because during this time slavery was deemed a God given right. However, the cause of nearsightedness of scripture has led a conflict in the society during the time this book was written. People often take the Word of God out of context, and they use whatever â€Å"scripture† for their cause to justify their actions. However, one is to suspend judgement and look into the context of why the testimony was written, so the precept can influence the person rather than the person influencing God’s Word. At the time this book was written, I doubt anyone had ever read the book of Philemon. In a nutshell, the book of Philemon is about a runaway slave, Onesimus, encountering the apostle Paul and becoming born again. Paul would send Onesimus back to his owner Philemon; however, Philemon would receive Onesimus not as a slave but as a dear brother in Christ per Paul’s request. F or the majority of The Adventures of Huckleberry Finn the main protagonist Huck is in company with a runaway slave named Jim.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In 1885, The Adventures of Huckleberry Finn was first published. Unfortunately, at the time this book was written slavery was a prevalent part of American society. According to Judith Weisenfeld in her book review of Hell without Fires: Slavery, Christianity, and the Antebellum Spiritual Narrative, â€Å"Yolanda Pierce uses antebellum African American spiritual narratives to explore how conversion to Christianity functioned for many African Americans as a means of refuting religious justifications of slavery, resisting the institutions various means of dehumanizing black people, and extending beyond the individual experience of conversion to evangelize others.† Somehow these â€Å"Christians† at the time this book was written, believed that they were saving black people by putting them into slavery. No one can make a person become a Christian. The decision is up to the person whether or not they want to give their lives to Ch rist, and it is up to them to receive Him as Lord and Savior. One has to respect the decision the person makes. Jesus said â€Å"if anyone desires to come after me, let him first deny himself and pick up his cross daily and follow me.†Ã‚  Ã‚  Ã‚      Then the group of people who practiced Christianity would be more educated and well-off people like that of Miss Watson. On the other hand, characters like Huck and Jim who were deemed less â€Å"sivilized†, and would disregard Christianity because they believed Christianity took more precedence in the expired than the living. Throughout the book, Huck would dismiss the necessity of Christianity because of constantly failed prayer request. Conversely, at the end of the book, Huck would pray to God to condemn his soul to hell if anything happened to Jim. As he tried to pray, Huck was wavering because he felt his heart was not right.   In the 31st chapter of the book, Huck would state, â€Å"So I was full of trouble, full as I could be; and I says, I’ll go and write a letter- and then see if I can pray†¦All right, then, I’ll go to hell†.   Huck tried to send a letter to Miss Watson concerning Jim whereabouts, but he could not follow through. Also, the binaries of good and evil are prevalent in this book; however, good and evil differ in the eyes of different characters. The white colored â€Å"Christians† were deemed â€Å"good† people. On the other hand, the colored people were deemed â€Å"evil† people. For example, when heaven and hell were being discussed, Huck would imagine â€Å"good† people like Miss Watson to end up there. Huck believed that well-off, important and stringent people went to heaven. In contrast, Huck believed that hell was where all the cool people went. This too has also made Huck less interested in Christianity. In chapter 1 of the book Huck would state, â€Å"All I wanted was to go somewheres; she was going to live so as to so to the good place. Well, I couldn’t see no advantage in going where she was going, so I made up my mind I wouldn’t try for it.† In addition, when the opportunity presented itself to turn Jim back into slavery, Huck would be torn within himself. For instance, when Huck was pretending to be contaminated with tuberculosis while being interrogated by two slave owners. Huck decided to hide Jim rather than turn Jim back into slavery. At this moment, Huck had an inward conflict because he believes he did the wrong thing. Huck considered the slave owners to be â€Å"good† people, and slaves as being evil people. The influence of slavery helped form Huck’s perspective on colored people. At the end, Huck would say that he knew Jim was a white person inside after staying with a wounded Tom. This is implying that white people are good and colored people are bad. According to Cassander L. Smith in her â€Å"Niggers† or â€Å"Slaves†, Literary Criticism states, â€Å"Even though Jim has done the right thing, illustrating that he can think rationally and compassionately, it does not do much to c hange his social status. The other characters still refer to him as nigger, unable- or unwilling- to read his selfless act in terms of his humanity.†    In conclusion, we discussed some of the causes of why slavery was a prominent part in society at the time this book was written. Also, we discussed some of the groups of characters whom Christianity influenced in this book. The shortsightedness of scripture has led to slavery in society during this time. Does The Bible condone slavery? One would state that slavery is allowed in the Law. However, the entirety of the Law is actually pointing to Jesus. Yes, the Law allows one to have a slave for seven years; however, on the seventh year he is to be released. The slave is taken to the doorpost of the gate of the city. He has the choice to be free or remain a slave. If he chooses to remain a slave then his ear would be pierced signifying him becoming a bondservant. On the Mount of Transfiguration, Jesus would choose to become that bondservant, and later He would be pierced on a cross. The Son of Man did not come to be served, but to serve others, and to give His life as a ransom for many. The Adventures of Huckleberry Finn is a product of wrong use of scripture, for these â€Å"Christians† served God with their mouths, but their hearts were far from Him. Work Cited Weisenfeld, Judith. â€Å"African American Review†. HELL Without Fires: Slavery, Christianity   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  the Antebellum Spiritual Narrative (Book). Summer 2008. P360-363. Book Review Smith, Cassander L. â€Å"Nigger† or â€Å"Slave†: Why Labels Matter for Jim (and Twain) in Adventures of Huckleberry Finn. Literary Criticism. Spring 2014, Vol.50 Issue 2, p182-206 Twain, Mark. The Adventures of Huckleberry Finn. New York, Barnes and Noble Books, 1885 The Holy Bible. New King James. Tyndale House Publishers, 1993

Definition and Examples of Information Content

Definition and Examples of Information Content In linguistics and information theory, the term information content refers to the amount of information conveyed by a particular unit of language in a particular context. An example of information content, suggests  Martin H.  Weik, is the meaning assigned to the data in a message (Communications Standard Dictionary, 1996). As Chalker and Weiner point out in the Oxford Dictionary of English Grammar (1994), The notion of information content is related to statistical probability. If a unit is totally predictable then, according to information theory, it is informationally redundant and its information content is nil. This is actually true of the to particle in most contexts (e.g. What are you going . . . do?). The concept of information content was first systematically examined in Information, Mechanism, and Meaning  (1969)  by British  physicist and information theorist  Donald M. MacKay. Greetings One of the essential functions of language is to enable members of a speech community to maintain social relations with one another, and greetings are a very straightforward way of doing this. Indeed, an appropriate social interchange may well consist entirely of greetings, without any communication of information content. (Bernard Comrie, On Explaining Language Universals. The New Psychology of Language: Cognitive and Functional Approaches to Language Structures, ed. by Michael Tomasello. Lawrence Erlbaum, 2003) Functionalism Functionalism . . . dates back to the early twentieth century and has its roots in the Prague School of Eastern Europe. [Functional frameworks] differ from the Chomskyan frameworks in emphasizing the information content of utterances, and in considering language primarily as a system of communication. . . . Approaches based on functional frameworks have dominated European study of SLA [Second Language Acquisition] and are widely followed elsewhere in the world. (Muriel Saville-Troike, Introducing Second Language Acquisition. Cambridge University Press, 2006) Propositions For our purposes here, the focus will be on declarative sentences such as (1) Socrates is talkative. Plainly, utterances of sentences of this type are a direct way of conveying information. We shall call such utterances statements and the information-content conveyed by them propositions. The proposition expressed by an utterance of (1) is (2) That Socrates is talkative. Provided the speaker is sincere and competent, her utterance of (1) could also be taken to express a belief with the content that Socrates is talkative. That belief then has exactly the same information content as the speakers statement: it represents Socrates as being in a certain way (namely, talkative). (Names, Descriptions, and Demonstratives. Philosophy of Language: The Central Topics, ed. by Susana Nuccetelli and Gary Seay. Rowman Littlefield, 2008) The Information Content of Childrens Speech [T]he linguistic utterances of very young children are limited in both length and information content (Piaget, 1955). Children whose sentences are limited to one to two words may request food, toys or other objects, attention, and help. They may also spontaneously note or name objects in their environment and ask or answer questions of who, what or where (Brown, 1980). The information content of these communications, however, is sparse and limited to actions experienced by both listener and speaker and to objects known to both. Usually, only one object or action is requested at a time. As linguistic lexicon and sentence length increase, so too does information content (Piaget, 1955). By four to five years, children may request explanations about causality, with the proverbial why questions. They may also describe their own actions verbally, give others brief instructions in sentence format, or describe objects with a series of words. Even at this stage, however, children have difficulty making themselves understood unless the actions, objects, and events are known to both speaker and hearer. . . . Not until the elementary school years of seven to nine can children fully describe events to listeners unfamiliar with them by incorporating large amounts of information in appropriately structured series of sentences. It is also at this time that children become capable of debating and absorbing factual knowledge transmitted by formal education or other non-experiential means. (Kathleen R. Gibson, Tool Use, Language and Social Behavior in Relationship to Information Processing Abilities. Tools, Language, and Cognition in Human Evolution, ed. by Kathleen R. Gibson and Tim Ingold. Cambridge University Press, 1993) Input-Output Models of Information Content Most any empirical belief . . . will be richer in information content than the experience that led to its acquisitionand this on any plausible account of the appropriate information measures. This is a consequence of the philosophical commonplace that the evidence a person has for an empirical belief rarely entails the belief. While we may come to believe that all armadillos are omnivorous by observing the eating habits of a fair sample of armadillos, the generalization is not implied by any number of propositions attributing various tastes to particular armadillos. In the case of mathematical or logical beliefs, it is rather harder to specify the relevant experiential input. But again it seems that on any appropriate measure of information content the information contained within our mathematical and logical beliefs outruns that contained in our total sensory history. (Stephen Stich, The Idea of Innateness. Collected Papers, Volume 1: Mind and Language, 1972-2010. Oxford University Press, 2011) Also  See MeaningCommunication  and  Communication ProcessConversational ImplicatureIllocutionary ForceLanguage Acquisition

Learning activities Essay Example | Topics and Well Written Essays - 1000 words

Learning activities - Essay Example The Americans public displays of affection are seen as liberated and rude in front of elders of Asian countries like the Philippines. It is in this way that false assumptions are made of cultural differences. While racism seeks to rationally and consciously oust different ethnicities, ethnocentrism is created by enculturation (Patterson 2005). A great disparity occurs because of the presence of ethnocentrism in the minds of individuals. With it comes improper deliverance of health care facilities to members of different races and ethnicities. Health workers, community members and policies are all affected by ethnocentrism which prevents individuals from getting the full benefits of a health care program. Despite all of this, there have been universal standards of right and wrong that are introduced and prevalent in the world today. The ideas of a superior white race during America's colonial times have been replaced with equal systems being created for whites and blacks alike. Thus, with time come change and a greater acceptance of different cultures. 2. There are certain health care jobs that each federal and state government is responsible for providing to the citizens of their country. This includes basic ideas like protecting the health and safety of every individual. The physical and mental health of each citizen has to be recognized and acknowledged through providence of proper food and nutrition along with controlling of diseases and providing for the elderly. But it also includes the measures that must be taken to protect the health of citizens during disasters. This includes providing and realizing the basic health care needs of each individual in a disaster hit area and providing relief medicine and goods accordingly. 3. Don't know 4. Don't know 5. Medicare refers to a social insurance program that is set up by the United States government to provide for the coverage of health insurance to any citizen over the age of sixty five or those who meet the special criteria (Medicare Rights Centre). Operating under a single fund, the doctors and expenses of this insurance program are all funded by the government itself. 6. Medicare is a perfect example of a health policy provided for by a single payer: in this case the government. Thus, living up to the ideals of social liberalism, Medicare provides equally for the patients who fit the required needs. 7. The presence of health care provided according to income is ample proof of an economic liberalism that exists in the United States Module 5 Allied health professionals provide a varied and diverse number of services. The education sought by each of these doctors, the degree of autonomy they have been allowed by the medical establishment that employs them and the regulations that have been set out to control their practices are all varied and different from professional to professional. However, there are a number of similarities between them. Emerging from the same history and evolutionary path, the creation of the autonomy is distinctly similar. Cost effective strategies have forced tremendous

Management accounting case study Example | Topics and Well Written Essays - 1250 words

Management accounting - Case Study Example The table in Exhibit 1.5 provides this information. Exhibit 1.5 Calculation of the Profitability of Each Cost Object Description Cost Objects Accounting Economics Law Revenue 450,000 320,000 525,000 Expenses 205,132 149,704 192,164 Profit 244,868 170,296 332,836 Percentage 54.42% 53.22% 63.40% Exhibit 1.5 indicates that Law is the most profitable course with a percentage profit of 63.4% followed by Accounting with 54.42% and Economics the least profitable with 53.22%. The difference is profitability among the three courses can be attributed to the differences in the fees charged per EFTSL and the amount of government grant received per EFTSL. The student fee per EFTSL is highest for the Law course and lowest for the economics course. In fact, the student fee for the Law course is $6,000 or 67% more than the economics course and $5,000 or 50% more than the Accounting course. The government grant per EFTSL for the Economics course is $1,000 or 40% higher than the Accounting course and $1,000 or 17% more than the Law course. In total the Revenue per EFTSL for the Law course is $6,000 or 40% more than that for Accounting and 31% more than that for Economics. ... It is described as a complex and comprehensive process which requires careful and systematic analysis to determine different cost pools and activities that relate to them. This makes the implementation of an ABC system a very costly and time consuming exercise (Estrin at al 1994). According to Horngren et al (2011) ABC is one of the best tools available for improving a costing system. Some of the reasons given include the following. i. ABC emphasises individual activities as main cost objects – each activity having a specific purpose while traditional costing systems do not (Horngren et al 2011) ii. ABC calculates the cost relating to each activity and assigns costs on the basis of the activity which led to the production of the service or product and this leads to higher levels of accuracy when compared to traditional methods like absorption costing (Horngren et al 2011) iii. ABC systems facilitate more favourable pricing and product-mix decisions (Horngren et al 2011) iv. AB C enables decisions relating to cost control by providing information that facilitates process improvement and product design (Horngren et al 2011) v. Studies have found that some level of success is achieved when ABC is implemented which leads to improvements in both manufacturing and business performance (Fei and Isa 2011) vi. ABC provides results that are very different from those generated from less costly methods. However, the information provided can lead to major decisions that impact profitability and other important aspects of the business on which it depends (Estrin et al 1994). Motivations for disagreement The motivations that the Accounting Professor has

How Literature Reflects Communities Essay Example for Free

How Literature Reflects Communities Essay Authors have historically used various literary works to reflect the societies in which their live. To this end, the actions of characters in literary works reflect existing social concepts whereas the surrounding society’s behavior mirrors on specific characters’ behaviors. In essence, societies and communities are normally depicted as mutually affecting each other. Notable cases of literary works in which such reciprocal interaction is demonstrated are the three short stories namely: William Faulkner’s A Rose for Emily; Flannery OConnor’s Good Country People; and Toni Cade Bambara’s The Lesson. To illustrate, through his A Rose for Emily story, Faulkner describes Emily Grierson as being negatively affected by her surrounding society. In turn, Emily’s actions negatively impact of her compatriots. Likewise, through the Good Country People story, OConnor describes the character named Joy Hopewell as negatively impacting on the people around her. Consecutively, the society in which Hopewell lives demonstrates an attitude that negatively affects her. In a similar version, Toni Cade Bambara’s The Lesson story illustrates the character called Miss Moore being negatively affected by her surrounding society. In response, Miss Moore demonstrates behaviors and attitudes that negatively impact on her compatriots. All in all, OConnor through Good Country People Faulkner through A Rose for Emily – as well as Bambara – through The Lesson short stories describe their protagonists as reciprocally affecting and being affected by their societies in a negative way. For example, in Bambara’s The Lesson story, Miss Moore’s condescending opinion towards her compatriots especially the children with which she spends most of her time attracts disproval from the surrounding community. Consequently, both the children as well as the adults disrespect Miss Moore. For instance, Bambara notes that ‘the grown-ups (talk) †¦.. when †¦. behind her back like a dog,’ thus showing utter disrespect for Miss Moore (). Moore’s irritatingly patronizing nature is evident when she ‘looks at’ her students ‘ like she readin tea leaves’ (). The author thus presents a picture of an individual and the surrounding society mutually affecting each other in a negative manner. Likewise, through the A Rose for Emily story, Faulkner shows that Emily’s unbecoming behavior invites rude responses from her compatriots. For instance, Emily demonstrates impoliteness when she demonstrates stubbornness towards her society’s pleas that she pays taxes. She even firmly removes the society’s representatives from her house. Abruptly summoning Tobe her manservant Emily instructs him to ‘Show these gentlemen out’ (). In reaction, the society demonstrates indifference towards her as is evident from the narrator’s assertions that the society does not know of Emily’s sickness. To this end, the narrator remarks ‘We did not even know she was sick’ (). Similarly, through his Good Country People story, OConnor depicts Joy Hopewell as a character who demonstrates haughtiness towards her compatriots notably Mrs. Freeman and Hopewell ‘s mother the result being that she becomes painfully alienated from her society. For example, because she is educated , Hopewell mocks all people around her as is evident from her remark that her mother is ‘bloated, rude, and squint-eyed’ (). In reaction, society alienates Hopewell , thus making her to beg her mother to wholesomely accept her. A deeply remorseful Hopewell cries out to the mother saying ‘like I am’ take me (). In conclusion, the issue of individuals negatively reacting with their surrounding communities is clearly evident through the 3 stories, Good Country People, The Lesson, as well as A Rose for Emily. Good Country People’s Hopewell suffers segregation due to her arrogant attitude towards her compatriots. Likewise, A Rose for Emily’s Emily suffers segregation due to her condescending view of her society. Lastly, The Lesson’s Miss Moore’s is disrespected by society owing to her attitude of viewing her compatriots as being unknowledgeable.

The Influence Ineffective Coping Has on Adolescent Development Essay

Introduction Adolescence is the stepping-stone to adulthood. During this developmental milestone individuals critically develop physically, mentally, emotionally and sexually (Wetherill & Tapert, 2013). Amidst these changes adolescents develop higher cognitive skills and begin to establish their sense of self. This developmental process can be hindered when the adolescent experiences a loss of a loved one. Currently limited research has been conducted on the physical response of the adolescent population. Coping strategies identified to be used by adolescents included avoidance behaviours and self-medicating. The following paper investigates the influence ineffective coping has on adolescent development. Areas that will be comprehensively evaluated include: the physical responses of bereavement, avoidance and efforts to self-medicate. Physical Responses Restlessness, concentration difficulties and sleep disturbances act as physical stressors on the body and contribute to an adolescents’ ability to successfully facilitate the bereavement process. A study assessing the implementation of a Body Awareness Programme, targeted adolescents to develop their understanding of the bereavement process and physical symptoms (Bugge, Haugstvedt, Rokholt, Darbyshire & Solvi, 2012). The authors desired to introduce strategies that would support bereaved teens and offer possible techniques to effectively cope with the circumstance (Bugge et al., 2012). Results of the research demonstrate the necessary need to invest in bereaved adolescents due to debilitating effect it may have on them and their development (Bugge et al., 2012). This reinforces the negative effect ineffective coping has on this particular population and the need to intervene ea... ...ed youth. Journal of Clinical Psychiatry, 74(8), 828-833. Retrieved from http://ezproxy.lib.ryerson.ca/login?url=http://search.proquest.com/docview/1450179429?accountid=13631 Liang, H., Olsen, J., Cnattingus, S., Vestergaard, M., Obel, C., Gissler, M., . . . Li, J. (2013). Risk of substance use disorders following prenatal or postnatal exposure to bereavement. Drug and Alcohol Dependence, 132(1-2), 277-282. doi:http://dx.doi.org/10.1016/j.drugalcdep.2013.02.015 Monk, T. H., Germain, A., & Reynolds,Charles F., I.,II. (2008). Sleep disturbances in bereavement. Psychiatric Annals, 38(10), 671-678. doi:http://dx.doi.org/10.3928/00485713-20081001-06 Wetherill, R., & Tapert, S. F. (2013). Adolescent brain development, substance use, and psychotherapeutic change. Psychology of Addictive Behaviors, 27(2), 393-402. doi:http://dx.doi.org/10.1037/a0029111

Rationale for Ptlls

Rationale My topic will be based around Employability Skills: Why is a CV so important, what should it include and how to put your CV together. I am currently not in a teacher/tutor role right now but I work in recruitment and I find and place suitable candidates within the training and WBL arena. As this is what I currently do for my job I am comfortable delivering this subject to a group of learners. My aim is for my learners To Understand the Importance of Putting Together a Good CV and How to Do it.My learners will make up of 3 of my fellow colleagues from my PTLLS course and will be delivered on the 26th November in a classroom at college. Prior to the session I will prepare a PowerPoint presentation which will include aims and objectives of the session, the CV examples, the group task and the final outcome. I will back up this presentation on a USB stick. I have chosen this resource to enable the learners to engage immediately and digest the subject matter whilst I am introduci ng myself, the aims and objectives.By having a visual resource at the beginning of the session the learners can start to digest the information whilst I am delivering it aurally. This will appeal to the two preferred learning styles and gain interest and engagement from the start. The PowerPoint will keep me and my delivery on track and not veering off the subject. The aim and objective will also be written on my white board or flip chart which will remain up during the whole session. This is to remind the learners of the subject and they can refer to it during the group work task.I will arrange the room so the group can sit together and can see the presentation and can see the whiteboard. I will ask the group to leave their bags and coats at the back of the room to avoid any trip hazards or distractions. As the group already know each other I will not need to introduce an ice breaker. I do not yet know whether they have any special requirements. In preparing for my micro teach I dr aw on information and research around my current employment.I will research the criteria that are needed for a CV, what the prospective employers want to see a CV and the most effective format to use. I will prepare in advance a handout of a good and bad example of a CV. I will also prepare a list of key descriptive words to use in a CV in case we finish too quickly. I will begin my session by introducing myself, my aims and objectives. I will ask if anyone has any previous experience in putting together a CV and if so how long ago it was. The objectives of the session: 1. To listen to the introduction and information about the session. . Understand the importance of a good CV 3. Discuss the good and bad aspects of a sample CV 4. Identify skills and abilities when writing a CV 5. Answer questions and recap. I will introduce the subject by asking questions about their previous experience of writing a CV, was it short, long, bulleted or paragraphed? I will ask them why a CV is so impo rtant and how they can create a good first impression. By asking these open questions I will be drawing on the learner’s previous experience and getting them involved.I can introduce English functional skills here as they will need to ensure it’s written and presented properly with no grammar or spelling mistakes. I will explain that the next task is a group work session where they will be given a copy of a poorly written CV as a handout. They will need to identify the good parts of the CV that are relevant and the parts that are not needed. After this period I will ask them to present their findings which I will write up on the flip chart. I will display on my presentation the layout of the preferred style of CV and ask the group if they have any questions.This will enable them to clarify any information or offer any ideas they may have. I will then handout a formatted copy of the original CV and how it should look. I will ask the learners to discuss what is different with this version relay back to me. This will appeal to the different preferred styles of learning, written, aural and reading. I will use everyone’s name when asking or answering a question, I will make eye contact equally and if someone is not involved I will ask them direct or hypothetical questions.I will use the 7 W processes in asking my questions. If I overrun I will use the last previous CV version as a handout for the learners to take with them, if I run out of time I will introduce my Use of Descriptive CV Words doc. I will summarise the session by relating to the aims and objectives on the flip chart and by referring to the handouts for future reference when putting together a CV. I will thank them for their time and tell them the session is over.