Book of Galatians

Book of Galatians Introduction The Book of Galatians highly believed to be written by Apostle Paul was written in its original form as instructions to the Christians in southern Galatia, which was a Roman province in what is now Turkey. Galatia was the area where on his first missionary journey Paul established the congregations in Pisidia Antioch, Iconium, Lystra, and Derbe . Although there have been several other books written by bible scholars alike on Pauls   letter to the Galatians but that of Ralph Martin and Julie Wu under review is by normal standard one of the best annotated books of understanding. The book is explicit and clear in its outline with the use of interesting pictures and boxes to highlight points in a very concise manner, the colour combination is attractive and makes the book appeal to reading and learning. Authorship and date Paul was attributed to have written no fewer than thirteen epistles in the New Testament. Out of this thirteen, seven are almost universally accepted, three are considered in some academic circles as other than Pauline for textual and grammatical reasons, and the other three are in dispute in those same circles. It was gathered that Paul writing documented today in the book of Galatians was a dictation through a secretary (or amanuensis), who would usually paraphrase the gist of his message, as was the practice among first-century scribes. It was also gathered that the message in the book of Galatians was first circulated among the Christians, where they were read aloud by members of the church along with other works. That was why some bible scholars regard Pauls epistles which was said to have been written between 50-62 to be one of the earliest-written books, if not the first written book of the New Testament as they were cited around c. 96 by Clement of Rome. It must be emphasised that this letter which was largely traceable to Paul was part of the intensive trips/missions to the east and west of the Aegean Sea†¦during which he concentrated in the succession of the provinces of Galatia, Macedona, Achaia and Asia Although, scholars have not agreed on a specific date because the exact year is difficult to determine, but some placed the date of Pauls writing his letter to the Galatians between 48 to 52 AD. To some scholars the date was a time when Pauls writing was put before the Jerusalem Council. According to then, the materials before the Council dealt with the issue of circumcision and the Law of Moses and whether such issue is relevant in view of the New Testament teachings. The argument here is that Pauls letter to the Galatians did not mention the Jerusalem Council and that if the council had met before the date of Pauls writing his letter, Paul would have mentioned the decisions of the apostolic council in Jerusalem. Before of this assumption, scholars believed Paul must have written this letter to the Galatians before the Jerusalem Council, which was around 48 to 49 AD. Expectedly, there is another group of scholars who argued that Pauls Galatian letter should be dated at a date after the Jerusalem Council. According to this group, Paul began his second missionary journey after the Council had met. This group cited Acts 16:4 where it was recorded that Paul revisited the churches of Galatia to deliver the decisions reached by the apostles and elders in the Jerusalem Council. They also argued that it was after this date that Paul went to Greece to teach for close to two years while on his second missionary journey, this would place the date of its being written around 52 AD. Purpose Galatians purpose was primarily to resolve the dispute among churches in Galatians. During Pauls mission in Corinth, false teachers were overturning the decision of the Jerusalem Council by claiming that the Gentile Christians must be circumcised according to the Law of Moses to be saved. To try to settle the matter, Paul wrote his letter to the Galatians from Corinth, where he was unable to leave his missionary work at the time. In other words, Paul wrote his letter to Galatians while in Corinth. Another purpose is for Paul to counter the Judaizer view. Paul was particularly interested in refuting the false teachers spread by false teachers and to remind the Galatians of the roots of their faith. The three issues surrounding false teaching Paul was trying to tackle include: That Paul was not a true apostle and did not have the full backing of the church in Jerusalem and that they (the false teachers) are the true apostle accredited by James; That while Paul brought the Galatians the gospel of Jesus Christ, he had failed to give them the full undiluted gospel and that; Without adherence to the Jewish Law, the church would have no ethical guidelines and would fall into immorality. Structure The book of Galatians has 6 Chapters, and was written in polemical style and tone, yet with a clear rhetorical structure and deep pastoral concern for the readers, to enforce the twin themes of faith and freedom (9). The book is carefully structured into five distinct parts. The first part contained greetings and introduction (Galatians 1:1-10). The second part (Galatians 1:11-2:21) was used to defend Paul apostolic ministry of the pure gospel as against the false teachers. The third part was used to defend the gospel of justification and salvation by grace and faith alone (Galatians 3:1-4:31) while the fourth part was dedicated to defending the freedom Christians have to love one another and live by the Spirit. Galatians 5:1-6:10. The last part includes conclusion and summation (Galatians 6:11-18). Conclusion This work has been to review Pauls letters to the Galatians at the time the false prophets and teachers were spreading fake counsels and heresies about Paul and his teachings. The book was structurally crafted to treat the purpose and intent of Paul in a very clear manner. Pauls Galatians is regarded as his very first epistle in the New Testament.

John Edgar Hoover :: essays research papers

John Edgar Hoover G-men, Feds, Special Agents and Detectives, all names for members of a nationally, elite police force known as the Federal Bureau of Investigation. But how would you act if you found out that the G-men was started by a cross dressing homosexual? John Edgar Hoover was born in Washington, D.C. on January 1, 1895. His father, Dickerson Hoover, was a printmaker, but he had a mental breakdown in 1921 and he spent his last eight years in Laurel Asylum. This dramatically reduced the family income and Hoover had to leave school and seek employment. Hoover found work as a messenger boy in the Library of Congress, but highly ambitious, spent his evenings studying for a law degree at George Washington University. After Graduation, Hoover's uncle, a judge, helped him find work in the Justice Department. After only two years in the organization, Alexander M. Palmer, the attorney general, made Hoover his special assistant. Hoover was given responsibility of heading a new section that had been formed to gather evidence on "revolutionary and ultra-revolutionary groups.† Over the next couple of years Hoover had the task of organizing the arrest and deportation of suspected communists in America. This was known as the Red Scare. From his previous work in the Library of Congress, Hoover decided to catalog all of the suspected communist. Over the next few years 450,000 names were indexed and detailed biographical notes were written up on the 60,000 that Hoover considered the most dangerous. Hoover then advised Palmer to have these people rounded up and deported. On 7th November, 1919, the second anniversary of the Russian Revolution, over 10,000 suspected communists and anarchists were arrested in twenty-three different cities. However, the vast majorities of these people were American citizens and had to be eventually released. However, Hoover now had the names of hundreds of lawyers who were willing to represent radicals in court. These were now added to his growing list of names in his indexed database. Hoover was appointed director of the Bureau of Investigation in 1924. The three years that he had spent in the organization had convinced Hoover that the organization needed to improve the quality of its staff. Great care was spent in recruiting and training agents. In 1926 Hoover established a fingerprint file that eventually became the largest in the world. The power of the bureau was limited. Law enforcement was a state activity, not a federal one.

Hawthornes Scarlet Letter - Tragic Hero or Merely Tragic? :: Scarlet Letter essays

Arthur: Tragic Hero or Merely Tragic? In Nathaniel Hawthorne's torrid tale of The Scarlet Letter, Arthur Dimmesdale, a main character, is confronted with a number of circumstances, both in and out of his control, that lead to his ultimate demise. While it can be argued that Arthur is a tragic hero, he lacks the underlying goodness and strength essential for him to fulfill this role. Otherwise, it may be demonstrated that Arthur meets all the criteria as a tragic hero, though there are other discrepancies to be noted. Arthur Dimmesdale, a minister, lives his life under the watchful yet admiring eye of the townspeople of Boston and, as a result, becomes a slave to the public opinion. His sin against Hester and Pearl is that he will not acknowledge them as his wife and daughter in the daylight. He keeps his dreadful secret from all those under his care in the church for seven years for fear that he will lose their love and they will not forgive him. He is too weak to admit his sins openly and in their entirety. Instead, he allows his parishioners to lift him in their esteem by confessing, in all humility, that he is a sinner: "The minister well knew--subtle but remorseful hypocrite that he was!--the light in which his vague confession would be viewed." (127) They love him all the more for his honest and humble character, and this is Arthur's intent. Even as he plans to run away with Hester four days after their meeting in the forest, he comforts himself with the knowledge that he will give h is sermon on predestination on the third day, and thus will leave his community with fond memories of his final exhortation. Arthur's flaw can be found in the fact that he chooses to value the public view above those of Hester, his love, and God, his master. Arthur, punishing himself for his ugly secret, which his need for public affirmation will not let him reveal, gradually kills himself through guilt and masochistic ritual. His inward trouble drove him more in accordance with the old, corrupted faith of Rome, than with the better light of the church in which he had been born and bred. In Mr. Dimmesdale's secret closet, under lock and key, there was a bloody scourge. Oftentimes, this Protestant and Puritan divine had plied it on his own shoulders; laughing bitterly at himself all the while.

Organizational Metaphors Essay

The two metaphors that I am about to describe to you are machines and organisms. I am also going to note what each metaphor suggests about how humans and their behavior are perceived in the organization. I will also let you know the similarities and differences in the two metaphors. Also conclude on how the ability to switch between metaphors might enhance effective leadership and organizational behavior. The machines one tends to think of inputs and outputs, standardization, productivity, measurement, and control. The organization tends to want the workers to just perform the mechanics of the job. They want them to not think about what to do, just perform with manpower. They just wanted them to be the energy to propel the organizational machine. The jobs they were required to perform were more simplified so that the workers were cheap and easy to train, supervise, and replace. This helped them to interchange workers as they needed at any given time. The human behavior perceived in this machines metaphor was they were just there to do their job and they had no input in what was being done. This metaphor showed me how an organization can perceive a worker in their job functions. Some organizations make their employees feel that they are just a body there doing the work that needs to be done. The organism metaphor is a living system existing in a wider environment depending on the workers various needs. There is no one best way to design or manage an organization. The flow of information between different parts of the systems and its environment is the key to the organization’s success. It is important to maximize the fit between individual, team and organizational needs. This metaphor represents the organization as an ‘open system’. Organizations are seen as sets of interrelated sub-systems designed to balance the requirements of the environment with internal needs of groups and individuals. This metaphor informed me how a worker can be perceived as an organism in a system. They can learn and adapt to different things in the job functions. As far as the similarities in organisms and machines, they both want their businesses to be profitable. The differences are organisms are more receptive to environmental feedback than machines. Machines tend to be more efficient and do things in an orderly way. Machines can only be replaced or repaired; they cannot develop. In knowing what one’s employees are as far as the metaphors of the organization, you will then be able to adapt to each set of employees in their job functions. If one would know what metaphor they pertain to, one will know how to lead them in the right direction in advancement in their job performance. Let’s say one would have an employee that doesn’t have as much self-esteem as the other employee, you would have to handle them more carefully than with the employee that has more self-esteem. You would just need to motivate and encourage them in a positive way so that they know they can achieve anything that comes up. Organizational metaphors can determine how we think about organizations and affect how we work and make decisions. Morgan (2006) has explored and developed the art of reading organizations and letting us comprehend the conflict and complexity of the organization. If managed in ways that link strategic thinking, active executive search, and careful organizational development, leadership transitions can advance the purposefulness of the organization. Leaders take their roles on boundaries, thus regulating the flow of uncertainty from a fast changing wider environment such that their units have focus and a calmer context within which to do work. We must see that organizations exist in the socioeconomic environment the way fish exist in the ocean, and the way we exist in the physical environment. In knowing the similarities and differences in each metaphor, the manager of the organization will be able to use the organism in the area that it is needed the most and also use the machine in the area where it is needed the most. The organism can adapt to different environments and the machine can perform repetitively the same functions. The metaphors are most valuable in the organization once you train and coach ones employees, you will know which metaphor is best used within the organization.

Mapleland Fiber Network (MFN) Essay

The city of Mapleland, Oregon, which owns and operates its own power utility, built a fiber-optic network to monitor power meters at residents’ homes. The network is called Mapleland Fiber Network (MFN). Because MFN had more capacity than was needed to monitor meters, the city expanded its services to offer access to the network for citybusinesses. The businesses use the network to communicate with each other and to access the Internet. At the MFN headend, which is located with the city government offices, three routers and WAN links connect to the Internet for use by the city. The businesses on MFN also use these routers to reach the Internet. In addition to the business service, MFN also offers cable modem service to homes. A cable modem router at the MFN headend connects to the fiber-optic network. In the city neighborhoods, hybrid fiber-coax nodes bring coax cabling to each street and into the homes for cable modem Internet access. The MFN backbone consists of a fiber-optic Gigabit Ethernet network that runs through the city in a ring topology. The fiber-optic ring connects the hybrid fiber-coax nodes that bring coax cabling to each neighborhood. Also connected to the ring are six data routers. Each router links one or more Mapleland businesses to MFN via simple point-to-point connections. At the business, the fiber-optic network enters the building and connects to a media converter. A UTP cable connects to the media converter and typically to a 100-Mbps Ethernet switch. The switch links the business’s computers and servers in a star opology via UTP cabling. 1. Draw a network map that shows the topology of the MFN and how the main components are connected. 2. What other information would you gather to improve your map and add more detail? 3. Mapleland is considering expanding the MFN to include wireless access for its residences. What additional investigation will you do to prepare for a citywide wireless network? 4. What security concerns do you have for the wireless network?

The Left Brain vs. the Right Brain

The Left Brain vs. the Right Brain: How Does This Impact Learning Over the years, schools have been teaching in the traditional way. This has proven to be successful for many students, but not all. By breaking down the brain and how each side of it processes information could make a more conducive learning environment. If both sides are maximized in the classroom, all of the students are able to excel. Which should be the goal of all schools. Before comparing the styles, knowing how the brain processes the information for different people needs to be looked at.The brain processes information by the type of information that it is. Each side of the brain will process information differently. The left side of the brain will generally process information in a linear fashion. It will take the information and put it in a line and then draw the conclusion at the end. This is a sequential type of thinking. The left brain excels at information that comes in symbols, such as math formulas. It think of things in a logical sense. It can work through a problem in the logical sequence to come to the conclusion or answer.The left brained individual does not have any issues with expressing themselves verbally. They know what they want to say, and they can say it correctly. The left brained person is grounded in the world of reality. They are able to adjust to their surroundings (Templeton, 2012). On the other hand, the right brained person is the opposite. Instead of being linear in their way of thinking, the right brained person likes to know what the result is before discussing the topic. They need to know what the â€Å"big picture† is first so that they know where they are going.The right brained individual will jump around from task to task, not doing them in a sequential order. They still complete the tasks, but they will not prioritize the tasks. Where the left brained person likes symbols, the right brained person likes to deal with things that they can touch, r eal objects. The left brain looks at things in a logical manner, the right brain does things that feel right. They will base choices off of how they feel about something. A right brained person will want to see things visually. They will make mental pictures of the things that are discussed.The right brained person may have difficulty in meeting deadlines because they want to change the things around them and are less attune to reality (Templeton, 2012). Now that the aspects of each side of the brain has been described, are we able to only function with one side of the brain? To read some of the literature that is out there on the subject, you would assume that this is what people think. If this was the case, then we would only have that side of the brain. The brain was made to work with both sides in conjunction with each other.Yet, most people will be dominate one side more than the other. Radwan (2012) list ways that a person with either side brain dominant can use the other side . For example, a person that is left brained dominant should try to refrain from using only logic to make a decision. Radwan (2012) suggest listening to music while reading. that way the right side of the brain can be active in the process. For the person that is right brained, they should try to find out as much as they can about the issue or situation. Get more details about it.They should also try using more numbers, this way the left side of the brain is working, too, according to Radwan (2012). How is the traditional way of teaching conducted? According to Novak (1998), the traditional way of teaching is where the teacher is the one with the power and responsibility, they play the role of the instructor. They teach through lectures. They will be the one that decides the curriculum and what they want the students to learn. Novak (1998) also states that the teachers are the reason that learning happens and that the students need to have the information that they are missing, give n to them.The classroom is generally set up with the desks or tables in a row with the teacher in the front of the classroom. The most important part of this process is the content and delivery of the lesson. It is believed that the student gets their knowledge through practice, which could include the note taking. This type of teaching will be competitive. (Johnson, 1991). Traditional style teaching can cause learning issues for some students. Not every person has the ability to learn this way. In a competitive arena, those that do not excel, may get left behind because they feel insignificant to the others.If they are wrong in the front of the class, they may not want to answer questions, due to the feeling of being ridiculed. This type of teaching does not take into account the creative side of the student. The student that starts to â€Å"move back into their shell†, has the potential to start to fall behind. With the traditional style, that student will have a challenge to catch up since the technique is to continue to teach, fill the student with more knowledge. Brain based teaching is a different type of teaching then the traditional way. It is geared more for the success of the student.It is broken down into three areas, before, during and after class. The before class section, which is conducted way in advance of the class, has two steps: pre-exposure and the environment. The pre-exposure has the teacher plan for those students that will need some extra help. The teacher determines how they will engage the students, making it interactive, to make them remember more of the lesson. The environment cannot always be adjusted, but when it can, the teacher will want to make the students feel safe. They will want to allow the students to sit wherever they want to.The temperature and lighting will need to be adjusted and watched to ensure it is conducive with the learning environment. (Jensen, 2005) During the class, the teacher wants to ensure that th ey engage both the mind and body. This will keep the student awake and interested in the material. The next step will be to â€Å"frame† the lesson. This step gets the student interested in the lesson. It is like a motivator for the student to learn the material. Acquisition is the next aspect that needs to be looked at. This focuses on input where the students and teacher interact and learn from each other.The teacher will want to elaborate on the topic to ensure that the learning has more detail. When the student has learned something new, time needs to be added at the end of class to reinforce the memory so that it can be recalled later. This is a very important part that is not done with traditional teaching. (Jensen, 2005) Jensen (2005) states that the after class section has two steps: â€Å"settling time and rest and review and revision. † It is believed that rather than teaching a mass amount of information, interval learning is the better way.Giving the studen ts time to allow the information to settle by giving them breaks. As time goes on, the students will start to forget the information that was taught to them. If time is set aside to review the information and revise the students knowledge, they will remember it longer. A study was conducted in Pakistan to find out which style of teaching is more productive. It was conducted in Pakistan because the only style that has ever been taught is the traditional style. Fifty students were used in the study; twenty-five were the control, traditional, and twenty-five were the experimental.All of the students were given a pre-test in physics. The scores were recorded and then they were taught in the two different styles. At the end of the study, they were given a post-test. The results showed that the students that studied under the brain based technique were able to learn and retain more compared to the students under the traditional style. (Ali, 2010) For years schools have taught using the tr aditional style of teaching. Knowing what each side of the brain processes and using that to teach students has proven to be effective.By combining the creative side with the linear side ensures that students stay interested in the material. By staying interested, they are able to learn more, and more importantly, retain more information. References Ali, R. , Hukamdad, Ghazi, S. , Shahzad, S. , & Khan, H. (2010). The Impact of Brain Based Learning on Students Academic Achievement. Interdisciplinary Journal of Contemporary Research In Business, 2 (2). 542-556. Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria, VA. Association for Supervision & Curriculum Development.Johnson D, Johnson R. (1991). Learning Together and Alone ed3. ;Allyn & Bacon, Sydney. Novak, J. (1998). Learning, Creating and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations; Lawrence Erlbaum Associates, Inc; New Jersey, pp 24-25. Radwan, M. (2012). Learn How To Use Both Side s of Your Brain (the Left and Right Hemisphere. Retrieved from: http://www. 2knowmyself. com/The_brain/learn_how_ use_both_sides_of_your_brain_left_right. Templeton, M. (2012). Learning Styles. Retrieved from: http://frank. mtsu. edu/~studskl/hd/ learn. html.

15 Terms for Forms and Types of Governance

15 Terms for Forms and Types of Governance 15 Terms for Forms and Types of Governance 15 Terms for Forms and Types of Governance By Mark Nichol Is the United States a democracy, or a republic? (Both.) What’s the difference between an autocracy and a dictatorship? (There is none.) These and other questions of usage are answered with definitions and connotations of terms referring to forms and philosophies of government listed below: 1. Anarchy: Anarchy is from the Greek word meaning â€Å"no rule† and refers to a society without government. Because this is an impractical if not impossible condition, it is generally used in a looser sense of chaos. 2. Authoritarian: Less a form of government than a description, this term connotes an oppressive form of rule in which citizens’ rights are restricted, putatively for the society’s security and stability. A single head of state often dominates a country with authoritarian rule, but it’s likely that more than one person has significant power. 3. Autocracy: An autocracy (from the Greek words for â€Å"self† and â€Å"rule† but referring not to self-determination but to â€Å"one who rules by himself†) is a government led by one person with dictatorial power. 4. Cabal: Ultimately derived from the Hebrew word adopted for the name of the mystical Kabbalah philosophy of Judaism, cabal refers not to a form of government but to the machinations of an insurrectionary group, or to the group itself. (By extension, it can refer to any group outside of the political realm.) The term, thanks to its frequent use by conspiracy theorists, has an unfortunate association with paranoid delusions about secret societies and behind-the-scenes manipulation of government affairs. 5. Dictatorship: This term, stemming from the Latin word meaning â€Å"to declare† and originally a reference to a temporary emergency government established by the Roman Senate, now refers to an autocratic rule by one or more people. The word has a negative connotation and is rarely or ever used by such a government. 6. Federation: A federation (the word is from the Latin term for â€Å"compact† or â€Å"league† and ultimately derived from the word for â€Å"trust†) is a form of government in which subordinate jurisdictions such as states or provinces reserve some sovereignty and/or rights under a national government. (A related term, confederation, implies a more loosely allied group of sovereign states.) 7. Junta: This term also spelled junto and derived from the Spanish word for â€Å"joined,† refers to a postrevolutionary government and carries a sense of a tightly controlled government. 8. Democracy: In its literal sense, a democracy is, as its Greek etymology specifies, a rule of the people. In practice, however, the term is interchangeable with republic, in that it refers to a system of government in which the will of the people is carried out by elected representatives. 9. Monarchy: A monarchy (from the Greek term meaning â€Å"rule by one†) is a government led by a person usually selected by hereditary succession. However, the ruler’s authority may vary from nominal (a figurehead) to absolute (a despot). Most current monarchies are technically constitutional, or limited, monarchies, meaning that the ruler is subject to laws that protects citizens’ rights. 10. Oligarchy: No government is literally an oligarchy (the word is from the Greek term for â€Å"rule of the few†), but that description is used often to refer to the fact that a nation’s wealthiest people generally have an inordinate influence on governance because of their ties to elected officials. The implication is that a government so influenced is corrupt and predicated on the oligarchy’s self-interest. 11. Regime: The Merriam-Webster’s Collegiate Dictionary definition of this term â€Å"lawful control over the affairs of a political unit† is oddly neutral, considering that the connotation is invariably of a repressive dictatorship. 12. Republic: A republic (the word is Latin for â€Å"public thing†) is a government whose authority is based on citizen voters represented by elected officials chosen in free elections, as opposed to a monarchy or a dictatorship. 13. Theocracy: A theocracy, from the Greek word meaning â€Å"rule of God,† refers to a government controlled by religious authorities. The connotation is that the government is repressive and intolerant of values that conflict with the dominant theology. 14. Totalitarian: Derived from the Italian word for â€Å"totality,† this word describes a dictatorial government. 15. Tyranny: Tyranny is a condition in which a nation is under the rule of a tyrant, who seized power illegally and governs with few or no checks and balances. The term was originally a neutral word meaning â€Å"monarchy,† but it acquired the connotation of â€Å"despot† and is by extension often employed to an overbearing authority figure such as a parent or a boss. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Beautiful and Ugly Words"Certified" and "Certificated"20 Names of Body Parts and Elements and Their Figurative Meanings