Comparing The Teachings Of Jesus With Those Of Paul

1. Compare the teachings of Jesus with those of Paul. Why do you think some people consider Paul the second founder (or even the true founder) of Christianity? The gospel describes Jesus as a great teacher who astounded the crowds who gathered to hear him. Though he engaged in debates with Pharisees and Sadducees, he took great interest in ordinary people. He often taught them in parables, stories that used vivid images from everyday life to illustrate spiritual truths (Invitation to World Religions, pg.416). The central theme in Jesus’ teachings was the Kingdom of God. For Jesus, the kingdom of God was not an ordinary kingdom, but that exists when human beings recognize God’s sovereignty over the world and respond in love and in†¦show more content†¦Though Jesus was sinless and undeserving of death, he offered himself as a sacrifice in atonement for all sin (Invitation to World Religions, pg.418). Paul was always emphatic in maintaining that salvation cannot be earned by â€Å"works†, whether humans’ effort to obey the commandments in the Torah or excellent work in general. Instead, he taught that the s alvation made possible by Christ’s sacrifice is a gift, the ultimate expression of God’s love and grace. Salvation is given to those who respond to God’s grace in faith, the conviction that God has acted through Jesus Christ to amend for human sin. Although Paul was very clear in teaching that salvation depends on God’s grace and the individual’s turning to God in faith, he did not dismiss the importance of works (Invitation to World Religions, pg.419). For Paul, faith does more than bringing salvation; it unites the believers with Christ in a â€Å"newness of life†. He believed that the spirit lives in believers and brings them into union with God. As a divine presence within, the spirit encourages the growth of spiritual virtues, the greatest which is love and makes all Christians one in the church often called â€Å"the body of Christ†. Because Paul was the first to describe and teach about the role of Jesus in the salvation of humanity from sin, he’s known to be the second founder of Christianity. It was due in part to his influence thatShow MoreRelatedComparing the Teaching on the Resurrection in I Corinthians and the Thessalonian Letters1499 Words   |  6 PagesComparing the Teaching on the Resurrection in I Corinthians and the Thessalonian Letters The purpose of this paper is to compare the teaching on the resurrection of Jesus Christ as it is noted in Pauls letter to the Corinthians and Thessalonian letters. The resurrection of Jesus Christ is one of the primary doctrines of study in the Bible because it reveals the victory that believers have over death, hell and the grave. 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Comparing the two religions, is simpler due to the clear difference between the beliefs of the religions as well as practices in worship. The historic origin of the two religions was much easier especially that of Christianity which begun as a Jewish sectRead MoreSpirit Baptism Is About The Restoration Of God s Covenant Community Essay1121 Words   |  5 Pagesdifferent things. Therefore, it is unwise to seek answers from Luke to something he did not address. To demonstrate this point, Lee brings out examples of spirit baptism in Luke’s writings. Supporting Evidence. He begins by comparing John the Baptist’s baptism in Luke 3:1 -22 to Jesus baptism of the spirit in Acts 2. He proposes that the baptism of John was symbolic while Christ s baptism ushered in a new era that would redeem humanity from their living damnation. In other words, John’s baptism wasRead MoreScriptures On The Same Sex Marriage1639 Words   |  7 Pagesor not it with religion affiliations. But many associate their opinion with the use of Scriptures in the bible. I will be analyzing evidence and reasoning from two different articles arguing against and for same-sex marriage by using Scriptures, Paul, and procreation to back up their claim. In 2004, the state of Vermont began the first steps towards legalizing gay marriage the same year Edith M. Humphrey published an article called â€Å"Recovering Christian Marriage† in a â€Å"ChristianityRead MoreWhy Revival Tarries By Leonard Ravenhill955 Words   |  4 PagesArt Tozer, the owner of two honorary doctoral degrees and an American preacher forwards this book to the nature of Ravenhill being impossible to remain neutral, â€Å"His acquaintances are divided pretty neatly into two classes, those who love and admire him out of proportion and those who hate him with perfect hatred† (13). Leanard Ravenhill was born 1907 in the small town of Leeds, England. In mid-life he traveled aboard to America and fell asleep in 1994. He began publishing his works in 1959 and compiledRead MoreThe Teachings At The Sermon On The Mount1342 Words   |  6 Pageswith suffering. With Christianity, Jesus taught his followers that suffering is eliminated through salv ation, which is by repentance and dependence on God. While with Buddhism, Buddha taught suffering is universal and that the only way to deal with it is by forsaking oneself and following the Middle Path, thus achieving a worked out salvation. Though these teachings do resemble each other in meaning, they differ in their purpose. When looking at Jesus’ teachings at the Sermon on the Mount, he givesRead MoreDevotion Is A Major Theme1608 Words   |  7 Pagesâ€Å"love, loyalty, or enthusiasm for a person, activity or cause.† In all religions, devotion is a very big reoccurring theme. In order for a person to commit himself or herself to a religion, they must devote their mind, body and soul to the true teachings of the religion. Devotion in the religions of Christianity and Buddhism is very important, but what they devote their lives to, and how they devote themselves is what makes the religions different. In the religion Christianity, devotion is a majorRead MoreThe Life And Times Of Jesus Of Nazareth1773 Words   |  8 PagesTwo thousand years ago, the birth of Jesus, arguably the most influential man the world has ever seen, altered history forever. Christians know him as the Messiah, the son of God who came to save all of mankind, and for others, he may just be a great teacher and person of history. It is the latter that Reza Aslan attempts to shed an unbiased light on by comparing the Jesus that modern Christians believe in to the Jesus that Aslan believes would have fit into first-century Palestine: a violet revolutionaryRead MoreThe Theological Theory Of Atonement1634 Words   |  7 PagesThe early church fathers took the story of Jesus and attempted to put it into a living theology that would give the story more meaning for their current day. They used their philosophy, culture, and personal style to form their ideas of what the atonement means. In the second century, Irenae us and Athanasius formed their beliefs into a model of atonement. They are usually regarded as being the first to outline the theory of atonement called the recapitulation theory. Their work set the tone for all

The Press And Vietnam War - 1976 Words

The Press and Vietnam When analyzing the Vietnam war it is clear that the press had a significant role in helping bring the conflict to an end. Largely, this was the result of the gruesome reports and images that the networks chose to air and the public’s corresponding opposition to the war. To understand this relationship, and hence helping to end the war, it is necessary to look at three distinct areas. These include the reason that the press chose to air gruesome reports, specific reports that outraged the public, and examples of the corresponding changes in public opinion. The gruesome reports that the networks chose to air to the American public appear to be the result of a competitive culture within journalism at the time. Specifically, a culture of competition amongst correspondents to obtain violent and gory reports. This is evident in the article, â€Å"Vietnam War: Bringing the Battlefield into the American Living Room.† It first shows this when speaking of a specific war correspondent. It states that, â€Å"Mike Wallace of CBS recalled that he and other correspondents, eager to get their stories on the air, did their best to find the gory combat footage their bosses in New York wanted† (191). This statement shows that due to the press executives’ desire for violent images, the journalists actively competed to get them. Therefore, there was likely a lack of other reports related to the war as these reports were not in demand and would likely not be released by the editors.Show MoreRelatedComparison Between War History And The Vietnam War1514 Words   |  7 PagesCONTRAST IN WAR HISTORY KHALED ALRASHIDI ARIZONA STATE UNIVERSITY Date : 03/03/2016 ENG #107 KURT MYERS On March 29, 1973, the last combat of the US troops finally left southern Vietnam. Four years had elapsed since the start of withdrawing operation by the US battalion from Vietnam. Approximately 2.5 million Americans soldiers among them officers, counselors, nurses, physicians and other units of personnel s in the US served in the Vietnam warfare. It was time to return home though theRead MoreThe Problem With Vietnam Essays1660 Words   |  7 PagesThe Problem With Vietnam Wartime in the United States has always placed pressure on the government and the citizens of the country to provide support by whatever means to the situation. During World War II, that support was propagated by the government in the form of censorship and a strategic public relations plan to maintain the public opinion in favor of the cause. Glorification of Americas involvement in the war helped America maintain the image of a cause worth fighting for. TechnologyRead MoreThe Vietnam War And Its Horrors1130 Words   |  5 Pages The Vietnam War and its horrors came into the living rooms of people through from news reports through television. This war was the first war to issue full freedom to the press. There was a huge response to what people saw in a negative way. Many people thought the war should not have been televised. According to â€Å"U.S. at War: A History of Shame†, it was until 1965 that the Vietnam War became a big story on television. Journalism coverage o f this war using television had a huge effect on the peopleRead More imbedded journalists Essay900 Words   |  4 Pages The embedding of journalists in Iraq has opened up many doors for the profession of journalism and for the United States military. Not only could the general public view the war from inside the battle, they witnessed the dirt raining on the troops as a rocket propelled grenade hits close to a battalions position and the soldiers wince as they are stung by a violent sandstorm. During the conflict, the United States military permitted news organizations to have a reporter travel with the ground troopsRead MoreAmerica s Exit From Vietnam And Our Current Withdrawal From Afghanistan Essay1665 Words   |  7 PagesThe similarities that can be drawn if we were to compare America’s exit from Vietnam and our current withdrawal from Afghanistan will be: Resources, Politics and Public Opinion, and Role of the Press, Purpose of War and Military Campaigns, and lastly, Effective Counterinsurgency, and Vietnamization. Like Vietnam, the American involvement in Afghanistan became a long-term phenomenon transcending several presidential administrations. 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For the sake of conciseness, and in order to focus the bulk of the content on the main topic, this essay will make certain assumptionsRead MoreInfluence of the Media in the Anti-War Movement of the 60s and 70s1600 Words   |  7 PagesDuring his testimony to the Senate Committee of Foreign Relations, John Kerry mentioned that in his opinion, â€Å"there is nothing in South Vietnam which could have happened that realistically threatens the United States of America.† In that same testimony, Kerry discussed that most people â€Å"did not even know the difference between communism and democracy. They only wanted to work in rice paddies without helicopters strafing them and bombs with napalm burning their villages and tearing their country apartRead MoreThe Untold Stories Through the Lenses of the ARVN Soldiers Essay890 Words   |  4 PagesThe Vietnam War began in December in 1956 and ended in April 1975. Initially the war was between North Vietnam and South Vietnam but they bo th formed allies. North Vietnam’s allies were the Soviet Union, China, and other communist allies, while South Vietnam’s allies were anti-communist countries like the United States. The United States entered the war and sought the help of the South Vietnamese army (ARVN). Despite the US collaborating with the ARVNs, the ARVNs were constantly belittled and wereRead MoreRepresentations Of Disability During The 20th Century1727 Words   |  7 PagesAmita Wanar HSPB W3950 James Colgrove 10/22/15 Representations of Disability in Military Veterans During the 20th Century At the end of the Civil War, Andrew Johnson alleged our nation s supposed investment in our veterans by claiming that â€Å" a grateful people will not hesitate to sanction any measures having for their relief of soldiers mutilated...in an effort to preserve our national existence.† Since then, our changing perception of disabled veterans of military service has affected the successRead MoreThe War Of Vietnam And The Vietnam War1525 Words   |  7 PagesThe war in Vietnam is The United States and other capitalist bloc countries supported South Vietnam (Republic of Vietnam) against the support by the Soviet Union and other socialist bloc countries of North Vietnam (Democratic Republic of Vietnam) and the Vietcong of war. Which occurred during the Cold War of Vietnam (main battlefield), Laos, and Cambodia. This is the biggest and longtime war in American history during the 1960s (Best 2008). It is also the most significant war after World War II

Japanese in America Essay Example For Students

Japanese in America Essay Pocky, Anime, manga, kanji. Have you heard of any of these? If not where have you been? All around us teenagers, children, and even adults are being drawn into Japanese culture through TV, books, and even food. Japanese comics, called manga, take up more and more space on American bookshelves, and theyve infused new life into the publishing industry. Japanese animation, anime, is on more and more movies and TV screens and influencing popular toys and games. Before the 80s when people thought of Japanese imports, they thought of cars, TVs, walkmans, and other electronics. Japanese pop culture is becoming increasingly popular and shows no signs of stopping. Now children are trying to learn Japanese and martial arts to be like their favorite anime character. Teens are learning to speak Japanese and adopting Japanese clothes, food, and even traditions. Adults are enthralled by the colorful and vast world of anime and manga and are amazed they can have such a lasting effect on their kids. Some people may wonder why Japanese anime and manga are so popular with kids and the answer is simple. Theyre so different and captivating, everyone can find one they enjoy. You have action, comedy, romance, horror, fantasy, sci-fi, and tons more. Some even mix and match, making a truly wonderful and breathtaking experience. And its not just the movie and book industry either. Music, known as J-pop or J- rock, is taking up more and more room on the Internet. The Japanese bands are not only making popular music, theyre also very interesting and different to look at. These bands are known as Visual Kei and are indeed unique in their own ways. Americans are drawn to them because, quite frankly theyve never seen or heard anything like it. The closet thing we have to that is Marylin Manson but hes just creepy and not that fun to look at. The largest Japanese import, undisputedly, is video games. Nintendo, Sega, and the Sony Playstation have made the biggest impact on this nation. Just about every game you pick up in from Japan. Sonic the Hedgehog, Super Mario, even Pac-man. Video games have come farther than anyone could have imagined. With new crazes like Dance Dance Revolution, a game in which you literately dance on a pad to popular J-pop songs, and new technology Americans will keep buying Japanese games. Some people may think this is a bad thing. Theyre children are embracing another culture instead of their own. And what is so wrong about that? Would you rather they hated every other culture except their own? The Japanese Boom is a way to open minds, expand imaginations, and open doors to new cultures. One child may grow up on anime and go on to learn other cultures. S/He may grow up to be a democratic negotiator, or something of the like because s/he embraced other cultures at an early age. So theres nothing to be alarmed about when a kid comes up to you with Japanese words on their shirt and says Konichiwa to you then walks away singing I think Im turning Japanese. Or when you see a strange food called Pocky or Ramen in general stores. Americans are just being invaded by Japan. No big.

Understanding Islam free essay sample

Introduction The literal meaning of Islam is peace. Because of many current world events, Islam is a highly controversial and sensitive issue that has many misconceptions that need to be more fully addressed and understood. It is true that the events of 9/11 have separated the history of American relations with the Muslim world into before and after phases, negatively affecting the patterns of assimilation of immigrant Muslims into American culture and society (Simmons, 2008). This essay will begin to give factual details regarding the Islam faith, compare Islam with other Abrahamic religions and discuss common misconceptions and current events that have changed the way the world looks at Muslims and the Islam faith. Body It will be useful to begin with attempting to scratch the surface and try to understand the teachings of Islam. Islam is a monotheistic religion based on revelations received by the Prophet Muhammad in the 7th century. These revelations were recorded in the faith’s text, the Qur’an. The Islam faith has â€Å"Six Articles of Beliefs†. People of the Muslim faith must have great conviction in these most important six areas. They are: 1. Belief in God. 2. Belief in the Angels. 3. Belief in the Prophets and Messengers. 4. Belief in the Sacred Texts. 5. Belief in Life After Death. 6. Belief in the Divine Decree (Abdulsalam, 2006). The believers worship God directly without the intercession of priests or clergy. They also have five duties that are given as rules to follow. Those are the Five Pillars of Islam; Belief, Worship, Fasting, Almsgiving and Pilgrimage (Grupper, Prentice, Roughton, 2000). The country with the most Muslims is Indonesia, with 120 million. In addition there are millions more in parts of Eastern and Western Europe and in the Americas. The Islam religion claims nearly 1 billion followers in countries throughout the world. Islam is also the youngest among major world religions but is still one of the largest (Ridenour, 2001). Islam belongs in a group of three religions called the â€Å"Abrahamic† religions. Those three religions are Christianity, Judaism and Islam. They are three sister religions that are monotheistic and that claim the prophet Abraham as their common forefather. To compare Islam and Christianity, in relation to God, Muslims believe there is no God but Allah; Christians believe that God is revealed in scripture as Father, Son and Holy Spirit, three persons who are coeternally God (Ridenour, 2001). This sometimes causes Jews and Muslims to criticize the Christians as polytheistic. In all three religions, there is an ethical orientation. All three religions speak of a choice between good and evil, which is depended upon obedience or disobedience to God (Unkown, 2007). The three also have a linear concept of history with creation as the beginning and that God works through history. The believers of Islam are called Muslims which means â€Å"one who lives his life according to God’s will† (Langley, 1993). It would seem that this particular people and religion would be a people of peace, sincerity and love. Since 9/11, the world of the faithful in Muslim societies has been in turmoil because the living Islam, dominated by its traditional interpreters, the learned ulema, has not been able to guide the community at the most critical period of its existence (Sachedina, 2010). This current critical period of Islam existence has created many misconceptions. Only if it is assumed that the goal of Islam is to establish peace without resorting to aggression can one claim that that militant Islamists have hijacked their religion (van der Krogt, 2010). Islam is practiced all over the world and the way it is practiced is different in different locations. Islam does claim to be brotherhoods of â€Å"one religion†, but the Islam practiced in Indonesia is very different than the Islam practiced in Saudi Arabia, which is also different from that in Kazakhstan, or Iran, or Morocco. In researching for this essay, the author found many different â€Å"types† of Islamic groups all over the world. There are over 73 sub-sects that have emerged within Islam today (Venkatraman, 2007). Some peaceful and some more aggressive. A group called Hizb ut-Tahrir al-Islami (The Party of Islamic Liberation) began working in Central Asia in the mid-1990s and has developed a committed following inside Uzbekistan, and to a lesser extent in neighboring Kyrgyzstan, Tajikistan and Kazakhstan. Estimates of its strength vary widely, but a rough figure is probably 15-20,000 throughout Central Asia. Its influence should not be exaggerated – it has little public support in a region where there is limited appetite for political Islam – but it has become by far the largest radical Islamist movement in the area (Unkown, Radical Islam in Central Asia: Responding to Hizb ut-Tahrir, 2003). The common misconceptions regarding Muslims did not begin with the terrorist attacks of 9/11, but that seems to be the current event that hits closest to home. Islamic terrorism is a movement in which the violence caused by terrorism is derived from and used to preserve extreme interpretations of the Quran in an Islamic community. Participants of this movement call for an unquestioned devotion and blind obedience or a Quaranic tenet has been broken. A few of the Islamic terrorist groups are Al-jihad, AlQaeda (Afganistan), Hamas (Palestine), Jammu and Kashmir Liberation Front (Kashmir), and the Lashkar e-Toiba (Kashmir) (Venkatraman, 2007). The 9/11 terrorist attacks were performed by AlQaeda under the direction of Osama bin Laden, the founder of AlQaeda. The death of Osama bin Laden has also certainly not stopped Islamic violence, but according to the president of the Muslim Public Affairs Counsel, Salam Al-Marayati, the death of Osama bin Laden â€Å"represents the beginning of the end of a dark era in U. S. -Muslim relations. † He goes on to say that â€Å"hopefully this ushers a new era of hope and democracy in dealing with the grievances of Muslim people throughout the world without resorting to political violence. † (Lozano, 2011). The media and these current world events are a definite misconception of all Muslim people. To gratuitously insult law-abiding Muslims by conflating them with terrorists is not only wrong, it is dangerous to U. S. national security (Stern, 2011). An article written in the New York Times in October of 2010, spoke about local New York Islamics having open houses to invite non-Muslims in to attend prayers, discussions and tours of Islamic centers as a way to defuse hostility toward the Muslim population. The idea for the program, â€Å"A Week of Dialogue,† emerged from a summit of Islamic leaders as a response to the furor surrounding a plan to open a Muslim community center and mosque near ground zero (Semple, 2010). Muslims in America and around the world are trying to bring back the truth to the original Islamic meaning of peace. We now must look at how Muslims and non-Muslims communicate and live together in harmony. Historically, in countries where Islam has gained political power, people of all rival religions are either wiped out, or in the interest of â€Å"tolerance† or â€Å"open mindedness†, permitted to exist as second-class citizens. Christians and Jews are looked down upon and may not practice their religion openly or freely without serious consequence. But, Islam in the West is completely different from Islam in Muslim dominated countries. Muslims who live in the Western democratic countries enjoy all the benefits and privileges of freedom and democracy. They have secure civil liberties and may practice their religion freely and openly. The Qur’an specifically states that Islam is a religion of mercy, tolerance and moderation. Moderation being the key to Muslim and non-Muslim communication. It allows Muslims to have a good relationship with non-Muslims, but to a certain limit. One quote from the Qur’an says this: â€Å"Let not the believers (Muslims) take for friends Unbelievers (non-Muslims) rather than believers. And whoever does that has no relation with Allah whatsoever, except by way of precaution that you may guard yourselves from them. † (Surah Ali Imran, V: 28). Conclusion In summation, some of the misconceptions that people around the world have regarding Islam, are backed up by some current and past events. We must first begin to understand the Islamic faith, it’s diversity in people, areas of the world and political stances. This author does not begin to understand the depth of the Islam faith. After researching for this essay, the realization of the diversity of this faith as compared to Christianity or Judaism, is overwhelming. The peaceful people of Islam must not be judged by the terrorists and the acts they commit. We learned that Islam has political side and a religious side as well. The editor of the journal, American Libraries, Leonard Kniffel wrote an editorial about how libraries jumped at the chance to begin educating communities on the Islam faith shortly after the 9/11 terrorist attacks. Mr. Kniffel states that, â€Å"Knowing that an anti-Muslim backlash was inevitable, they created programs to help the patrons of their libraries understand the teachings of Islam, the history of American policy related to the conflict we now find ourselves in, and what it means to be Muslim in America† (Kniffel, 2002). The Muslim American Society (www. muslimamericansociety. org) has a campaign called â€Å"The Straight Path Initiative†. It’s goals are to equip and focus on Muslims in America ages 15-30. This initiative has a goal to initiate an honest open ialog about radicalization and extremism in Muslim American communities. They are targeting high schools and college campuses to provide programs and activities to involve young Muslim Americans in a proactive way that limits opportunities for radicalization (Unkown, The Straight Path Initiative, 2011). Much like any religion or people group, Islam has a group of terrorists and non-peaceful people amongst them . The misconceptions are actually very real and have information and current events to back them up. It would also be fair to say, that most religions and people groups have those kinds of people. Understanding one another is the most important thing we can do. By educating each other on beliefs, understandings and ways of life, we can only then begin to have peaceful dialog to bring us together. September 11, 2001 became a day for American’s to see the true colors of the terrorist sect of the Islam religion. As this is a day we will never forget, we must begin to heal by understanding and not judging the entire Islam faith for these terrible acts of terrorism. References Abdulsalam, M. (2006, January 30). The Religion of Islam. Retrieved June 12, 2011, from www. islamreligion. com: http://www. islamreligion. com/articles/6/. Grupper, J. , Prentice, P. , Roughton, R. (2000). Islam: Empire of Faith. Retrieved June 13, 2011, from www. pbs. org: http://www. pbs. org/empires/islam/film. html. Kniffel, L. (2002, January). Getting to know Islam. American Libraries , 48. Langley, M. (1993). World Religions. Oxford: Lion Publishing. Lozano, C. (2011, May 1). Osama bin Laden Dead: End of a dark era in U. S. Muslim relations. Retrieved June 15, 2011, from L. A. Times: http://latimesblogs. latimes. com/lanow/2011/05/osama-bin-laden-dead-end-dark-era-us- muslim-relations. html. Ridenour, F. (2001). So Whats the Difference? Ventura, CA: Regal Books. Sachedina, A. (2010, September). Religion, Order and Peace: A Muslim Perspective. Cross Currents , 332-338. Semple, K. (2010, October 22). At Mosques, Inviting Non-Muslims Inside to Ease Hostility Toward Is lam. Retrieved June 15, 2011, from New York Times: http://www. nytimes. com/2010/10/23/nyregion/23mosques. html? ef=reconstruction. Simmons, G. Z. (2008). From Muslims in America to American Muslims. Journal of Islamic Law and Culture , 10 (3), 254-280. Stern, J. (2011, May/June). Muslims in America. The National Interest (113), pp. 38-46. Unkown. (2007, September 16). Abrahamic Religion. Retrieved June 14, 2011, from New World Encyclopedia: http://www. newworldencyclopedia. org/entry/Abrahamic_religions. References (continued) Unkown. (2003, June 30). Radical Islam in Central Asia: Responding to Hizb ut-Tahrir. Retrieved June 15, 2011, from International Crisis Group: ttp://www. crisisgroup. org/en/regions/asia/central-asia/058-radical-islam-in-central-asia- responding-to-hizb-ut-tahrir. aspx. Unkown. (2011). The Straight Path Initiative. Retrieved June 17, 2011, from Muslim American Society: http://muslimamericansociety. org/main/content/straight-path-initiative. van der Krogt, C. (2010). Jihad without apologetics. Islam and Christian-Muslim Relations , 21 (2), 127-142. Venkatraman, A. (2007). Religious Basis for Islamic Terrorism: The Quran and its Interpretations. Studies in Conflict and Terrorism , 30 (3), 229-248.

Creating Contrast and Caparative Essay Topics

Creating Contrast and Caparative Essay TopicsComposition questions regarding contrast and comparative essay topics are relatively simple. Just make sure that the topic is not too broad. A common mistake among students is to use too many contrasts in one essay. One may have too many examples of two products that are similar and not in a contrast, resulting in too many examples.Contrast should be used in very few instances. In fact, it should not be used at all. Instead, just use one or two positive and negative examples.If a student has too many examples of contrasts in one essay, they are no longer thinking clearly. By using two examples instead of one, you allow the student to think more clearly. By showing that the two examples are not all true, the student can analyze and see if they are true.Students often find that the contrast and comparative essay topics are the most difficult to write. You may need to practice writing this type of essay. There are many resources that you can use for practice.If your students have been doing poorly with contrast and comparative essay topics, there are some strategies that you can use to help them become more successful. They need to pay attention to the colors and textures of their paper. In addition, they need to pay attention to the appearance of their colors and text. This can sometimes be a difficult task because often papers are very bright, shiny, and glossy.Colors and textures on your paper should be warm, natural, and natural looking. For example, you may choose to use beige for a casual, home environment, and black for a formal, business setting. You may also choose to use both types of colors indifferent colors, and choose to use different textures in different areas of the paper.However, if you choose to use only one texture in your paper, you should avoid choosing the same texture or colors in different areas of the paper. It is best to use textures and colors in different locations in the paper. In addition, you may choose to have different textures and colors in different regions of the paper. As a result, you are more likely to be able to see the textures and colors in other areas, which allows the student to see the difference between textured and color paper.As you can see, there are many different ways that you can change the appearance of your paper, to change the different textures and colors, to change the appearance of textured and color paper. This will help you enhance the effectiveness of your contrast and comparative essay topics.

Studio Based non-Fiction Television Production Essay Example

Studio Based non-Fiction Television Production Essay Although the production could not happen if one member of the crew were missing, the role of the PA is pivotal. The PAs job is to ensure that the programme runs to the correct time and therefore has to be aware of the exact timing of every piece within that broadcast. The PA must know the exact time of every video feed and the point at which it has to start. This enables a ten second count to be given for the video to have enough time to get up to speed and start at the correct time. The second important aspect concerning the PA and the video feeds is to know the count to the end of the piece. This is essential information for the floor manager to pass onto the presenters and auto-cue operator, this enables the next piece to start as soon as the video feed has finished because all relevant parties know in advance exactly when that point will be. We will write a custom essay sample on Studio Based non-Fiction Television Production specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Studio Based non-Fiction Television Production specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Studio Based non-Fiction Television Production specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Another task of the PA is to keep track of the times of any live events such as interviews and to make sure that they fill the required time without over-running. Again this information is fed to the floor manager (or directly to the presenters if they have ear pieces.) The outcome of all this meticulous time keeping is that the PA should know exactly how much time the remaining pieces have to fill. This way the PA will know if there is going to be any dead time in the programme that would need to be filled. Again the communication process runs through the floor manager to the presenters to pad things out. The result is that many news broadcasts; especially local ones have a few seconds of banter towards the end. This may be discussion of the news items, however, its only reason for inclusion is to make sure that the programme runs to the right time. The alternative scenario would include a smaller item being cut completely or a long piece having some peripheral information left out to ensure that the production does not run over. The essential nature of the PAs role is highlighted in a live new broadcast. Major news events (such as those of September 11th) take precedence over the news items that are planned (or indeed scheduled programmes.) In this scenario the PA must think on their feet to ensure that they know the exact duration of any additional material and decide what is going to be the most appropriate material to cut to keep the programme within its allocated slot. With this brief to follow, the PAs tools are a series of stopwatches and a heavily annotated running order. The stopwatches keep track of the overall programme length and each piece on separate clocks. The PAs running order is concerned with the times of each piece, to ascertain these the PA must liaise with the presenters to find out how long it takes them to read each part of the script. The PA can then ascertain at what time and which section of script corresponds to the cue for the VT operator. Evaluating our own production. Several problems were faced during the making of our programme. Firstly the inexperience of the people involved which the module aimed to rectify. Secondly we were not equipped with earpieces for the presenters. This meant that any communication from the gallery to the presenters had to be channelled through the floor manager, this lead to some confusion as well as the presenters focussing on the floor managers non-verbal signalling rather than looking straight to camera. Thirdly, there was only one out of three cameras equipped with auto-cue. In order that the presenters eye-line was straight out to the audience, the one auto-cue camera ended up being pivotal. There was a stretch of four stories which had to be delivered by one presenter straight to the same camera as there was no way of feeding the script from another angle. Finally, the position of the monitors within their housing in the gallery was such that it was very difficult for the VT operator to see the clocks on the tape before each VT piece. This problem was solved by the producer giving instructions to the VT operator as to the state of the clock. This solution took more time and meant that is was sometimes quite a close call as to whether the VT was ready in time to be played. This situation also meant more noise in the gallery, which must have been detrimental to the concentration of the other members of the team in there. A human caused shortcoming of our broadcast was that it ran thirty seconds under the required time. This was caused by a combination of events. We were given a newsflash to insert with no warning at all. This meant that the timings for the rest of the programme were out. It was decided to cut the interview that was to take place later by thirty seconds to make way for the newsflash. Unfortunately, the presenter cut the interview by almost a minute, this situation was difficult for the PA to convey to the presenter because of the afore mentioned lack of earpieces. At the end of the programme when it was realised how long had to be filled, the request was sent to the presenters to pad the end of the programme out, however, this banter failed to materialise, this lead the cue for the VT to start being late which resulted in a ten second shot of the presenters looking to camera without saying anything and the programme ending early. A further fault with the production was the lighting. The lighting operator had been absent for a number of weeks, which meant that the soundman was filling in with rudimentary control of the lights. However, the arrangement of them was left as it had been found, this resulted in some of the shots having rather more shadow than would have been preferred. As well as having control of the lights our soundman did a wonderful job, there were no instances where the microphones were left on longer than they should have, and they were always turned on in time for the presenters voice to be heard. During the VTs the sound was perfect, and the transition from read over to using the sound on tape during one of the sports VTs went smoothly. The section of the programme that couldnt be scripted the interview also went ok. The presenter had a library of questions to refer to so was never stuck for something to say. The vision mixing in this part of the production was also done without being set out before hand. We used two cameras, one for each participant and cut between them as the speech swung from one conversant to the other. Bearing this fact in mind, that particular piece of the broadcast went perfectly well. My own contribution. I was involved in the writing of one of the pieces (the Smoking Kids item) and was a member of the team that filmed the NTL story and part of the Drugs story. I was also involved in editing these pieces. Being the VT operator meant that I was responsible for all the videotapes which were needed. Several problems were faced with one of the tapes (the control track had corroded apparently) this involved some frantic editing to get all the pieces available for the broadcast. As a consequence of these technical problems we had to do several rehearsals without some of the VTs being properly ready. My role meant that I had to work quite closely with the PA, I collected the exact times of each of the VTs and was able to supply the ten second count down at the end of each piece, this spread the PAs load making the production run smoother. As well as having the standard running order and script, I produced myself a VT running order, which had all the VTs in the order that they appeared, complete with their running time including the ten second clock and a note giving the exact time the ten second end call was needed. For my job to run smoothly it was essential that I was organised. Each tape was correctly labelled and the three tapes I was using were set out in order to make changing them easier. As previously mentioned my personalised running order was also present, this had notes on it regarding the best time to change the tapes and when I had enough time to fast forward the tape with the titles on. To make sure that each video piece was ready in time, I had to make sure that as soon as one piece had finished I got the tape ready for the next piece as quickly as possible as there was only twenty seconds between two of the VTs, this meant that I had ten seconds to wind the video on before I had to set it running again so that it would appear at the right time. Again working closely with the PA meant that I had in depth knowledge of all the times that concerned me. As I was the only member of the team with a detailed knowledge of each tape and its relation to the overall programme I also had to work with the vision mixer and sound operator ensuring that they knew the right places to cut to the video and the sound respectively. It was also essential that the sound operator knew which video pieces were intended to be read overs so that the presenters mikes were kept up. Another point at which teamwork was essential was for one of the sports pieces were the first half of the video clip was read over and the second used the sound on tape. Several run throughs were needed in order to get the sound levels and the video start points right. At the beginning of each session I also had to work with the sound operator so that a check could made that the sound on tape came through ok. A further problem was the NTL VT, there was a section of the piece which was filmed in a noisy environment, the sound operator needed prior warning of this to ensure that the sound was mixed live to reduce the difference in levels within the piece. Taken as a whole, I feel that the team worked well together to produce the piece. Each person was aware of their job and how it related to everyone elses position within the team. This enabled us to get the programme running smoothly and for us to be able to cope with the unexpected when it happened.

Homework Invention and Transformation Key Points

Homework Invention and Transformation Key Points Invention of Homework: Who Is to Blame and Did He Hate Students That Much? Probably every student sitting over fill-in test sheets, verb lists or math problems has wondered at least once who designed the after-school learning process a.k.a. homework and why he did it. Obviously not for the love of science and learning, since such loads of homework just overburden students and make them sleepy and tired all the time. But why, then? Because students were too loud and nasty and so it was a kind of punishment to make them learn even at home? Or because a teacher was lazy, busy or absent and so students had to catch up with the curricula on their own? Well, the history of homework is not that dramatic or mysterious, but it does contain some useful insights that can benefit both students and teachers. A Bit of History Although no source provides clear mentioning of homework through the long history of education up to the 19th century, it is most probable that it existed in this or that form all along the way. Doing observations, composing verses and speeches in rhetoric in the antiquity, memorizing prayers and Biblical texts in the middle ages, acquiring knowledge about the natural world from books and from nature in times of the Industrial revolution – it all required work beyond classroom walls. Besides, methods of teaching and available supplies before the invention of the printing press meant that most things had to be learned by heart. So information was either copied from valuable books or from teacher’s voice and learned after classes, or learned in class through chanting and mnemonic tools, thus being homework done in class. Some cite Marcus Quintilian, a famous Roman orator and teacher, as a first person to explicitly assign homework, but there is no clear written evidence for it. However, Quintilian was a first humanist teacher who focused on the needs of child and benefits of early education, so his influence is recognized today even without reference to homeworking. The appearance of the printing press meant that books were made available to a much wider audience, and so opportunities to make kids study after classes efficiently became wider. Fiction and non-fiction literature of early modernity sometimes mention children learning their lessons after classes to be able to recite them in class on the next day. Thus homework was in full bloom long before the thorough overhaul of education in the 19th century and the establishment of a truly comprehensive and standardized educational system. Homework Timeline In the 19th century and closer to the 20th century needs of developing economy and advances in child psychology and physiology meant that educational approaches and beliefs had to be reconsidered if they were to prepare kids for the life in new conditions. Class time was limited and standardized, a content of study aligned all across the country and made more practical, teachers were certified and the outcome of education was also outlined in measurable terms. Learning was to be intense, but class time could not host all information and activities anymore. Thus homework became an important part of education, but it also became regulated and quantified, relying not only on memorization but on independent work and creativity as well. The name of Roberto Nevilis is sometimes connected to the history of homework but he cannot be credited with inventing something that actually existed long before. It is possible that he was the first to put forward a scientific foundation for how to assign homework, but we will never know it for sure. Nevertheless, the real value and proper rationing of homework were being tested and adjusted well into the 1930s, when an explosion in psychological studies helped understand educational needs of children and how they can be nurtured and supported, not destroyed, by homework. Namely, there are benchmarks that differentiate useful homework from a homework dispensed as a punishment: Educationally useful homework is feasible (i.e. practically sound and accomplishable) It is not excessively large and difficult (part of feasibility) It is dispensed when students are independent enough to study without a teacher. These are basic requirements that apply to any kind of homework. Thus when students claim that they cannot cope with homework load because it consumes all their time it means that the first two commandments of good homework are breached and its benefits rapidly decline. But how does homework work? It is not a pun, there are scientific explanations of the process of knowledge acquisition that do point to the necessity of homework. Read them through, and you will never doubt the necessity of homework as such. Today no one doubts that proper homework helps to consolidate the freshly acquired knowledge and provides an opportunity to work independently and to find out what pace and methods of learning work out for every particular student. Thus good homework targets at achieving these goals and at enabling students to get the maximum of benefits from every topic studied. in class, the material is newly acquired and comprehended. Everything happens in time-pressed manner, where after learning new topic students are to take tests, do exercises or engage in some other unrelated kind of activities because the curriculum is wide and time is scarce; to get a better understanding of material repetitive reading and analysis are required, and they can happen out of class only. So reading and analyzing at home improves understanding and internalizing of knowledge; scholarly concepts can be tricky to grasp in class on the go, so at home, where nothing distracts and time permits, their assimilation and memorization happen more easily and naturally; memorization cannot happen immediately, every student has their own memory capacities, and what one remembers immediately, the other can memorize only after reading it a dozen times; what is repeated at time intervals and rehearsed at home is learned much better than something learned in the classroom only; homework gives time and space to be creative, to come up with new ideas, play with them, research, and so on. So indeed it is a tool of boosting creativity and independence. But we will remind again, all these good things happen only when homework is feasible and limited in time. If all free time of students is consumed by learning only, the benefits of homework turn into downsides. Besides, when assigning homework teachers and instructors need to take into consideration that acquisition and internalization of material happen through various kinds of activities, not only through reading and writing. The learning process includes several stages: initial perception understanding of perceived concepts consolidation formation of skills application of skills in practice. Every mentioned stage needs its own methods of work, and teachers are to select combinations of these methods to include into homework so that every aspect of the learning process was involved and activated. It is a complex task indeed, but if performed properly, homework turns from a nightmare into a cool journey full of discoveries and wonders. Genuine Goals of Homework Believe it or not, but homework was not created out of spite towards naughty students. It was born out of necessity and proved its value across continents and times. Different countries apply different standards in regard to the amount of homework. There were times when this load was on the rise, then the tide receded and kids had more freedom, now the high tide of a home task is back again. But no matter where properly measured and diversified homework enables students to do more than in class and to do so in comfort: students can plan their work as they want they can study without someone assessing them they do not have to haste or put a stop in the middle of a sentence to turn the test in they choose the pace and rhythm they use all the sources they need. Thus home task supports the academic activities performed in the class and provides space for more activities that help students know more and study better. Indeed, they memorize the stuff learned in class, revise and refresh in memory previously learned things and consolidate and apply newly acquired skills. That’s the goal of a good education, and homework is an integral part of the path towards it. But in addition to these purely academic benefits, homework develops in students more general life-saving skills: responsibility, self-planning and will basics of self-education research and information evaluation skills, use of various sources information processing capacities (analysis, synthesis, hypothesizing, analogy, etc.). These primary and secondary goals and benefits can all be achieved – and are achieved – under a proper application of homework and its types. Combination of different varieties of assignments is a key to helping students learn and not killing their curiosity. But what are these types? Optimal Types and Scopes of Homework Types of homework are the same as types of work in class, and so a combination of several of them makes home learning not so boring and more effective: Initial acquisition of information from textbooks/lectures Written exercises Oral exercises Memorization exercises Creative tasks Large written projects Craft projects Lab work, experiments, field work. Each kind of work is valuable in itself, but when put together in moderate amounts and diversified, they work wonders when assigned for home performance. If you need any kind of the above-mentioned tasks, just let us know and you will get the A-grade assignment completed as fast as you need it. Homework and Improved Education: Mission Possible? So what’s the conclusion? It looks obvious now that canceling homework is implausible and senseless since it will hurt the educational process. After receiving information in class students need to consolidate it, refresh in memory and apply in practice. It all can be done successfully at home only when time permits and a student is relaxed. If all conditions of good homework are met, it will work wonders for students’ skills and grades. And of course, it is wrong to believe, as some teachers do, that homework is a way to discipline kids and teach them time management. It is not. It is neither a punishment nor a mechanical tool of oppression. It is a valuable addition to the class time that helps students learn better and learn more. But teachers should understand this role of homework and organize it properly and reasonably, in the first place. In other words, they should learn their lesson.