Saturday, March 14, 2020
The Right to Baptize Essay The Right to Baptize Essay THE RIGHT TO BAPTIZE A sixteenth century radical group of believers, who became known as the Anabaptists, greatly influenced modern day Baptists by their faith and sacrifice. The Anabaptists, along with many other believers who were frustrated with Roman Catholic rule, took part in the Reformation that birthed the Protestantism which so many Christians can appreciate today. The freedom that we experience today as American Protestants was merely a dream to the Anabaptists. They were martyred by the thousands for their unwavering beliefs. In fact, during the reformation years 4000-5000 Anabaptists were executed by fire, water, or sword. Keith L. Sprunger gave a great description of their faith and zeal when he wrote, Ã¢â¬Å"To their fellow believers, the Anabaptist martyrs were spiritual heroes. Through the speaking and singing with Christlike demeanor in the hour of death, the martyrs acted out Ã¢â¬Ëeffectual sermonsÃ¢â¬â¢ which touched the hearts and eyes of all who watched them.Ã¢â¬  One would be inclined to believe that modern day Baptists, along with all other American Protestant Christians, could never properly process this scene, as we ha ve never been faced with such persecution nor had to display our faith to this degree. To question whether or not modern Christians would be willing to die over issues such as infant baptism would only reveal a far less zealous conviction in the present. The Anabaptists played a major role in the birth of Protestantism, in which Baptists represent a large number. Shelly wrote, Ã¢â¬Å"In their belief in the separation of church and state the Anabaptists proved to be forerunners of practically all modern Protestants.Ã¢â¬ After the Second Diet of Worms in 1529, the Anabaptists were part of the evangelical minority, which included the Sacramentarians, who could only offer a protest against their eradication. The word Ã¢â¬ËProtestantÃ¢â¬â¢ was a result of this protest. The Anabaptists did not actually like the name they were given, which means rebaptizer. In fact, they much preferred the name Baptist. Although, their fundamental view was not Baptism, Ã¢â¬Å"it was the nature of the church and its relation to civil governments.Ã¢â¬  Perhaps the Anabaptists largest contribution was their zeal for the separation of church and state. The AnabaptistsÃ¢â¬â¢ reasoning for rebellion may be best described in this paragraph read out of the book titled, Ã¢â¬Å"The Free Church.Ã¢â¬ Further it was declared that it was not fitting for a Christian to be a member of the Government. Reason? The worldly government is according to the flesh, but the Christian according to the spirit. Their house and dwelling is fleshly in this world, the ChristianÃ¢â¬â¢s in heavenÃ¢â¬ ¦. Their strife and weapons of war are fleshly and against flesh alone; but the Christian weapons are spiritual, against the fortress of the devil. The worldly are equipped with armor only against the flesh but the Christians are equipped with the armor of God- truth, righteousness, peace, faith, salvation and the Word of God. The Mennonites are considered to be modern day Anabaptists. In the book, Christ and Culture, the author states that, Ã¢â¬Å"the Mennonites best represent Protestant Sectarianism, since they not only renounce all participation in politics and refuse to be drawn into military service, but follow their own distinctive customs and regulations in economics and education.Ã¢â¬  The Mennonites are their direct descendants when one considers their defiance to government rule. However, they are the extreme when considering the beginning goal of the Anabaptist movement. The reason in which the Anabaptists defied the government in the beginning was their disagreement in infant baptism, due to their strong belief in believer baptism. This caused a conflict with the government because infant baptism was a way the government was able to keep census. Their strong beliefs regarding believer baptism set them in the direction of the yet to be formed Baptist Church.
Wednesday, February 26, 2020
Chautauquas - Essay Example Dilaura explains that note taking process involves writing notes that supplement the lecture notes that will enable effective mastering of the subject under study. Note taking starts by listening and seeing, the art of listening requires that one be active in judging, evaluating and relating the issues being presented. Listening intently enables one to gather the main points that give meaning to the information being provided. Recording of this information is the next step in taking notes. These notes are study aids and therefore they can be graphs, drawings, sketches that illustrate points presented in the lecture (Dilaura 28). A look into the lecture notes after the class is over allows one to fill in the details that are vital in understanding the concepts presented by the lecturer. Formulating questions that aid in the study is the next step of note taking. The questions, drawings, graphs will provide the student with an easier task when going through the notes (Dilaura 33). This also allows one to have knowledge of the areas that may not be clear therefore allowing one to approach their lecturers for assistance. In not taking the key ideas should be separated from the supporting explanations such as drawings, graphs, equations. This is by providing a space between key ideas for these annotations. COA1011 is a course that I find to be the most interesting of all lectures I have attended. This is because it is an engaging course. Apart from providing an understanding of the world of design this course allows one to feed their curiosity by providing students with the chance to air their ideas. It provides an environment for challenging one another in the process of re-inventing the existing ideas. The course encourages aspiring architectures to be critical when making inquiries, when making observations as well as when putting their ideas into creations. Being a supervised
Monday, February 10, 2020
Development of a New Snack - Case Study Example This puts pressure on the manufacturers of children's snack products to rethink their advertising and marketing strategies for this market group, and it also alters the process of product development by introducing new factors into their external environment analysis. The British Medical Association (2005) has also expressed its concern with regards to the increasing levels of childhood obesity in the country, which are a result of poor nutrition and exercise. Snacks probably of concern to the BMA as well as a result of their advertising and marketing which is targeted at children. This is supported by research conducted by the BMA (2005), the EU and the University of Strathclyde which demonstrated that marketing is influential in the decisions made to purchase particular foods. Another finding of this research was that children were not able to assess the nutritional quality of foods advertised to them, which further supported the actions of other European countries who have taken a step further by prohibiting advertising aimed at children (BMA 2005). The systematic review conducted by the University of Strathclyde highlighted that food advertising to children in the UK was higher, the food advertised was less healthy and that food promotion was affecting children's preferences, behaviour and consumption (BMA 2005). This brief summary of the UK highlights the potential prob... ing public pressure and regulation is bound to affect the external environmental analyses that are undertaken, which will adversely affect profits and revenue. To further understand the potential risks faced by children's snack product developers, it is necessary to undertake a brief analysis of the external environment in this industry. 2.0 The External Environment Analysis The external environment analysis is important for organisations as product development is often influenced by the needs of the consumer and the ability of the organisation to meet the consumers' needs (Brassington and Stephen 2005). In other words, the external environmental analysis prioritises the most important influences in the product market. For organisation involved in the production of snacks for children, the external environmental analysis is even more important, as their target market is one which does earn income, which means that the focus is then placed on those able to purchase the products, such as the parents. This analysis also defines the scope for the organisation, with which they can influence the needs of children by targeting their parents and other channels which children are often exposed to. Therefore it would follow that parents and marketing channels will prove to be the most influential in meeting their goals. However, recent consumer and government pres sure is forcing children's snack producers to re-evaluate their external environment analysis. As the analysis will focus on external influences, the most appropriate tool is the PEST analysis which stands for Political, Economic, Social and Technology (Sullivan and Adcock 2002). 3.0 Children's Snack Product Market In the UK advertising snack products to children has fallen by approximately 15%, which
Thursday, January 30, 2020
Meaning of Life and Jeremy Fink Essay A) MEANING OF LIFE Ã¢â¬â BY JEREMY FINK. B) CHARACTERS: JEREMY FINK, LIZZY MULDOON, MRS. FINK, MR. MULDOON, MR. OSWALD, SAMANTHA AND RICK, JAMES AND MR. FINK. CONFLICT: THE CONFLICT IS ABOUT JEREMY TRYING TO FIND FOUR KEYÃ¢â¬â¢S THAT WOULD OPEN THE BOX WHICH HIS DAD LEFT IT FOR HIM FOR HIS THIRTEEN BIRTHDAY PRESENT WHEN HE DIED AND JEREMY IS TO FIND THE KEY THAT WOULD FIT ALL FOUR SPOTS IN THE BOX BEFORE HIS THIRTEEN BIRTHDAY. SETTING: HAPPENS IN MODERN DAYS IN NEW YORK CITY. BASIC SITUATION: JEREMY AND LIZZY TRY TO FIND THE KEY BEFORE JEREMYÃ¢â¬â¢S THIRTEEN BIRTHDAY. C) PLOT: JEREMY SEEÃ¢â¬â¢S THE POSTMAN WITH A BOX ADDRESSED TO HIS MOM. JEREMY TAKES THE BOX AND OPENS IT TO SEE A BOX. WHEN HIS MOM COMES AND SEES HIM WITH THE BOX HIS MOM TELLS HIM HOW THE BOX WAS HIS PRESENT HIS DAD LEFT HIM FOR HIS THIRTEEN BIRTHDAY AND HAD TO FIND ALL FOUR OF THE KEYS THAT WOULD OPEN IT BEFORE HIS BIRTHDAY COMES. LIZZY AND JEREMY GET IN TROUBLE AND THEY HAVE TO DO COMMUNITY SERVICE. THEN THEY MEET MR. OSWALD WHO TRIES TO HELP THEM. THEIR COMMUNITY SERVICE WAS TO DELIVER STAFF TWO NEW PEOPLE WHICH THEN THEY GET TO MEET NEW PEOPLE. D) CLIMAX: IS WHEN LIZZY AND JEREMY OPENED THE BOX AND DISCOVERED HIS. FATHERÃ¢â¬â¢S MEANING OF LIFE. E) FALLING ACTION: IS WHEN JEREMY OPENS THE BOX AND FINDS IT FULL OF STONES. JEREMY THEN REMEMBERS HIS FATHER HAD COLLECTED EACH STONE AT EACH IMPORTANT EVENT OF HIS LIFE. F) RESOLUTION: IS WHEN JEREMY FIND OUT THAT MR. OSWALD, JEREMYÃ¢â¬â¢S MOM, THE MAILMAN, AND LARRY FROM LARRYÃ¢â¬â¢S LOCKS WERE ALL IN JEREMYÃ¢â¬â¢S DADÃ¢â¬â¢S PLAN TO GIVE JEREMY THE BOX AT THE RIGHT TIME AND SO THAT HE WOULD HAVE TO LOOK FOR ALL FOUR OF THE KEYS, ALTHOUGH MR. OSWALD HAD THEM ALL ALONG. BY HAVING THIS PLAN HIS DAD KNEW THAT JEREMY WOULD MEET NEW PEOPLE AND GET TO EXPERIENCE. DIFFERENT THINGS HE WOULD NEVER DO. G) POINT OF VIEW: FIRST PERSON BECAUSE THERE IS TOO MUCH FEELINGS AND EMOTION IN THE BOOK. H) PERSON VS PERSON- JEREMY AND LIZZY AS THEY TRY TO FIND THE KEYS TO THE BOX. PERSON VS SOCIETY- JEREMY AND THE SOCIETY MEETING NEW PEOPLE TO TRY TO FIND THE KEY TO THE FOUR HOLES. I) THEME: A LESSON THIS STORY TEACHES ABOUT LIFE IS TO NEVER GIVE UP, AND ALWAYS BE MOTIVATED TO DO SOMETHING YOU KNOW YOU REALLY WANT TO DO. J) SIMILE- AS HARD AS IT CAN BE WITH HOPE ON THE WAY. SIMILE- LIFE IS AS EVENTFUL AS A JOURNEY. METAPHOR- NO PAIN, NO GAIN.
Wednesday, January 22, 2020
Water and all forms of water travel have long fascinated man. With his fascination and the realization that humans are ill-suited for water travel that doesn't involve remaining on the surface, an appreciation for a fish's ability to move in three dimensions with relative ease was also devloped. Although we may not fully understand the physics involved how fish swim, it is obvious from the fascination and the breadth of reseach that it will remain a goal of the modern sicientist. A fish's ability to propel itself efficiently through water is paramount to its likelihood to succeed. But before a fish need worry about any of the complications associated with moving through water (hydrodynamic drag, turbulence, buoyancy, etc.) it must first solve the problem of locomotion. The most common method for solving this problem is by muscle contraction and relaxation. The forward thrust force is created by movement of the caudal (tail) fin and varying amounts of the surrounding muscle (up to the entire body for fish that swim similar to eels) in an undulating motion. The importance of this mechanism manifests itself in the fact that 80% of a fish's body is composed of muscle used for propulsion and maneuvering. Since fish live in an environment in which they need to move in three dimensions, buoyancy plays a significant role in determining a fish's ability to swim efficiently. Fish use a couple of different strategies to solve this problem. Denser fish use their pectoral fins to create dynamic lift, similar to planes and birds. As these fish swim, their pectoral fins are positioned in such a way as to create a difference in pressure which allows the fish to maintain a certain depth. The two major drawbacks of ... ... Anjem and Marko, John. University of Illinois, Chicago. Department of Physics http://www.uic.edu/classes/phys/phys461/phys450/MARKO/N004.html Smits, A. "Drag of Blunt and Streamline Bodies" Princeton University. Department of Engineering http://www.princeton.edu/~asmits/Bicycle_web/blunt.html Moore, Bobby and Warren, Michael. "The Bouyancy of Fish and the Physics Behind it" http://kingfish.coastal.edu/physics/projects/2000_fall/fish/ Tu, Xiaoyuan. "Structure of the Dynamic Fish Model". University of Toronto http://www.dgp.toronto.edu/people/tu/thesis/node50.html
Tuesday, January 14, 2020
The significance of the Lincoln-Douglas debates for the political history of America is hard to overestimate. Therefore, careful analysis of these debates can be extremely educational and enlightening. This paper will focus on three main aspects of the analysis, namely the causes of the debates, the content of the debates, and the results of the debates. The Lincoln-Douglas debates were a series of seven debates during the Illinois senatorial race of 1858 between Republican Abraham Lincoln and the Democratic incumbent, Stephen A. Douglas. The candidates were sharply divided on the issue of slavery. Before Lincoln announced a formal challenge, the candidates spoke in turn in the cities of Chicago and Springfield. Thus, Lincoln suggested speaking to the same audiences at one time by writing the following to Douglas: Ã¢â¬ËWill it be agreeable to youÃ¢â¬ ¦to make an arrangement for you and myself to divide time, and address the same audiences during the present canvass?Ã¢â¬â¢ (Encarta, 2007, para. 3). Scrutinizing the social and political circumstances at the time of the election campaign, it is necessary to note the Kansas-Nebraska Act, sponsored by Douglas, allowing slavery in the U.S. territories north of latitude 36Ã °30Ã¢â¬ ² if there citizens agreed to it, and the U.S. Supreme Court Dred Scott decision of 1857, allowing masters to bring slaves into free territory without any alterations in the legal status of a slave. Therefore, the Supreme Court Dred Scott decision entered into a contradiction with the Kansas-Nebraska Act (Encarta, 2007). As for the content of the debate, LincolnÃ¢â¬â¢s main focus was the human rights issue implicitly present in the debate on slavery. He told the audience that slavery violated the Declaration of Independence and was firmly determined to portray the practice of slavery as evil and immoral. For his part, Douglas paid considerable attention to legal technicalities, such as the principle of Ã¢â¬Ëpopular sovereigntyÃ¢â¬â¢ under which inhabitants were able to decide whether they would accept slavery in their territory (Encarta, 2007). However, this principle Ã¢â¬Ëwith its self-proclaimed neutrality toward whether slavery was voted up or voted down, was a sheer absurdity on its face, according to LincolnÃ¢â¬â¢ (Jaffa, 1999, p. 31). Lincoln employed all his rhetorical skills to prove the moral and ethical unacceptability of slavery. He also perceived the sharp division over the issue of slavery as a threat to national unity. When accepting his nomination, he said the following phrase: Ã¢â¬ËA house divided against itself cannot stand. I believe this Government cannot endure permanently half-slave and half-freeÃ¢â¬â¢ (University of Houston, 2008, para. 4). He also argued that the Kansas-Nebraska Act and the Supreme Court's Dred Scott decision were a part of conspiracy aimed at legalizing slavery in the entire territory of the United States. Douglas, in turn, focused on the right to self-government, which he saw as being of preeminent importance. However, as the debates progressed, Douglas started to clash LincolnÃ¢â¬â¢s position directly and accused him of favoring black Americans over whites. He ended up picturing his opponent as a radical politician inciting tension and possible civil war. Lincoln denied this and voiced his support for the Fugitive Slave Law and the existence of slavery in the territories where such practice had been already established. The issue of slavery was debated in the light of the prospect of granting citizenship to black Americans. Douglas was fiercely opposed to such a notion, while Lincoln took the middle ground by recognizing black citizensÃ¢â¬â¢ right to life, liberty, and economic freedom while being wary about the acceptability of Ã¢â¬Ëbringing about in any way the social and political equality of the white and black racesÃ¢â¬â¢ (University of Houston, 2008, para. 10). The two candidates also had opposing views on the institutional nature of slavery. Douglas was convinced that slavery could not exist without the support of friendly local legislation and was essentially a dying practice. Thus, his suggestion was to treat it as a local problem to be decided by inhabitants of a certain territory. Local residents, in his view, could de facto outlaw this practice by refusing to pass legislation protecting property right of slave owners: Ã¢â¬ËSlavery cannot exist a day or an hour anywhereÃ¢â¬ ¦unless it is supported by local police regulationsÃ¢â¬â¢ (University of Houston, 2008, para. 12). On the contrary, Lincoln believed that slavery, with its status undecided, had a potential of spreading quickly on the nationwide scale. As concerns the results of the race, Lincoln lost it, yet, in his own words, it was Ã¢â¬Ëa slip and not a fallÃ¢â¬â¢ (University of Houston, 2008, para. 15). LincolnÃ¢â¬â¢s popularity was boosted greatly by the series of debates, which, in turn, contributed to his victory in the Presidential race of 1860. However, the debates had far-reaching implications by attracting public attention to the issues of slavery and human rights as well as establishing the tradition of formal debates between candidates for a governmental post. References Jaffa, Harry V. (1999). Crisis of the House Divided: An Interpretation of the Issues in the Lincoln-Douglas Debates, Revised Ed. Chicago: University Of Chicago Press. Microsoft Encarta Online Encyclopedia. (2007). Ã¢â¬ËLincoln-Douglas Debates.Ã¢â¬â¢ Retrieved January 20, 2008, from http://encarta.msn.com/encyclopedia_1741500415/Lincoln_Douglas_Debates.html University of Houston. (2008). Ã¢â¬ËThe Lincoln-Douglas Debates.Ã¢â¬â¢ Retrieved January 20, 2008, from http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=336Ã Ã Ã Ã
Monday, January 6, 2020
arrivare: to arrive, come (to), reach, succeed (in), manage, happen, occur RegularÃ first-conjugation Italian verbIntransitive verb (does not take aÃ direct object) Indicative/Indicativo Presente io arrivo tu arrivi lui, lei, Lei arriva noi arriviamo voi arrivate loro, Loro arrivano Imperfetto io arrivavo tu arrivavi lui, lei, Lei arrivava noi arrivavamo voi arrivavate loro, Loro arrivavano Passato Remoto io arrivai tu arrivasti lui, lei, Lei arriv noi arrivammo voi arrivaste loro, Loro arrivarono Futuro Semplice io arriver tu arriverai lui, lei, Lei arriver noi arriveremo voi arriverete loro, Loro arriveranno Passato Prossimo io sono arrivato/a tu sei arrivato/a lui, lei, Lei arrivato/a noi siamo arrivati/e voi siete arrivati/e loro, Loro sono arrivati/e Trapassato Prossimo io ero arrivato/a tu eri arrivato/a lui, lei, Lei era arrivato/a noi eravamo arrivati/e voi eravate arrivati/e loro, Loro erano arrivati/e Trapassato Remoto io fui arrivato/a tu fosti arrivato/a lui, lei, Lei fu arrivato/a noi fummo arrivati/e voi foste arrivati/e loro, Loro furono arrivati/e Future Anteriore io sar arrivato/a tu sarai arrivato/a lui, lei, Lei sar arrivato/a noi saremo arrivati/e voi sarete arrivati/e loro, Loro saranno arrivati/e Subjunctive/Congiuntivo Presente io arrivi tu arrivi lui, lei, Lei arrivi noi arriviamo voi arriviate loro, Loro arrivino Imperfetto io arrivassi tu arrivassi lui, lei, Lei arrivasse noi arrivassimo voi arrivaste loro, Loro arrivassero Passato io sia arrivato/a tu sia arrivato/a lui, lei, Lei sia arrivato/a noi siamo arrivati/e voi siate arrivati/e loro, Loro siano arrivati/e Trapassato io fossi arrivato/a tu fossi arrivato/a lui, lei, Lei fosse arrivato/a noi fossimo arrivati/e voi foste arrivati/e loro, Loro fossero arrivati/e Conditional/Condizionale Presente io arriverei tu arriveresti lui, lei, Lei arriverebbe noi arriveremmo voi arrivereste loro, Loro arriverebbero Passato io sarei arrivato/a tu saresti arrivato/a lui, lei, Lei sarebbe arrivato/a noi saremmo arrivati/e voi sareste arrivati/e loro, Loro sarebbero arrivati/e Imperative/Imperativo Presente arriva arrivi arriviamo arrivate arrivino Infinitive/Infinito Presente arrivare Passato essere arrivato Participle/Participio Presente arrivante Passato arrivato Gerund/Gerundio Presente arrivando Passato essendo arrivato