Biblical Prophets of the Post-exilic essays

Biblical Prophets of the Post-exilic essays Before the Babylonian exile, Biblical prophesy reached its highest point. Prophets such as Jeremiah and Ezekiel changed and molded the scope of Hebrew religion. Their writings were intelligent, insightful, well developed, and contained a great spiritual meaning. Following the Babylonian exile, however, prophesy took a depressing downward turn. There are many post exilic prophets, yet their writings are usually short, mostly irrelevant, repetitive, and, for the most part, anonymous. Though this is the case for many of these prophets, some works cannot be overlooked. Haggai and Zechariah were leaders in the cultic reform of the Hebrew people. Malachai calmed their fears, and assured them of God's love. Still other prophets told of a new, Messianic time when the word of the Lord would be held in its former glory. These were the most important works, as post exilic Hebrews needed not only protection, but spiritual guidance to sustain their society. The prophet Haggai was an integral figure in uniting the Hebrew people. Upon return to their homeland, the Hebrews found most of the infrastructure in a state of disrepair, with the people uncaring for their moral and social responsibilities, to say nothing for their religious practices. Even the temple of the Lord had been destroyed. Haggai emphasized the return to a more cultic society. The coming of a latter glory that was foretold in Haggai's prophesy is emphasized in the book of Zechariah. Zechariah prophesied in the shadow of Haggai, but gave his words a slightly different spin. He emphasizes, like the pre-exilic prophets, the importance of a moral reform among the Hebrews. Zechariah's way of receiving the word of God is very unique among the prophets. The word comes to him in the form of eight visions. These "colorful and strange" visions make up most of his book. The visions are so bizarre that the Lord sends an angel as in interpreter, so that Zeccariah can derive meaning from t...

Japanese Verbs Conjugations

Japanese Verbs Conjugations Japanese verbs are roughly divided into three groups according to their dictionary form (basic form). The basic form of Group 1 verbs end with ~ u. The basic form of Group 2 verbs end with either ~iru or ~ eru. Group 3 verbs are irregular verbs. There are only two irregular verbs, kuru (to come) and suru (to do). Click here to learn more about Japanese verbs and hear their pronunciation (Audio Phrasaebook – verbs). Here are some common verbs from each group. The links lead to various conjugations of each verb. Group 1 aruku æ ­ ©Ã£   - to walk asobu é Å Ã£  ¶ - to play au ä ¼Å¡Ã£ â€  - to meet hairu å… ¥Ã£â€šâ€¹ - to enter hajimaru Ã¥ §â€¹Ã£  ¾Ã£â€šâ€¹ - to begin iku è ¡Å'㠁  - to go kaeru Ã¥ ¸ °Ã£â€šâ€¹ - to return kakaru 㠁‹ã â€¹Ã£â€šâ€¹ - to takekaku æ› ¸Ã£   - to writekau è ² ·Ã£ â€  - to buy kiku è Å¾Ã£   - to listen matsu Ã¥ ¾â€¦Ã£  ¤ - to wait motsu æÅ' Ã£  ¤ - to havenarau ç ¿â€™Ã£ â€  - to learnnomu é £ ²Ã£â€šâ‚¬ - to drinkokuru é€ Ã£â€šâ€¹ - to sendomou æ€ Ã£ â€  - to thinkoyogu æ ³ ³Ã£   - to swimshiru çŸ ¥Ã£â€šâ€¹ - to know suwaru Ã¥ º §Ã£â€šâ€¹ - to sit tatsu ç «â€¹Ã£  ¤ - to stand tomaru æ ­ ¢Ã£  ¾Ã£â€šâ€¹ - to stop tsuku ç â‚¬Ã£   - to arrive uru Ã¥ £ ²Ã£â€šâ€¹ - to sellutau æ ­Å'㠁† - to singwakaru 分㠁‹ã‚‹ - to understandwarau ç ¬â€˜Ã£ â€  - to laugh yomu è ª ­Ã£â€šâ‚¬ - to read Group 2 kangaeru è€Æ'㠁ˆã‚‹ - to thinkmiru è ¦â€¹Ã£â€šâ€¹ - to see; to lookneru Ã¥ ¯ Ã£â€šâ€¹ - to sleeposhieru 教㠁ˆã‚‹ - to teachtaberu é £Å¸Ã£  ¹Ã£â€šâ€¹ - to eat Group 3 kuru æ  ¥Ã£â€šâ€¹ - to come suru 㠁™ã‚‹ - to do

Hrd Practice Essay Example | Topics and Well Written Essays - 5750 words

Hrd Practice - Essay Example Information was gathered and notes taken through personal discussions with HRD personnel, management and a number of personnel affected by these systems. Data on attrition rates, performance appraisals, and career development was garnered from the meticulous records maintained by the ORTD. This data was allowed to be drawn for study only and not allowed to be used in this report. The main findings included in the following report are that ABC has a clear view of its mission and objectives and HRD strategy is visibly and strongly linked to the overall plans. The two areas studied are well developed and effectively used. This report offers some recommendations to further strengthen these. This report is written at the conclusion of a study of Human Resource Development (HRD) practices in an existing company (ABC, at their request). Theoretical inputs received during class and the thinking of various experts was compared with actual practice, to develop deeper understanding of HRD. HRD embraces a large range of activities aimed at bringing out the best in each individual to meet organizations' objectives this study was limited to two areas, Career Development and Performance Appraisal. ABC adopts a paternalistic approach and shows total involvement in the welfare of the employee both on and away from the workplace. In all dealings with employees the company makes a conscious attempt to integrate feelings, priorities and welfare of the employees' family. ABC also has well thought out medium and long term plans for growth and consolidation and its efforts at career planning and development are fully integrated into them. Manning and skill level requirements of the organisation as it evolves and grows in the next five years are written and HRD responds to this through its activities of recruitment, training and development of in-house human resources. Lateral recruitment at higher levels is rare. 2.0 Industry Studied - Overview 2.1 Background The Organisation selected for study is a large company, employing about 3,600 personnel. The company manufactures fertilizers, PVC and Cement and is essentially chemical technology driven. The company is very successful in its performance as is

Gay Lesbian Parents Essay Example | Topics and Well Written Essays - 1250 words

Gay Lesbian Parents - Essay Example That reality suggests that the children of gay and lesbian couples can experience healthy and normal psychological development were it not for societal tendencies towards discrimination, on the one hand, and the innate tendency of children to react negatively to uniqueness, or difference, on the other (Ahmann, 1999). In other words, while homosexual parenting does not, in itself, limit a child's capacity to undergo a normal psychological development process, the fact that it unfolds within societies which, despite public statements to the contrary, are innately protective of the traditional family structure and biased against same-sex families, detrimentally impacts the child's opportunities for healthy development. Through a review of the arguments on either side, the research shall attempt to prove the stated argument. Western societies, despite the prevalence of laws upholding homosexual rights tend towards negative conceptualisations of homosexuality. The anthropologist, D. Gilmore (1990) asserts that societal acceptance of sexual orientations is ultimately defined by the prevalent culture and cannot be dictated by laws. Insofar as Western societies, whether as a consequence of historic or religious traditions, define homosexuality as a practice which falls from without the bounds of normalcy, if not outright abnormal, it is inherently incapable of comprehending the possibility of children of same-sex parents as anything other than underprivileged. The fact that this is not necessarily the case and that the aforementioned perception is ultimately predicated on the dominant culture's perception of homosexuality as abnormal is validated by evidence which effectively proves that cultures which perceive of homo and hetero-sexuality as equally normal, have no prejudices against the concept of same-se x parenting (Gilmore, 1990). In other words and as further emphasised by Halwani (2002), culture dictates perceptions of homosexuality and, as a result, invariably affects the children of same-sex couples. The fact that culture, concomitant with traditional definitions of marriage and family, inexorably influence perceptions of the stated relationship and, as such impact the psychological development of the children concerned, is evidenced in a plethora of commentary on the phenomenon. The law, for example, clearly defines marriage and the family unit which is subsequently formed as a "union of man and woman uniquely involving the procreation and rearing of children within a family" (Johnston, n.d.). Religion, similarly defines marriage and family, consequently maintaining same-sex unions and families to be a harmful deviation from the norm with incalculably detrimental psychological effects on the children concerned (Richardson, 2004). In other words, there exists a predominately negative perception of the same-sex family unit insofar as culture, religion and the law combine to define it as abnormal. That in itself will limit the possibilities of healthy psychological development for children with gay or lesbian parents. Psychologists have determined the existence of a strong likelihood, as evidenced by empirical fact, that children who grow up with same-sex parents can

Black Aesthetics Essay Example for Free

Black Aesthetics Essay Black Aesthetics The word â€Å"aesthetics† can be defined as a branch of philosophy that critically reflects on art, culture, and nature. It is a view, opinion, or an attitude toward what is considered offensive or acceptable. It is more scientifically defined as a critical judgment of the sensory emotional values that exude from the nature of beauty, art, and taste. Aesthetics as it pertains to the black community or simply â€Å"black aesthetics† refers to ideologies and perspectives of art that centers around back culture and life. Black aesthetics spawned from the Blacks Arts Movement of the 1960’s where blacks demonstrated that you didn’t have to assimilate into white American culture. The movement refers to a period of African American creativity beginning in the mid-1960’s and continuing through much of the 1970’s. It was a pivotal moment in African American literature. It inspired black people to establish their own publishing houses, magazines, journals and art institutions. It led to the creation of African American Studies programs within universities. It all precipitated from the assassination of Malcolm X in 1965. Linked both chronologically and ideologically with the Black Power Movement, The BAM recognized the idea of two cultural Americas: one black and one white. The BAM pressed for the creation of a distinctive Black Aesthetic in which black artists created for black audiences. The movement saw artistic production as the key to revising Black American’s perceptions of themselves, thus the Black Aesthetic was believed to be an integral component of the economic, political, and cultural empowerment of the Black community. The Black Arts Movement called for an explicit connection between art and politics. This movement created the most prevalent era in black art history by taking stereotypes and racism and turning it into artistic value. The concepts of Black Power, Nationalism, Community, and Performance all influenced the formation of this national movement, and it proliferated through community institutions, theatrical performance, literature, and music. One of the biggest problems that black Americans have been dealing with since being removed from our homeland is self-identification within western civilization. American culture was initially shaped by many European races and cultures coming together through shared ideals and values in which, has attributed to our diversity. However, other races did not always have a choice; all of the enslaved Africans were forced to assimilate. During the late 1950’s and early 1960’s, many African nations were struggling for their independence from Europe. Their struggles correlate to the struggle of blacks in the United States during the same time period. Since the 1880’s, when European nations colonized Africa, Europe had almost complete control over the continent, but this changed during the 1950’s and 1960’s. By 1958, ten African countries had gained their independence, and sixteen more joined the list in 1960 alone. With these nations gaining heir independence, it demonstrated the ability of blacks to overpower their white oppressors. The Black Power and Black Arts Movement in the United States were the result of just that. Who are black people, what are black people, what is their relationship to America and the world? It must be repeated that the whole myth of Negro citizenship, perpetuated by the white elite, has confused the thinking of radical and progressive blacks and whites in this country. The broad masses of black people react to American society in the same manner as colonial peoples react to the West in Africa, and Latin America, and had the same relationship that of the colonized toward the colonizer. Too long have we allowed white people to interpret the importance and meaning of the cultural aspects of our society. We have allowed them to tell us what was good about our Afro-American music, art, and literature. How can a white person who is not part of the black psyche (except as the oppressor) interpret the meaning of the blues to us who are manifestations of the songs themselves? Black people concerning the contributions that we have made in shaping this country must make a thorough re-examination. If this re-examination and re-evaluation is not made, and black people are not given their proper due and respect, then the rivalries and contradictions are going to become more and more evident, more and more intense, until there is a national uproar.

Continuing Education: Market Driven or Student Centered? :: School Education Learning Essays

Continuing Education: Market Driven or Student Centered? One enduring controversy in continuing education is whether programs should be market driven. The controversy has some connection with the pervasive image of the marginality of continuing education in higher education as well as the concept that continuing education programs must be self-sustaining. As Edelson (1991) says, "This principle of having to pay its own way is the single most distinguishing feature of American continuing education today" (p. 19), adding that adult education is the most blatantly market-driven segment of education. At the heart of the controversy is the issue of whether "market driven" is necessarily antithetical to the principles and philosophy of adult learning. This publication looks at whether this is a misconception or a reality. The Case against Market Driven According to Beder (1992), successful market-driven programs must have "sufficient numbers of voluntary adult learners who are motivated to exchange enough of their time and money to yield the clients and fee income" needed to operate programs (p. 70). This need to target areas of high demand leads to what Beder sees as the primary problems of market-driven systems: (1) they perpetuate inequality by neglecting the needs of those less able to pay; (2) they may meet individual needs efficiently but not overarching social needs; and (3) they often displace educational benefit with profit as an overriding goal. Rittenburg (1984) agrees that the demands of the marketplace are not a sufficient foundation for continuing education: "The nature of aesthetic and ideological products is such that production to meet consumer demand is not an adequate framework" (p. 22) because such products have intrinsic value. Controversy over a market orientation for adult education programs is not a new issue. Edelson (1991) reviews the history of the Ford Foundation/Fund for Adult Education's Test Cities Project (1951-61), which sought to demonstrate that noncredit liberal adult education could and should pay for itself. Over time, this obsession with economic viability led to the sacrifice of small-group discussion forums to the need for economies of scale and formats that produced higher revenues (such as large lectures). The controversy crosses many fields. In social work, Laufer and Shannon (1993) describe how program quality, which requires long-term investment in lieu of short-term profit, can suffer when programs must pay as they go. They argue that quality should be "the bottom line below the bottom line" (p.

Classroom Behavior Managment: Common Mistakes Essay

Mistakes are common in the classroom, but there are tips on how to manage your classroom that will eliminate the chaos and help your students learn. Prevention is an effective form of behavior management. From the beginning you need to establish a set of rules and regulations so that the students know your expectations. There are twelve common classroom behavior management mistakes, but are followed by suggestions as to what we should do instead. The systems should be able to meet the changing needs of the classroom and students. The first few mistake rules are basic concepts that teachers need to know. One is being able to define misbehavior by its function not by how it looks. Number two and three is to assess the behavior directly instead of asking a question or approaching the problem in a different way instead of trying harder for it to work. Number four is to set and establish classroom rules right away, but do not have too many because it makes it more difficult for both the teacher to enforce and students to comply. The fifth one is to treat some behaviors as â€Å"can’t dos† like lack of skills not all as â€Å"won’t dos† as in lack of motivation. Number six is an easy fix by planning transition time appropriately instead of lack of planning. Number seven has true knowledge by ignoring wisely instead of ignoring all or nothing at all. Make sure to understand what you should ignore and what you should not. Number eight moves onto misuse and overuse of time out. The student’s reinforcement opportunities are withdrawn when in time out. Moving onto number nine is that you should have clear expectations of your students that you reinforce consistently. Your students are more likely to obey when the teacher is consistent than when they are inconsistent. Number tens mistake is not including others in your management efforts. The classroom will be more effective if parents, students and others are involved. Number eleven and twelve are about using academic instruction as a tool and taking the misbehavior professionally not personally. A brief review on the common mistakes is useful for developing a comprehensive behavior management plan. Reflection: I enjoyed reading this article because the main thing I look for when I go into my field experiences is the different classroom settings and figuring out how each classroom is run differently. Teachers have their own behavior management techniques and they all handle situations differently. This article is really going to help me in my future because I now know the common mistakes teachers make and I can look for them when I am in my fields. I thought that this article was well written and gave just enough information and examples for each mistake. What I think is most important is prevention because if you can stop it before it starts then hopefully you illuminate the problem all together. I really do believe in getting the ground rules set early so that the students know your expectations. You should not over load them with tons of rules but if you have a good set of four to six rules that could govern classroom situations then I believe that you will have less behavioral problems. I think that this article is worthwhile and I would recommend it to other teachers because maybe by me passing on this article I could help another teacher get their class behavior under control. Some teachers are old fashioned and need new direction and passing an article on like this one could be beneficial for any teacher. I really thought that this article was knowledgeable. I learned more than I thought I would and any teacher would benefit from reading and applying this to their classroom.